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Ecological interactions lead to evolutionary change

Ecological interactions lead to evolutionary change. Clan of the Gummis Peter Armbruster Tony Bledsoe Nancy DiIulio Hopi Hoekstra Maya Patel Martha Weiss. 6-8 predators per group, form a line 2. Each predator… Select a single Gummi bear, eat, return to line

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Ecological interactions lead to evolutionary change

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  1. Ecological interactions lead to evolutionary change Clan of the Gummis Peter Armbruster Tony Bledsoe Nancy DiIulio Hopi Hoekstra Maya Patel Martha Weiss

  2. 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. Instructions for Predators

  3. Let the predation begin…

  4. Let the discussion begin…

  5. 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

  6. 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

  7. 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?

  8. Let’s look at a natural example…

  9. Think / Pair-Share! • Define aposematic (or warning) coloration. • What conditions are necessary for this coloration to evolve?

  10. Which of these frogs is more likely to be palatable to a predator? A. C. B. D.

  11. If you were “bio-prospecting” for novel drugs, which organism would you screen? A. C. B. D.

  12. When you screened this frog, you did not find any toxins. Think/Pair-Share • What may explain this surprising result? • What would you want to know about the ecology of this species in order to test your hypotheses?

  13. Active Learning • Discovery activity, kinesthetic activity • Visceral engagement • Cooperative peer instruction • Constructivist

  14. 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.

  15. 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.

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