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This Mystery is out of date! Please proceed to Fates of Traits to see the updated version.
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¿Acaso la selección puede ocurrir sin la ayuda de los humanos?
Fates of Traits Unit | Lesson 3 of 5

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¿Acaso la selección puede ocurrir sin la ayuda de los humanos?

Fates of Traits Unit | Lesson 3 of 5
Lesson narration:
English Spanish
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Predicción 1 de 2: ¿Qué crees que les pudo haber pasado a las anolis verdes cuando llegaron las anolis marrones a la Florida y les empezó a dar hambre?




Predicción 2 de 2: No todas las anolis verdes son exactamente iguales. ¿Qué tipos de anolis verdes crees que serían más fáciles de atrapar para las anolis marrones?

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Paso
01/10
Obtén estos materiales.
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Paso
02/10
En tu tarjeta hay un primer plano del dedo gordo de tu lagartija.
Cuenta las escamas en su dedo para descubrir qué tan bien
puede escalar.
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Paso
03/10
En la parte de abajo de tu tarjeta, encierra en un círculo que tan
buena es para escalar tu lagartija, basándote en el número de
escamas pegajosas que tiene.
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Paso
04/10
Levanta la mano si tu lagartija es una trepadora excelente.
Haz que alguien cuente cuantas personas levantaron la mano.
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Paso
05/10
Escribe el número de lagartijas que son excelentes para trepar, aquí.
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Paso
06/10
Levanta la mano si tu lagartija es buena para trepar. Haz que
alguien cuente cuantas personas levantaron la mano.
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Paso
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Levanta la mano si tu lagartija no es muy buena para trepar.
Haz que alguien cuente cuantas personas levantaron la mano.
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Paso
08/10
Escucha la explicación sobre cómo hacer una gráfica.
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Paso
09/10
Haz una gráfica usando esos números. Coloreen un cuadrito por
cada lagartija que sea excelente para trepar. Haz lo mismo con las
lagartijas que son buenas y no muy buenas para trepar.
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Paso
10/10
Así quedó nuestra gráfica. Cada cuadrito representa una anolis verde.
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Paso
01/17
Si tu lagartija no es muy buena para trepar, levántate y todos
digan un número: uno, dos, tres, cuatro, cinco, seis, siete, ocho, etc.
Cada persona tiene que acordarse de su número.
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Paso
02/17
Maestro/a: Eliminen las tarjetas de todas las lagartijas que no son
muy buenas para trepar con la excepción de la lagartija número cinco
y de la número 10. Estas lagartijas siguen vivas.
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Paso
03/17
Las anolis marrones se comieron a algunas de las que eran
buenas para trepar. Si tu lagartija era buena para trepar, levántate
y todos digan un número. Acuérdense de sus números.
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Paso
04/17
Maestro/a: Elimina a las lagartijas que tengan un número impar.
Esas lagartijas no sobrevivieron. Solo quedan vivas las lagartijas
con un número par.
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05/17
Las anolis marrones atraparon a muy pocas de las lagartijas que
eran excelentes para trepar. Si tu lagartija era excelente para trepar,
ponte de pie y todos digan un número. No lo olvides.
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06/17
Maestro/a: Elimina las tarjetas número cinco y número 10. A esas
dos lagartijas se las comieron, pero el resto sobrevivió.
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07/17
Las anolis marrones se comieron a muchas de las anolis verdes,
pero muchas de las trepadoras excelentes pudieron escaparse.
Conversemos.
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08/17
Si todavía tienes una tarjeta de lagartija, ponte de pie y encuentra
un compañero o compañera que también tenga una tarjeta de
lagartija.
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09/17
Si ya no tienes una tarjeta de lagartija, únete a una de las parejas.
Formen grupos de cuatro.
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Cada tarjeta de "Adopta a una lagartija" representa a un papá o
mamá lagartija. Obtén una tarjeta de "Lagartija bebé" para cada
persona en el grupo.
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En las tarjetas de “Lagartija bebé”, sigue los pasos uno, dos y tres.
(Vas a escribir el número de las escamas pegajosas que tiene cada
uno de los padres, sumarlos y dividirlos entre dos.)
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Determina qué tipo de trepadora es la lagartija bebé.
Encierra la respuesta en un círculo.
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Entregenle todas las tarjetas de papás lagartijas a su maestro o
maestra. Los papás lagartijas murieron después de muchos años
de vida, y ahora solo quedan lagartijas bebés en la isla.
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Levanta la mano si tu lagartija bebé es excelente para trepar.
Escribe el número.
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15/17
Cuenta el número de lagartijas que son buenas para trepar y de las
que no son muy buenas para trepar. También escribes esos números.
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16/17
Haz una gráfica con los números de las lagartijas bebés, tal como
lo hiciste con los números de las lagartijas originales.
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17/17
¿Qué sucedió cuando llegaron las anolis marrones?
Comparen las dos gráficas y platiquen.
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Slide Image
Slide Image

especie


1 de 11

un tipo específico de seres vivos que tienen características en común y que pueden reproducirse entre sí

depredador


2 de 11

un animal que caza y se come a otros animales
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sobrevivir


