Through RELATIVE and ABSOLUTE dating, FOSSILS and ROCK LAYERS show us…That the earth’s habitats have changed over time…..That the earth’s climate has changed over time…..That some organisms are no longer with us…..That some organisms lived in different areas of earth in

the past……And that the organisms present today differ from their

ancestors.

Testable QuestionIn a population of prey…..who will survive?

Background InformationPlease define the following terms:

prey:

predator:

species:

population:

variation:

DataIn this section, you should have a NEAT data table like

the one on page 298. DO NOT fill in the bean info yet! Don’t forget to use a ruler! Your data table should have a title. (“data table” is not a good title!!)

Materials (you do not need to copy this list!)

25 each of 4 types of beans (lima bean, kidney bean, split peas, pinto bean)

Cups (predator’s mouths)Extra beans (in front of room)Habitat (patterned wrapping paper)RulerColored pencils

Procedure (steps 1-11 on pp 297-9 in book)

The different colored beans represent a population of prey with different colors (ex: a group of brown, green(!), white and spotted rabbits)

3 group members are predators; one group member is the “game warden”

Game warden manages the prey (spread them out); starts and stops the hunt; and oversees the reproduction of the prey.

The predators try to hunt by sight only….capture the prey that you can most easily see.

Procedure, continued Begin with game warden placing 25 of each color of

prey randomly around the habitat….predators have their backs turned!

RECORD 1st generation starting numbers in your data table.

Predators catch (based on sight!) one prey at a time and put it in their mouth (cup!)

Game warden stops the hunt as soon as each predator has captured 25 prey.

RECORD 1st generation ending numbers in your data table.

Procedure, continuedGame Warden now oversees the reproduction of the

prey (woo hoo!!) Reproduction involves multiplying the remaining prey by

4. (Ex: If 4 pinto bean prey remain then you need to add 12 more to have a total of 16.)

Now RECORD the 2nd generation starting population. Game Warden evenly spreads out the prey while predators are not looking.

Predators again hunt until each have caught 25 prey. RECORD 2nd generation ending numbers.

Procedure, continuedRepeat reproduction step in preparation for 3rd

generation. RECORD 3rd generation starting numbers.

Clean up your lab area!! Put 25 of each bean type back in the plastic jar; sort and put extra beans in jars on front table; fold the habitat neatly; check the floor for lost prey; put everything neatly back in the tub.

DataIn this section, you have your neatly constructed and

filled in data table. Also in this section, tape a small piece of the habitat – large

enough to see the characteristics of your habitat.

Data ResultsIn this section, you should make a bar graph of your

data. Please use the generation starting numbers only. Rulers and colored pencils are available. Your graph should be neat and appropriately labeled.

Also show on your graph your predicted starting numbers for generations 4,5 and 6. Make sure to indicate that these are predictions!

Reflect and Connect Q’s1. Which prey survived? Why?

2. Did all 7 lab groups get the same results? Explain why or why not.

3. What did you base your predictions for generations 4,5, and 6 on?

4. Why were there different colors of prey?

5. Were all variables controlled in this simulation? Explain.

ConclusionExplain, in paragraph form, what happened to this

population over time. If it helps, you may refer to the beans as rabbits.

Be sure to include specific data.You may want to include a sketch. Be sure to refer to

your sketch in your paragraph.

CommentWhat did you think of this activity? Did it make sense?

Did you have any confusions? Did you have an “ah-ha” moment? Please share your thoughts….