Teaching Sequence

Work through this resource material in the following sequence:

10 minutes – Part A: Five Fingers of Evolution
25 minutes – Part B: Natural Selection Card Game
15 minutes – Part C: Game Analysis
5 minutes – Reflection

Part A: Five Fingers of Evolution

Step 1.

Ask students to define evolution. A suggested definition might be change in the gene pool of a population over time.

Step 2.

Watch:

Five fingers of evolution - Paul Andersen (https://youtu.be/5NdMnlt2keE)

The five main causes of evolution as discussed in this video are:

The population size shrinks (pinkie finger)
Non-random mating (choosing mates for their traits ie. sexual selection)(ring finger)
Mutation creates a new trait (middle finger)
Gene flow, movement of individuals in or out of the population (migration)(pointer finger)
Natural Selection, over time creates populations better adapted to their local environment (thumb)

Step 3.

Reinforce to students that natural selection occurs because every population has variation in traits (caused by variation in genes). Some traits will be better suited to the environment and some will not. Those that are better suited will help the organism survive and reproduce, and the trait is more likely to be passed on to the next generation. Over time the frequency of the advantageous trait may increase in the population, which means Natural Selection has occurred.

On the other hand, those individuals with traits not suited to the environment are unlikely to reproduce, and their traits are lost to the gene pool.

Part B: Natural Selection Card Game

Step 1.

Explain to students that they will be playing a card game that simulates natural selection. There will be a card deck of Lord Howe Island Woodhens with variations in traits, a deck of selection pressures or actions, and an extension deck of evolution questions.

Step 2.

It's recommended students play in groups of three or four. You might split students up now, or allow students to choose groups for themselves.

Step 3.

Give each group a copy of the game instructions, and a deck of cards.

We suggest you ask students to cut up the sheets of cards if this is the first group to play with them.

Step 4.

Allow students to play the game for 10 to 15 minutes.

Part C: Game Analysis

Step 1.

Ask students to calculate the percentage of each trait in their Woodhen population and write it down.

For example, if 2 out of 6 cards have a long beak, the percentage would be (2÷6)x100 = 33%.

Step 2.

Compare the percentages of traits from the beginning of the game and the end of the game. As a class, discuss what this tells you about how suitable the population’s traits are for their environment. What traits were most advantageous for the Woodhen population given the environmental conditions and selection pressures on Lord Howe Island?

Step 3.

As a class, discuss the limitations or flaws of the game in how it portrays natural selection. Prompt student thinking by asking:

Do you think offspring over generations would be more likely to develop advantageous traits, or keep disadvantageous ones in the gene pool? You’d expect over generations the offspring would have the advantageous trait more often than not, given that individuals in a population with traits advantageous for their environment are more likely to survive and breed, whereas individuals with disadvantageous traits would be less likely. However, in the game, the traits were random depending on what card you drew.
How long do you think the selection pressures present in a given environment would be affect a population for? And how would this impact the evolution of the population's traits? Selection pressures normally act over many generations, and having the same selection pressure over many generations makes it easier to observe trait frequency changes, as specific traits will evolve in response to this pressure. However, in the game, selection pressures could change frequently.

Step 4.

Invite students to write a few short sentences explaining the process of natural selection, using the game and the changes in frequency of traits that they observed as an example, including key vocabulary such as variation, population, traits, selection pressure, inherited.

For example:

In the population of Woodhens there was variation in traits. Some of these traits were more suited to the environment and its selection pressures. Over time, those traits were inherited by future generations and the advantageous traits became more frequent in the population.

Step 5.

Invite some students to volunteer to share their responses.

Reflection

Would students feel confident explaining the process of natural selection to a friend? If not, what could you do to improve your confidence? What questions do they still have about natural selection?

Differentiated Learning

Extension - Give groups a blank card template and have them write down their own evolution themed questions and answers to be included in the question card deck.

Provisions for Learning Support – The question card deck is optional for classes or groups that have little evolution knowledge or who may need to focus only on the process of the game and how it relates to natural selection.

Teacher Reflection

Take this opportunity to reflect on your own teaching:

What did you learn about your teaching practice today?
What worked well?
What didn't work so well?
What would you share?
Where to next?
How are you going to get there?

Lord Howe Island - Natural Selection Card Game

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