Buggy Bean Lab – Teacher’s Guide

Activity:

·  Hands-on (active) simulation of predator- prey relationships.

·  Students must make predictions and use data to support conclusions regarding predator and prey within a community.

Target Audience: Biology
Background Information:

This activity is scheduled during either of the units on Evolution or Ecology. This activity could easily be conducted as an introduction to the unit on Evolution. In either case, the effect that the environment has on phenotypic characteristics (favorable, unfavorable or neutral) is explored. Students should probably understand what a phenotypic character or adaptation is and have some understanding of how the genetic code controls phenotypic expression.
In this lab, a simulated community of several populations of predator and prey species will be examined. The predators (students acting as birds with various adaptations will try to capture four different prey species; pinto beans, red beans, white beans, and lentils. The habitat for each of these populations can be either a lawn (green or brown) or a field. A different habitat space, and hopefully type, should be used for each different class.
Preparation Time: The preparation time for this lab is minimal and involves nothing more than counting which can be conducted by students or student aides.

Materials:

Prey: 100 each pinto beans, red beans, white beans, lentils

Predators: Tongs, Tweezers, Mittens, Gloves, Goggles, Goggles w/ Vaseline


Buggy Bean Lab

Several populations of bugs (beans) are sharing a habitat on school grounds. You are predatory birds that feed on these bugs. You will attempt to catch as many of the bugs as you can in a given amount of time. The birds have adapted various traits and your job is to test their ability to capture prey.

Predictions:

1.  Which color bugs do you think will have the highest survival rate? ______

2.  Which color bugs do you think will have the lowest survival rate?

______

3.  What are some other factors; other than color, that may impact survival rate of bugs? ______
______

4.  List the various adapted traits of the birds. ______
______

My Data: Count the number of each color “bug” caught; record below and on the class data table.
My Adaptation: ______

BEANS / Large Lima Beans (white) / Small Red Beans / Pinto Beans (brown) / Lentils (small green)
# caught

Class Data:

Color/# caught vs. bird trait / Black Beans / White Beans / Small Red Beans / Kidney Beans (red-brown) / Lentils (small green) / Total by Bird Trait
Total by Bug

Construct a bar graph using the class data totals from above. Place the independent variable (bug color) on the X axis and the dependent variable (number caught) on the Y axis. Be sure to label both axis and title the graph.

Analysis/Questions:

1.  Which color bugs had the highest survival rate? Why? ______
______

2.  Which color bugs had the lowest survival rate? Why? ______
______

3.  How do the changes we made to the birds relate to adaptations seen in actual birds? ______
______

4.  What happens to birds with undesired traits when competing for prey in the wild? ______
______

5.  How does the color of the bug influence natural selection of

a.  Bugs? ______
______

b.  Birds? ______
______

6.  Write a paragraph describing natural selection and how this activity illustrates this. ______
______
______
______

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