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Analyzing Darwin's Finches- Evolution Graphing Activity

Grade Levels
8th - 11th
Resource Type
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16 pages
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Peter and Rosemary Grant were 2 scientists that saw evolution happen first hand in finches on the Galapagos Islands. The Grant's were able to correlate beak size with seed size and got excellent data during wet and dry seasons. Students will complete three graphs for number of finches, number of seeds available, and type of seed (soft vs. hard). Graphs are already set up for the students, all they have to do is plot the data. Following the activity are analysis questions to ensure students make the connections between the research and Darwin's theory.

Included in your purchase is:

- 3 page student worksheet (both printable PDF and Google slide versions)

- 3 page teacher answer key (both printable PDF and Google slide versions)

- 10 slide supplemental powerpoint

If you enjoyed this lesson, check out my other evolution and natural selection lessons!

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Evolution Bundle

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Total Pages
16 pages
Answer Key
Teaching Duration
50 minutes
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to see state-specific standards (only available in the US).
Evaluate the evidence supporting claims that changes in environmental conditions may result in (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species. Emphasis is on determining cause and effect relationships for how changes to the environment such as deforestation, fishing, application of fertilizers, drought, flood, and the rate of change of the environment affect distribution or disappearance of traits in species.
Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals’ probability of surviving and reproducing in a specific environment. Emphasis is on using simple probability statements and proportional reasoning to construct explanations.
Construct an explanation based on evidence for how natural selection leads to adaptation of populations. Emphasis is on using data to provide evidence for how specific biotic and abiotic differences in ecosystems (such as ranges of seasonal temperature, long-term climate change, acidity, light, geographic barriers, or evolution of other organisms) contribute to a change in gene frequency over time, leading to adaptation of populations.
Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait. Emphasis is on analyzing shifts in numerical distribution of traits and using these shifts as evidence to support explanations. Assessment is limited to basic statistical and graphical analysis. Assessment does not include allele frequency calculations.


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