What affects the beak length of Island Scrub-jays on Santa Cruz Island?
The storyline in this STEM kit has students studying the Island Scrub-Jays which separated from mainland scrub-jays almost a million years ago and have some interesting differences now. Students will study the bird’s beak shape and size, their feeding performance, vocalizations and heritable traits to understand off-spring survival rates. Drs. Rebecca Cheek and Cameron Ghalambor helped develop this STEM kit.
Science and Engineering Practices include: 1) developing and using models; 2) analyzing and interpreting data; 3) using mathematics and computational data; 4) obtaining, evaluating, and communicating information
Crosscutting Concepts include: 1) patterns; 2) cause and effect; 3) scale, proportion, and quantity; 4) systems and system models; 5) stability and change in systems
Next Generation Science Standards: Disciplinary Core Ideas
- MS-LS4-2: Biological Evolution: Unity and Diversity Apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms and between modern and fossil organisms to infer evolutionary relationships.
- MS-LS4-4: Biological Evolution: Unity and Diversity Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals’ probability of surviving and reproducing in a specific environment.
- MS-LS4-6: Biological Evolution: Unity and Diversity Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time.
- HS-LS4-1: Biological Evolution: Unity and Diversity Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence.
- HS-LS4-2: Biological Evolution: Unity and Diversity Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment.
- HS-LS4-3: Biological Evolution: Unity and Diversity Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait.
- HS-LS4-4: Biological Evolution: Unity and Diversity Construct and explanation based on evidence for how natural selection leads to adaptation of populations.
- HS-LS4-5: Biological Evolution: Unity and Diversity Evaluate the evidence supporting claims that changes in environmental conditions may result in (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species.
Classroom Requirements
- 6th grade and up
- Moderate teacher preparation
- One to two class periods
- 30 students or less working in pairs
- Science notebooks
Island Scrub-jay STEM Kit Resources
- Island Scru-jay STEM Kit Use Instructions (complete teacher guide)
- Presentation from the scientist (30 minutes)
- Science Notebook Template (for use in lieu of Science Notebooks)
- Science Notebook Template (Spanish version)
- Field Data Template
- Magic traits: distinguishing the important from the trivial (journal article)
- Magic cues versus magic preferences in speciation (journal article)
Borrowing Island Scrub-jays STEM Kits
There is no charge to educators who wish to borrow any of our STEM kits. We appreciate applications be submitted at least 2 weeks in advance of the desired use date. The Loan Application Form require you to confirm your email address before it will be sent to the NSEOC – so once you click submit, check your email (including the junk folder)! You should also get a copy of the form for your records via email, if you don’t, please contact Jordan Conley (jordan.conley@colostate.edu).
- For educators in the immediate area of Fort Collins (i.e.: Greeley, Loveland, Ault, Windsor, Johnstown, etc.), we ask that you select the local pick-up option on the Loan Application Form.
- For educators in Colorado outside of the immediate Fort Collins area, please select the local pick-up option on the Loan Application Form and the kits will be shipped to you.
- Educator Feedback Survey – must be completed after returning kits to the NSEOC and before another kit can be requested
