Hide's the name, seek's the game!

The activities on this page will allow you to determine how different traits offer a greater chance for an organism to survive. Remember that variations or differences in how traits show up in different organisms of the same species determines how well these organisms survive in their environment.

During the first activity, identify how the trait of coloration affects the survival of dots.This activity will require that you work with a friend.

Materials:

• One full newspaper sheet
• 50 black dots (use a hole punch to create these dots)
• 50 white dots (use a hole punch to create these dots)
• 50 newsprint dots (use a hole punch to create these dots)
• Stopwatch, clock or watch with second hand
• Graph paper
• Forceps or tweezers
• Colored paper (something other than white, black or newsprint)

Procedure:

1. Lay the newsprint on a desk.
2. Randomly spread the dots all over the newsprint.
3. Time your partner for thirty seconds to collect as many dots as possible.
4. Record the number of dots that were collected (use the colored paper to help sort them).
   • Record the total nember of dots collected.
   • Record the number of white dots collected.
   • Record the number of black dots collected.
   • Record the number of newsprint dots collected.
5. Replace the dots.
6. Switch roles so that the person who was the timer will now be the collector and the person who collected dots first will now be the timer.
7. Repeat steps 3 and 4.

Create a data table similar to the one below. Make sure to average the number of dots that each of you were able to collect.

Data:

Graph each person's results using a bar graph as shown in Example #1.

Example #1

In addition, create a graph to compare your results for each type of dot as shown in Example #2.

Example #2

Finally, create a bar graph which compares the results of each person with each type of dot collected as shown in Example #3.

Example #3

Finally, create a graph that compares each person's results with the averate for each type of dot as shown in Example #4.

Example #4

Analysis:

1. How does your data compare with that of friends who have also done this activity?
2. What type of dot was the easiest to pick up in the time you were given?
3. Which type of dot was the most difficult to collect?
4. Why was there a difference between the easiest to collect and most difficult dots to collect?
5. What animals can you think of which survive better based on how they are colored?
6. How might your results change if you put the dots on a different color or type of paper and then collect them?

Extensions:

Now that you know the basic process, try it using some fun materials! For example you could use the colored Sunday comic page and then colored dots or colored candies (such as Skittles® or M&M's®.)

You can do your graphs using a spreadsheet program.

Create a multimedia presentation to show the process and results of your experiment.

Survival of the beaks!

You will be given a type of tool to represent a bird beak. You will then compete for food with other "critters" (your friends.) You will have several rounds to gather food and during each round, the amount of food you need to gather will increase.

Materials: 

• Beak simulation objects
  • Pliers
  • Salad tongs
  • Chopsticks
  • Wrenches
  • Forks
  • Scissors
  • Popsicle sticks (two used like chopsticks)
  • Spoon(s)
  • Clothespin(s)
  • Forceps or tweezers
• Straw(s)
• Beans
• Corn (uncooked and unpopped)
• Toothpicks
• Pieces of paper squares (Between the size of punched paper holes and one square inch)
• Individual container (e.g. petri dishes, small cups or bowls - for nests)

Safety concerns: Be sure to follow all glassware safety rules if your continer is made of glass. It is also very important that you follow all teacher directions as they relate to proper use of your "beak" and cleanup of this activity. Remember this is a simulation of a feeding activity - you are NOT to actually eat the food!

Procedures:

1. Each of you will be given a different beak (tool).
2. Dump a bunch of beans on the floor.
   • Take 60 seconds to collect as much ÒfoodÓ as you can and put it into your container.
   • Count the food you get into your dish.
3. An example of the times and possible food combinations is listed in the table below:
4. Repeat the above steps for each additional round.
   • Add additional food items as suggested in the table below.
   • Each round should be 60 seconds long.

5. Record your data in a table similar to the following:

Record your beak type here:_____________

1. Create a graph of your success as a food gatherer compared to your friends. (You might use a pie grah, bar graph, or other type of graph.)
2. Why would beak shape affect food gathering?
3. Based on your results, which food type was your beak best adapted for gathering?
4. Which type of beak was most successful and why?
5. Predict other traits that might influence food gathering ability?
6. If you are interested in beak types, do some research on the Galapogos Island finches (sometimes called Darwin’s finches) and report your findings to the class.