Wednesday, May 27, 2015 HOMEWORK: Finish Peppered Moths packet (Doc#8) OBJECTIVE: I will be able to create models that show the change in a species over.

Wednesday, May 27, 2015• HOMEWORK: Finish Peppered Moths

packet (Doc#8)• OBJECTIVE: I will be able to create models that

show the change in a species over time, multiple generations, offspring and final version of a species

• DO NOW: Share your initial models with your group members. What can you do to make your model better? How does it fit the model criteria? (Make changes in red)

Evidence 4 Questions

2I will create models that show the change in a species over time, multiple generations, offspring and final version of a species using information learned about variation and selection pressures from evidence

Evidence 5 Questions

3I will create models that show the change in a species over time, multiple generations, offspring and final version of a species using information learned about variation and selection pressures from evidence

Evidence 6 Questions

4I will create models that show the change in a species over time, multiple generations, offspring and final version of a species using information learned about variation and selection pressures from evidence

New Models

I will show you 3 models that try to explain why the color of the peppered moths has changed over the past 60 years. Each model is contradicted by at least 1 piece of evidence.

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Model A

The population of moths have a variation of colors from light to dark.

Birds eat darker moths that stand out on the white trees.

Only the light color moths are left in the population.

KEY: shows what happens next

6

Model B

The population of moths includes moths with light wings and moths with dark wings

Moths with the light wings lay more eggs and produce more offspring.

The moths with light wings had offspring with light wings. After several generations, there will be many more moths with light wings than moths with dark wings.

KEY: = shows moths = shows moths that reproduced more

1, 2, 3 = shows steps in the process

1 2 3

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Model C

Moths have dark wings. But the treesare getting lighterbecause of lesspollution.

Birds can easily find moths with dark wings on lighter trees. To hide from birds, the moths change the color of their wings to a lighter color.

The moths pass on lighter color wings to their offspring. Their offspring make their wings even lighter

KEY: shows what happens next

tree trunk

Now moth wings are a lighter color.

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New Models

• For each model, briefly discuss each of these questions in pairs, and then individually write your answer to these questions:

• Which evidence contradicts this model? • Why does it contradict it?

* Be ready to share your answers with the class.

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Model A

The population of moths have a variation of colors from light to dark.

Birds eat darker moths that stand out on the white trees.

Only the light color moths are left in the population.

KEY: shows what happens next

10

Model B

The population of moths includes moths with light wings and moths with dark wings

Moths with the light wings lay more eggs and produce more offspring.

The moths with light wings had offspring with light wings. After several generations, there will be many more moths with light wings than moths with dark wings.

KEY: = shows moths = shows moths that reproduced more

1, 2, 3 = shows steps in the process

1 2 3

11

Model C

Moths have dark wings. But the treesare getting lighterbecause of lesspollution.

Birds can easily find moths with dark wings on lighter trees. To hide from birds, the moths change the color of their wings to a lighter color.

The moths pass on lighter color wings to their offspring. Their offspring make their wings even lighter

KEY: shows what happens next

tree trunk

Now moth wings are a lighter color.

12

Model D

Now, I will give you Model D on a piece of paper. In groups, discuss how to revise Model D to make it better.

After you have decided as a group, make your own individual changes to the model on the paper.

* Be ready to argue for your changes in the class discussion.

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MODEL DKEY: shows which moths were killed 1, 2, 3.. shows steps in the process

333

3

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Revised Model D

Class Discussion:

What revisions did you make to Model D?

Why did you make those revisions?

Why did the revisions you made make Model D even better?

How were the revisions you made associated with the criteria for good models?

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Closure

• Discuss the benefits of having a more abstract representation of the model.