Animal Survival Paint Mixing Lab
Elizabeth Orme
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Grade Levels
6th - 12th
Subjects
Resource Type
Standards
NGSSHS-LS4-2
NGSSMS-LS3-1
NGSSMS-LS4-4
NGSSHS-LS4-5
Formats Included
- Google Docs™
Elizabeth Orme
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Made for Google Drive™
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Description
This lab has students mixing paint to represent organisms both blending in with and standing out in different environments. Students will be prompted to think about when it is advantageous for organisms to blend in and stand out. They will also consider positive, negative, and neutral mutations. In the first section, students work alone. In the second section, students collaborate at a higher level. Included is the lab and a link to all the environmental photographs students will be matching paint to. All images are free use from the library of congress, with source information included in the speaker notes on Google Slides.
Total Pages
Answer Key
N/A
Teaching Duration
N/A
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Standards
to see state-specific standards (only available in the US).
NGSSHS-LS4-2
Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. Emphasis is on using evidence to explain the influence each of the four factors has on number of organisms, behaviors, morphology, or physiology in terms of ability to compete for limited resources and subsequent survival of individuals and adaptation of species. Examples of evidence could include mathematical models such as simple distribution graphs and proportional reasoning. Assessment does not include other mechanisms of evolution, such as genetic drift, gene flow through migration, and co-evolution.
NGSSMS-LS3-1
Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism. Emphasis is on conceptual understanding that changes in genetic material may result in making different proteins. Assessment does not include specific changes at the molecular level, mechanisms for protein synthesis, or specific types of mutations.
NGSSMS-LS4-4
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.
NGSSHS-LS4-5
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.
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