Beak Depth Measurements Activity

I have attached the bird-beaks template to help your graph the data you collected from the Galapagos Islands’ finches.

Create your histogram with your partner and calculate the mean (average) too. Record your data and interpretation of the graph in your notebook (check with Mr Bowen for a notebook stamp.)

Questions to consider in your notebook:

1. Why is it important to study beak size? Why do birds of the same species have different beak size than others? (Hint: What are beaks used for? Refer back to reading in text.)
2. Compare the histograms. Explain the patterns of variation?
A. between different species?
B. between different populations of the same species?
3. Why are these patterns occurring? Develop at least two possible hypotheses for these patterns. Make sure to include evidence that supports each hypothesis. (check with Mr Bowen to get a stamp in your notebook and discuss your hypotheses.)


Complete the assigned quiz in the Evolution folder on schoology.

Then, using the prereading and graphs found here:beak-assessment complete the following written assessment on schoology.

Very little rain fell on Daphne Major from 1979 through 1982.  At the beginning of 1983 unusually heavy rainfall occurred on the island.  Plants that produced small seeds flourished while big-seed plant populations crashed.  With plenty of food available, the size of the finch population increased dramatically.

Construct and explanation that predicts how the population of finches on Daphne Major will adapt to the changing environment and food resources. Include data from beak-assessment to support your answer.