Natural Selection Game
Teacher Page
A WebQuest for 3-8th Grade Science
Designed by
Frank Hudson
Put some interesting graphic representing the content here
Introduction | Learners | Standards | Process | Resources | Evaluation | Conclusion | Credits | Student Page
Introduction
I developed this game as a final project for my undergraduate class in Life Sciences. I chose to do a presentation on Natural Selection and needed a way for students to relate and interact with my topic. I searched for an interacting game and was unable to find one. That is when I decided to try and develop one myself.
This lesson allows students to actively participate in the survival of their organism. Students learn the basics behind Natural Selection. They discover that the traits passed down help the survival of organisms yet their environment plays an important role in their survival as well.
Learners
This game is designed for grades 3 through 8. It was developed as a Science lesson that can easily incorporate Social Studies.
Students will need to understand who Darwin and Wallace were.
The 4 basic concepts behind natural selection:
1. Variation exist among individuals of the same species.(Poeta, Dale. "Evolution". 2001.) 2. Organisms produce more offspring than the environment can support.(Poeta, Dale. "Evolution". 2001.)
3. Competition exist among individuals. (Poeta, Dale. "Evolution". 2001.)
4. Organisms have traits that allow them to adapt to their environment, have the best chance to reach adulthood and reproduce. (Poeta, Dale. "Evolution". 2001.)
Plus, a discussion covering climate changes and human development, will help students understand how an organism's environment effect their survival.
Curriculum Standards
What will students learn as a result of this lesson? Describe the outcomes succinctly. Use the language of existing standards. For example:
Social Studies Standards Addressed
* Recognize the relationships among the various parts of a nation's cultural life.
* Learn about the mythology, legends, values and beliefs of a people.
Most lessons don't just teach a block of content; they also implicitly teach one or more types of thinking. In addition to describing learning outcomes within traditional subject areas, describe what kind of thinking and communications skills were encouraged by this lesson. Inference-making? Critical thinking? Creative production? Creative problem-solving? Observation and categorization? Comparison? Teamwork? Compromise?
Process
The first step is to choose an organism and research its traits and habitat. What is your organisms special abilities, how does it hunt or survive in its environment? Be prepared to tell why your organism did or didn't survive.
*Use your imagination and have fun*
Start:
*Cut out game templates. (Found at at of this site).
*Cut each strip into 5 separate, vertical rows.
*Divide class in groups of two
*Each player rolls 2 dice; highest role picks first -predator or prey.
*Players may use pictures or miniatures to depict organism.
*Each player begins with 5 organisms that are assigned 1 trait each.
ie. Speed, sight, hearing, smell, camouflage, etc.
*Each strip of paper is placed face down in a straight row between players.
1. Each player picks one organism (strip of paper) from his or her opponent’s row.
2. Each player rolls 2 dice.
3. If one player rolls doubles than that player wins.
*And each player must describe circumstances that would cause an automatic win.
ie. Winner’s organism had stealth and was able to sneak up without being detected. Or loser’s organism fell and broke a leg or starved and perished. Then loser’s organism is removed from play. Continue from rule 1.
4. If no doubles are rolled. Than each player adds their total from their own dice and adds that to the number of traits of their selected organism.
ie. Die one =2, Die two = 3, one trait … total 2+3+1= 6
5. Player with highest total wins that round.
6. Losing player removes that organism from play.
7. Each player keeps track of round and reasons each organism won or lost.
ie. Winner’s organism had stealth and was able to sneak up without being detected. Or loser’s organism fell and broke a leg.
8. If totals are equal then round is a draw. Reshuffle traits and reselect organisms.
*Restart from rule 1. Otherwise continue to rule 9.*
9. Winner gains another organism with 1 trait. Successful breeding.
10. This ends the first round.
11. Each player selects one of their own organisms and writes one other trait to that organism (each player thinks of their own trait to add) then each player shuffles their organisms and places the card back, face down.
12. Repeat from step 1.
13. Game continues till one player loses all their organisms. Or players reach a previously set time limit.
Notes/ Suggestions:
-- Organisms cannot have two of the same traits.
-- Game ends after previously set time limit is reached or player with the most organisms wins. If both players are equal than game is a draw; or when one player loses all their organisms then opponent wins.
-- Divide students into teams of two. Winner of each team plays winner of another team. Continue till only one winner in class.
-- Game allows for predator vs. prey; predator vs. predator; prey vs. prey.
-- During play: players discuss why traits help organisms, why organism lost or won each round.
ie. Agility trait helps prey turn quickly while running; predator was unable to capture prey because it tripped.
Variations
-- Possible play… add 1 point for each organism above the original 5 organisms traveling in pack or herd bonus.
Resources Needed
Materials and Cost:
Handouts: Game pieces/ rules----School copier
Pencils--------------------------------Students supply
Dice-----------------------------------32 dice for $5.95
Various animal figures------------Dollar store or pictures.
Times:
Presentation-----------------------10 minutes
Set-up/ Directions-----------------5+ minutes
Game play--------------------------30+ minutes
Review/ Quiz-----------------------5 minutes
Assignment:
Write (more than one paragraph) your own opinion about: Does Natural Selection help improve an organism’s chance for survival?
Sample Quiz:
1. Who was Darwin and Wallace?
2. Describe the four aspects of Natural Selection.
3. Write your thoughts on whether Natural Selection helps an organism chances for survival.
Evaluation
Students will be able to successfully demonstrate their knowledge and understanding of Natural Selection by describing why their organism won or lost each round. Students are able to explain the affects that humanity and global environmental changes have on their organism.
Conclusion
I think this game is fun and helps students understand Natural Selection. It will help student's understand and relate how an organism's traits and environment affect their survival.
Credits & References
I like to thank my Professor Barbara Shaw (PSU) for encouraging to develop this game. www.sciencea2z.com
Templates
