Transcript Ecological Interactions Lead to Evolutionary Change

Ecological interactions lead to
evolutionary change
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Clan of the Gummis
Peter Armbruster
Tony Bledsoe
Nancy DiIulio
Hopi Hoekstra
Maya Patel
Martha Weiss
Instructions for Predators
1.
6-8 predators per group, form a line
2. Each predator…
Select a single Gummi bear, eat, return to line
Six predation events per individual
Please NO talking
3. Data specialists enter the number of remaining
Gummi bears in Table 1.
Let the predation begin…
Let the discussion begin…
Learning Goals
•
Understand the adaptive value of aposematic
coloration
•
Describe the mechanisms by which ecological
interactions can lead to evolutionary change
•
Integrate prior and new knowledge to solve
problems and make predictions about
interactions between species
Measurable Outcomes
• Define aposematic coloration
• Construct an explanation of how aposematic
coloration can evolve
• Generalize about and predict outcomes of
specific interactions between predators and
their prey
Discussion Questions
What do these data illustrate about the predator/prey interaction in
which you just participated?
How might the distribution look if:
• You (the predator) were blindfolded?
• You (the predator) could not taste tabasco?
What would happen to the frequency of the red form if this
ecological interaction persisted generation after generation?
Did your behavior change as you carried out this exercise, and why
is this important?
Let’s look at a natural example…
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Think / Pair-Share!
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• Define aposematic (or warning) coloration.
• What conditions are necessary for this coloration
to evolve?
Which of these frogs is more likely to be palatable to a predator?
A.
C.
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B.
D.
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If you were “bio-prospecting” for novel drugs,
which organism would you screen?
A.
C.
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B.
D.
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When you screened this frog, you did not find any toxins.
Think/Pair-Share
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• What may explain this surprising result?
• What would you want to know about the ecology of this
species in order to test your hypotheses?
Active Learning
• Discovery activity, kinesthetic activity
• Visceral engagement
• Cooperative peer instruction
• Constructivist
Assessments
Formative assessments:
• Large and small group work - metacognitive,
peer and instructor feedback
• “clicker questions” - immediate feedback
Summative assessment occurs through group
essay preparation, requiring application and
prediction based on experience and peer
collaboration.
Diversity
• The diverse set of activities should engage a
diverse set of learners
• This teachable unit is inquiry-based,
knowledge-based and assessment-based
within a community of students.