The Virtual Field

Learn the life cycle of organisms, variation within a species, and heritability of traits.

Download & Launch

Download Size: 35.5 MB

Add to my backpack

WARNING: Your data will not be saved. To save data, run this activity as a registered user. You can register at the project portal. Please view the requirements below before launching this activity.

Attention

Your data will not be saved. To save data, run this activity as a registered user. You can register at the project portal: Register at the Portal »

Requirements

On OS X 10.9 or newer, you will need to install a launcher application to run this Java activity. If you have not already installed it, please:

  • Download the launcher installer
  • Open the downloaded .dmg file and drag the CCLauncher application to your Applications folder
  • Return to this page and launch the resource

The goal of this activity is to introduce students to the variation that exists in a population of organisms. Students plant different seeds in a field with a gradient of sunlight. Their seeds survive the winter and grow into plants the following spring to reinforce the point that the evolutionary changes the students observe take place over many generations. In a second model, a plant produces seeds, some of which grow into plants that are slightly different from those of the parent plant. (Evolution Readiness Activity 2 of 10.)

» Teacher Guide

Download & Launch

Download Size: 35.5 MB

WARNING: Your data will not be saved. To save data, run this activity as a registered user. You can register at the project portal. Please view the requirements below before launching this activity.

AAAS Benchmark Alignments (2008)

1. The Nature of Science

1A. The Scientific Worldview
  • 1A/E2**. By the end of the 5th grade, students should know that science is a process of trying to figure out how the world works by making careful observations and trying to make sense of those observations.
1B. Scientific Inquiry
  • 1B/E2a*. By the end of the 5th grade, students should know that because we expect science investigations that are done the same way to produce the same results, when they do not, it is important to try to figure out why.
  • 1B/E2b. By the end of the 5th grade, students should know that one reason for following directions carefully and for keeping records of one's work is to provide information on what might have caused differences in investigations.

5. The Living Environment

5A. Diversity of Life
  • 5A/E1. By the end of the 5th grade, students should know that a great variety of kinds of living things can be sorted into groups in many ways using various features to decide which things belong to which group.
5D. Interdependence of Life
  • 5D/E1*. By the end of the 5th grade, students should know that for any particular environment, some kinds of plants and animals thrive, some do not live as well, and some do not survive at all.
  • 5D/E4. By the end of the 5th grade, students should know that changes in an organism's habitat are sometimes beneficial to it and sometimes harmful.
5E. Flow of Matter and Energy
  • 5E/P1. By the end of the 2nd grade, students should know that plants and animals both need to take in water, and animals need to take in food. In addition, plants need light.
5F. Evolution of Life
  • 5F/P1. By the end of the 2nd grade, students should know that different plants and animals have external features that help them thrive in different kinds of places.
  • 5F/E1. By the end of the 5th grade, students should know that individuals of the same kind differ in their characteristics, and sometimes the differences give individuals an advantage in surviving and reproducing.

9. The Mathematical World

9B. Symbolic Relationships
  • 9B/E2. By the end of the 5th grade, students should know that tables and graphs can show how values of one quantity are related to values of another.
9C. Shapes
  • 9C/E3*. By the end of the 5th grade, students should know that graphical display of quantities may make it possible to spot patterns that are not otherwise obvious, such as cycles and trends.

11. Common Themes

11B. Models
  • 11B/P2. By the end of the 2nd grade, students should know that a model of something is different from the real thing but can be used to learn something about the real thing.
  • 11B/E2*. By the end of the 5th grade, students should know that geometric figures, number sequences, graphs, diagrams, sketches, number lines, maps, and oral and written descriptions can be used to represent objects, events, and processes in the real world.
  • 11B/E4**. By the end of the 5th grade, students should know that models are very useful for communicating ideas about objects, events, and processes. When using a model to communicate about something, it is important to keep in mind how it is different from the thing being modeled.

12. Habits of Mind

12A. Values and Attitudes
  • 12A/E1*. By the end of the 5th grade, students should keep clear and accurate records of investigations and observations.
  • 12A/E3**. Students should know that records of observations are helpful when trying to recall those observations later.
12C. Manipulation and Observation
  • 12C/E3*. By the end of the 5th grade, students should be able to keep written or electronic records of information so that the records are understandable weeks or months later.
12D. Communication Skills
  • 12D/P3**. By the end of the 2nd grade, students should be able to interpret pictures, drawings, and videos of real-world objects and events.
  • 12D/E4** (BSL). By the end of the 5th grade, students should be able to read simple tables and graphs produced by others and describe what the tables and graphs show.

Copyright
© Copyright The Concord Consortium

Record Link
<a href="">The Concord Consortium. The Virtual Field. Concord: The Concord Consortium, 2010, September 20.</a>

AIP
The Virtual Field (The Concord Consortium, Concord, 2010, September 20), WWW Document, (https://concord.org/).

AJP
The Virtual Field (The Concord Consortium, Concord, 2010, September 20), WWW Document, (https://concord.org/).

APA
The Virtual Field. (2010, September 20). Retrieved 2017, January 20, from The Concord Consortium: https://concord.org/

Disclaimer: The Concord Consortium offers citation styles as a guide only. We cannot offer interpretations about citations as this is an automated procedure.

Requirements

This activity requires the Java Runtime Environment version 5 (sometimes referred to as 1.5) or later with Java Webstart. You can download it at java.com.

On OS X 10.9 or newer, you will need to install a launcher application to run this Java activity. If you have not already installed it, please:

  • Download the launcher installer
  • Open the downloaded .dmg file and drag the CCLauncher application to your Applications folder
  • Return to this page and launch the resource

The download for this activity will require 35.5 MB of disk space.

Related Resources

Comments

Leave a comment

Share on Facebook

Evolution ReadinessThis resource is a part of the Concord Consortium's Evolution Readiness project.

Grade Level
Elementary School
Subject
Biology
Focus Area
Modeling and Simulation
Rating
0
Rate this resource.

Log In

Don't have a profile?

Create a profile and...

Create your profile now »

Loading...