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Natural Selection with graphs

Science

8th Grade

NGSS covered

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Natural Selection with graphs
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This quiz comprehensively assesses 8th-grade students' understanding of natural selection, evolution, and population dynamics through data interpretation and graph analysis. The questions require students to analyze bar graphs, population diagrams, and data tables to draw conclusions about trait distribution, survival advantages, and environmental pressures on various species including guppies, hummingbirds, giraffes, seals, cacti, blue jays, ducks, deer, beetles, and insects. Students must demonstrate their grasp of core evolutionary concepts including variation within populations, selective pressure, adaptation, mutation, fitness, fossil record interpretation, and how environmental changes drive population shifts over time. The quiz challenges students to move beyond memorization by requiring them to interpret visual data, predict survival outcomes based on trait advantages, understand the relationship between genetic variation and species survival, and recognize how mutations can introduce new traits that may be beneficial or detrimental depending on environmental conditions. This quiz was created by a classroom teacher who designed it for students studying natural selection and evolution in 8th grade science. The assessment serves multiple instructional purposes, functioning effectively as a formative assessment tool to gauge student understanding of evolutionary principles, as homework to reinforce graph interpretation skills, or as review material before summative assessments on natural selection. Teachers can use individual questions as discussion starters during lessons about adaptation and survival, or deploy the entire quiz as a comprehensive check of student mastery following a unit on evolution. The varied question formats—from basic graph interpretation to complex scenario analysis—allow educators to differentiate instruction and identify specific areas where students need additional support. This assessment aligns with NGSS standard MS-LS4-6 (Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time) and supports the performance expectation MS-LS4-4 (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).

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15 questions

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1.

MULTIPLE CHOICE QUESTION

45 sec • 1 pt

Media Image

Scientists measured the spot size of guppies (small fish) in two different populations. Which population has more guppies with large spots?

They both have the same number of guppies with large spots.

The population in Brazil has more guppies with large spots.

The population in Venezuela has more guppies with large spots.

These bar graphs do not show which population has more guppies with large spots.

Tags

NGSS.MS-LS2-1

2.

MULTIPLE CHOICE QUESTION

1 min • 1 pt

Media Image

Hummingbirds can have different beak lengths.

They use their beaks to reach to the nectar (their food) at the bottom of flowers. Hummingbirds with longer beaks can get food from long flowers. Hummingbirds with shorter beaks cannot reach the nectar in long flowers. If a hummingbird can’t easily reach its food, it will die.

The diagrams below show three possible hummingbird populations.


If their environment changes to have only long flowers, which of the following hummingbird populations will most likely survive?

Only population 2 will survive because it is the only population with variation.

All the populations will survive because the hummingbirds will change the length of their beaks if they need to.

Populations 1 and 2 will survive.

Populations 2 and 3 will survive.

Tags

NGSS.MS-LS4-4

NGSS.MS-LS2-4

3.

MULTIPLE CHOICE QUESTION

1 min • 1 pt

Media Image

Scientists measured the height of the giraffes in two different populations. Which population has the largest number of tall giraffes?

The population in Niger has the largest number of tall giraffes.

The population in Somalia has the largest number of tall giraffes.

Both populations have the same number of tall giraffes.

These bar graphs do not show which population has more tall giraffes.

Tags

NGSS.MS-LS2-1

4.

MULTIPLE CHOICE QUESTION

2 mins • 1 pt

Media Image

Harbor seals live in northern oceans and a have layer of blubber (fat) that keeps them warm. Seals can have blubber of different thicknesses.

Seals with thicker blubber are more likely to stay warm and survive in cold ocean waters. But, in warm ocean waters, thicker blubber can make the seals overheat and die.

The diagrams below show three possible seal populations.


If their environment changes to have warm water, which of the following seal populations will most likely survive?

Populations 1 and 2 will most likely survive.

Populations 2 and 3 will most likely survive.

Only Population 2 will survive because it is the only population with variation.

All the populations will survive because the seals will change the thickness of their blubber if they need to.

Tags

NGSS.MS-LS4-4

NGSS.MS-LS2-4

5.

MULTIPLE CHOICE QUESTION

1 min • 1 pt

Media Image

Scientists measured the spine size of a population of cactuses found in an area in 1970. They measured the spine size of the cactus population again in 2015. Which of the statements below best describes the difference in the cactuses at the two time points?

The cactuses in 1970 had smaller spines than the cactuses in 2015.

The cactuses in 1970 had larger spines than the cactuses in 2015.

There were more cactuses in 1970 than there were in 2015.

There was more variation in spine size in 1970 than there was in 2015.

Tags

NGSS.MS-LS2-4

NGSS.MS-LS2-1

6.

MULTIPLE CHOICE QUESTION

2 mins • 1 pt

Media Image

Blue jays are birds that live in the forest. They can have thick beaks, medium beaks, or thin beaks.

Blue jays use their beaks to get to the seeds they eat. Blue jays with thinner beaks can easily reach and eat the seeds inside pinecones. Blue jays with thicker beaks can easily open and eat seeds with hard shells.

The population of blue jays shown above lives in an environment that has always had seeds with hard shells. Could there ever have been blue jays with thin beaks in this population?

No blue jays could have been born with a thin-beak trait because none of the adult blue jays had that trait to pass down.

No blue jays could have been born with a thin-beak trait in the past, but some with that trait could be born in the future if the environment changes to have pine cones with seeds.

A blue jay could have been born with a mutation in its genes for the thin-beak trait and lived for a little while, but it would have been more likely to die before it had offspring.

A blue jay could have been born with a mutation in its genes for the thin-beak trait, but having a mutation in its genes would have caused it to die when it was born.

Tags

NGSS.MS-LS4-4

NGSS.MS-LS1-4

NGSS.MS-LS1-5

NGSS.MS-LS3-1

7.

MULTIPLE CHOICE QUESTION

1 min • 1 pt

Media Image

Scientists measured the spot size of all the guppies (small fish) that lived in a river 40 years ago. They measured the spot size of the guppy population again last year. When was there more variation in the spot size of guppies in the river?

These bar graphs do not show the amount of variation in the population.

There was the same amount of variation in spot size 40 years ago and last year.

There was more variation 40 years ago.

There was more variation last year.

Tags

NGSS.MS-LS4-4

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