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Natural Selection. Team Awesome Humble Nohemi , Tommy, Madison , Eric, Anna, and Marissa. Natural Selection Survival of the Fittest.

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Natural selection

Natural Selection

Team Awesome Humble

Nohemi, Tommy, Madison, Eric, Anna, and Marissa


Natural selection survival of the fittest
Natural SelectionSurvival of the Fittest

  • Standard 7.d: Students know variation within a species increases the likelihood that at least some members of a species will survive under changed environmental conditions.

Students should be able to:

  • Predict how differing genetic traits will increase probability of survival in a given environment.

  • Develop a hypothesis explaining how alterations to the environment gave dark forms of peppered moths advantages over pale forms during the Industrial Revolution.

Learning Goal

Learning Outcomes


Who s hungry engagement activity
Who’s Hungry?Engagement Activity

  • Break into teams of two

  • Each team should have: 2 predatory spoons, 1 black tree, 1 white tree, white moths, black moths

  • Put all moths on the white background.

  • You and your partner have 30 seconds to eat (use spoon) as many moths as you can (you may only eat one moth at a time).

  • NOTE – you want to eat as many moths as possible in order to survive.


Discussion questions
Discussion Questions

  • What did you guys notice during this activity?

    • What happened on the white background?

    • What happened on the black background?

  • Which color moth survived better in each environment?

  • These moths were each the same species, what caused the color difference?

    • Genetic variation

    • Mutation

  • Which genes were passed with greater frequency when the trees were white? When the trees were black?



One minute essay
One-Minute Essay

Predict what happened to the moths when the pollution decreased?


Connections to the world
Connections to the World

Dead Leaf Mantis

Pygmy Sea Horse


Some considerations
Some Considerations…

  • Diversity

    • Learning styles  visual, auditory, kinesthetic

    • Video  what about colorblind students?

    • Consider pairing males and females together

  • Assessment

    • Discussion after engagement activity

    • One-minute essay

    • Mimicry connection

  • Alignment


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