3 de 11

mantenerse vivo/a
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rasgo


4 de 11

algo que puedes observar acerca de un ser viviente, por ejemplo, el número de escamas en los dedos de los pies de una lagartija
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rasgo heredado


5 de 11

una característica que un ser vivo hereda de sus padres

selección natural


6 de 11

el proceso mediante el cual los rasgos que ayudan a los seres vivos a sobrevivir y reproducirse son heredados a sus hijos
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variación


7 de 11

versión diferente de un rasgo, por ejemplo, el número de escamas en los dedos de los pies de una lagartija

adaptación


8 de 11

un rasgo que ayuda a un ser vivo a sobrevivir
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población


9 de11

el número de organismos de un tipo específico de ser viviente
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generación


10 de 11

todos los seres vivientes que nacieron y viven al mismo tiempo
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gráfica


11 de 11

una imagen que nos ayuda a entender cierta información
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Image & Video Credits

Mystery Science respects the intellectual property rights of the owners of visual assets. We make every effort to use images and videos under appropriate licenses from the owner or by reaching out to the owner to get explicit permission. If you are the owner of a visual and believe we are using it without permission, please contact us—we will reply promptly and make things right.

Exploration
Anole on rocks by JamieS93 , used under CC BY-SA
2 Anoles by numbers by Seadevil
tropical island by Christopher Michel , used under CC BY
brown geko by Michel Pierfitte , used under CC BY-SA
catching Anoles by Adam Algar
green geko by Tambako the Jaguar , used under CC BY-ND
white geko by Nick Hobgood , used under CC BY
Tokay climbing wall by Tokay Gecko
holding small Anole by txbowen , used under CC BY
green lizard with long tail by Melissa Gutierrez , used under CC BY-SA
Anole on log by Paul Hirst , used under CC BY-SA
lizard holding branch by L Church , used under CC BY
Cuban Anole by Thomas Brown , used under CC BY
cargo boat by Gerolf Drebes , used under CC BY-SA
large green lizard by Euku , used under CC BY-SA
fishermen by Anole Annals Blog
lizard on flowers by www.GlynLowe.com , used under CC BY-ND
Anole on pipe by Daniel Ramirez , used under CC BY
Credits

