Group Behavior & Survival Model Task

Estimated Time: 45 minutes Materials: Computer with internet access, Group Behavior and Survival Model simulation

Part 1: Engage (Anchoring Phenomenon)

Watch a video or observe a large school of fish swimming together. When a predator approaches, the school moves as a coordinated unit, rapidly changing direction to confuse the predator. Why do animals form these large, synchronized groups instead of scattering individually? How does this behavior affect their chances of survival?

Guiding Question: How does moving in a synchronized group (flocking/schooling) compared to moving independently affect an individual’s and a species’ chances of surviving a predator attack?

Part 2: Explore (Simulation Investigation)

You will use the Group Behavior and Survival Model to investigate the survival rates of prey using two different behaviors: Solitary and Flocking.

Instructions:

1. Open the Group Behavior and Survival Model.
2. You will run multiple trials (at least 3) for each behavior type.
3. For each trial:
   • Select the Prey Behavior (Solitary or Flocking).
   • Note the initial conditions: 100 Initial Prey, 3 Predators.
   • Click Start Hunt.
   • Observe the interactions between the predators and the prey during the 20-second hunt.
   • After the hunt, record the number of Survivors and the Survival % in your data table.
4. Use the Clear Data button if you need to restart your data collection.

Data Table: | Trial | Behavior | Initial Prey | Predators | Survivors | Survival % | |—|—|—|—|—|—| | 1 | Solitary | 100 | 3 | | | | 2 | Solitary | 100 | 3 | | | | 3 | Solitary | 100 | 3 | | | | Avg | Solitary | | | | [Calculate] | | 4 | Flocking | 100 | 3 | | | | 5 | Flocking | 100 | 3 | | | | 6 | Flocking | 100 | 3 | | | | Avg | Flocking | | | | [Calculate] |

Part 3: Explain (Sensemaking)

Using the data you collected, answer the following questions:

1. Analyze Data: Compare the average survival percentage for solitary behavior versus flocking behavior. Which behavior resulted in a higher survival rate? Use specific numbers from your data table to support your answer.
2. Identify Causal Relationships: Based on your observations during the simulation, how did the predators react differently when hunting solitary prey compared to flocking prey? Describe how the flocking behavior specifically caused a change in the predators’ success rate.
3. Distinguish Cause vs. Correlation: Is the higher survival rate a direct cause of the flocking behavior, or just a correlation? Explain your reasoning using empirical evidence from the simulation (e.g., how the unified movement confused or deterred the predators).

Part 4: Elaborate/Evaluate (Argumentation)

Construct a Scientific Argument: Develop a logical and reasonable argument based on evidence that evaluates the following claim: Group behavior has evolved because membership can increase the chances of survival for individuals and their genetic relatives.

Your argument must include:

• Claim: A clear statement supporting or refuting the idea that group behavior increases survival chances.
• Evidence: Specific, quantitative data (survival percentages) from your simulation trials comparing solitary and flocking behaviors.
• Reasoning: An explanation of the causal relationship linking the specific group behavior (flocking) to increased individual survival rates, explaining why the behavior provides a survival advantage against predation.

Extension Options:

1. Varying Predator Count: Have students re-run the simulation with different numbers of predators (e.g., 1 vs. 5) to see if the survival advantage of flocking changes based on predation pressure.
2. Comparative Analysis: Research other forms of group behavior (e.g., cooperative hunting in wolves, swarming in bees) and compare their evolutionary advantages to the flocking behavior observed in the simulation.

Teacher Notes & Alignment

NGSS Performance Expectation:

• HS-LS2-8: Evaluate the evidence for the role of group behavior on individual and species’ chances to survive and reproduce.

Three-Dimensional Alignment:

• SEP: Engaging in Argument from Evidence: Students evaluate empirical data from the simulation to determine the merits of the argument that group behavior increases survival. They construct a scientific argument using this evidence to defend a claim about the outcomes of flocking behavior.
• DCI: LS2.D: Social Interactions and Group Behavior: Students observe and quantify how group behavior (flocking) increases the chances of survival for individuals compared to solitary behavior.
• CCC: Cause and Effect: Students use empirical evidence (survival percentages across multiple trials) to differentiate between cause and correlation, making claims about the specific cause-and-effect relationship between flocking and decreased predator success.

Evidence Statement Mapping:

• 1a & 1b. Identifying the given explanation and the supporting evidence: Students identify the explanation (group behavior increases survival) and collect the supporting evidence (survival rates) in the Explore section.
• 2a. Identifying any potential additional evidence: Students identify the causal relationship between flocking and survival rates (Explain Q2).
• 3a & 3b. Evaluating and critiquing: Students assess the validity of the evidence and evaluate the degree to which it supports a causal claim (vs. correlation) about the survival advantage of group behavior (Explain Q3 and Evaluate Argument).