Featured Reviews

“Oh my gosh! This was such a fun, engaging activity. It really made it easy for the students to understand selection.”
· Julie · Teacher
“I love the ease of teaching Science with these lessons!! The students love it!”
· Lisa · Teacher
“THIS WAS AWESOME!!! All of my students really understood this and were able to write about what happened on Lizard Island. It was such a great hands on activity so they could see it visually!”
· Melanie · Teacher
“The students were very engaged in the lesson. They are beginning to understand how the process of selection creates variance in species!”
· Kia · Teacher
“Students were engaged, followed along, and lesson was used for a class with special needs!”
· David · Teacher
“Students were able to model the process of natural selection and will be able to make connections between this and their learning of adaptations and how animals adapt to their environment.”
· Sierra · Teacher
“Students loved them! I love how it incorporates Math (graphing) as well. Great lesson and super engaging :)”
· Lizeth · Teacher
“It went very well, the students had a great understanding of the selection process and were able to accurately predict the results.”
· Janet · Teacher
“The class really enjoyed getting to "adopt" lizards and got a kick of getting "eaten." Very engaging and brought about some great discussions!”
· Margaret · Teacher
“Just as good as the rest of your lessons.....to the point...easy to understand at all levels.....well organized and interactive, authentic activities that excite the kids! ”
· Lori · Teacher
“This was an outstanding way for my kids to really grasp the concept of natural selection. They enjoyed it!”
· Amy · Teacher
“The reading about the scientists. Students demonstrated their understanding through detailed illustrations, and the definitely got the main concepts. ”
· Leah · Teacher
“Terrific way to learn about natural selection. Well planned lesson. I did this lesson with 1 child using the printed notes and it worked perfectly. My 7 year old loved working out which babies would be able to climb.”
· Tami · Other
“Easy to follow and great discussion questions. Fun for the class. Taught the content really clearly! (I used it with 6th grade science and it was a really simple, fun way to experience natural selection and survival of the fittest!)”
· Alison · Teacher
“Lizard Island is always our favorite!! It is such a good lesson to teach selection. Students are completely engaged!”
· Rita · Teacher
“The kids loved playing the game where they got to "adopt a lizard". They were really able to tell how selection works by watching it in action with the role playing.”
· Stacey · Teacher
“The activity was awesome, they loved it! A different way for them to put in practice what they learned.”
· Sayra · Teacher
“My students loved the fact that they were carrying out an activity that real scientists had also done!”
· Amanda · Teacher
“Kids loved the game with Lizard Island. Love the step by step instructions :) Thank you for such a great resource!!!”
· Lindsay · Teacher
“I loved that this got the students up and moving. It was great that it included some cooperative learning and the students really grasped the concept of genetics!!”
· Carrie · Teacher
“My kids were very engaged (just like all your lessons!) Some of them could relate to it because they've seen anoles when visiting Florida, and they liked the interaction of the activity. My coworker did the activity before you guys improved it and said that it didn't go well. I'm pleased to announce that it went very well with my class. Thank you for taking people's inputs seriously and adjusting lessons according to our needs. We love Mystery Science!”
· Holly · Teacher
“Students were engaged! The children want to learn more about the scientists from Lizard Island. They also began inquiry into how this concept plays out with fish in the ocean and animals on land. ”
· Corinne · Teacher
“The lizard activity was really eye-opening and engaging. It made the concept more realistic for learners so they could apply the knowledge to the real world. Thanks!”
· Molly · Teacher
“I thought it was very ingenious how you planned the tracking of the lizards but breaking the class into groups etc. They loved it!”
· Debra · Teacher
“The improvements to this lesson are fantastic! I have taught both and this one made more sense not only to my kids, but to a teacher who was sitting in as well! Keep up the great work MysteryScience! I love your work! ”
· Brooke · Teacher
“I love the visual explanation behind natural selection!!!”
· Katie · Teacher
“They LOVED figuring out if the babies were excellent climbers or not!”
· Jennifer · Teacher
“The kids really got into the selection process. It is as exciting for me as a teacher as it was for the kids.”
· Lacy · Teacher
“The students enjoyed the fact that they had different lizards from each other. They also liked the counting off by number to determine which lizards did not survive. They appreciated that even though their lizard did not make it, they would still be involved and given another lizard. It was fun and we all learned a lot.”
· Claudeen · Teacher
“I love that the lesson was broken into sections where the kids could work in groups, and then listen to the video, then back and forth. They really enjoyed the extended info on the scientists.”
· Stacy · Teacher
“The kids loved the graphics, especially seeing the Geico gecko and the emoji type faces when the lizards were eaten. I loved the math concepts that were included, and the real life applications. They were very successful in understanding how selection occurred naturally.”
· Jill · Teacher
Lesson narration:
English Spanish

Lesson details

Grade 3

Heredity, Survival, & Selection

Trait Variation, Natural Selection, & Survival

Activity Prep

Print Prep
In this lesson, students learn about an example of how nature, not human beings, can slowly change the appearance of an animal using the process of selection. In the activity, Lizard Island, students simulate how natural selection affects a group of tree-climbing green lizards when their island is invaded by hungry brown lizards. This simulation only works for groups of 16 or more students. If you have a smaller group, use the Small Group Version of this activity found in Prep Instructions.
Preview activity

Vocabulary

Assessments

I have a Mystery Pack

Adopt A Lizard worksheet 10 copies
Baby Lizard worksheet 15 copies
How Many Lizards? worksheet 30 copies
Prep Instructions

If you have a smaller group (between 1 to 15 students), you need to use the Small Group Version of this activity. This version has step-by-step activity instructions on the printout. The step-by-step in the lesson can be used for groups of 16+ students.

Don’t Throw Away Extra Adopt A Lizard Cards

There are three types of lizards in the activity simulation -- Not-So-Good Climbers, Good Climbers, and Excellent Climbers. It’s important that the simulation begins with an equal number of these lizard types. So, if the number of students in your classroom isn’t divisible by 3 (e.g. 28 students), then you will have a few extra Adopt A Lizard Cards printed out. Have students who finish quickly fill out these extra Adopt A Lizard cards.

Prep Baby Lizard Cards

Each student needs a half sheet of the Baby Lizard Cards. Cut each Baby Lizard page in half before class.

Standards

Jump to

Exploration

10 mins

Hands-On Activity

35 mins

Wrap-Up

5 mins

Lesson details

Grade 3

Heredity, Survival, & Selection

Trait Variation, Natural Selection, & Survival

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Credits
 
Selection Lesson 3: Can selection happen without people?

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