Snail Kites are Snail Snackers

[[img]]


In 1999, two researchers looked at the changes in population of a species of freshwater snails in Costa Rica. In this environment the snails have two main predators, both types of birds: the limpkin and the snail kite. In order to collect their data, the researchers looked at the leftover shells of the snails that had been eaten by these two birds.


They organized the shells according to two traits: size and color. The below image shows the shells in order of both size and color. The darkest and smallest is on the left and the largest and lightest is on the right.
NGSS Phenomena:
The researchers found that limpkins hunted by walking around in shallow water. They would eat the snails by piercing the shells with their beaks, and would pile up the shells that they’d eaten. The below graph shows the frequency of different sizes among the piled shells the researchers found.
NGSS Phenomena:
Snail kites locate their food from the air and use their special hooked beaks to pull the snails from their shells. To see their eating patterns, the researchers looked at shells that were not piled up and did not have a hole in them. The below graph shows the frequency of different colors of snails that had been eaten by snail kites.

NGSS Phenomena:
References

Leavens, G. T. (2012). File:Aramus guarauna (Limpkin) 08.jpg. Wikimedia Commons. Retrieved November 8, 2022, from https://commons.wikimedia.org/wiki/File:Aramus_guarauna_(Limpkin)_08.jpg

Reed, W. L., & Janzen, F. J. (1999). Natural selection by avian predators on size and colour of a freshwater snail (Pomacea flagellata). Biological Journal of the Linnea Society, 67, 331-342.

Sanches, D. (2009). File:Flickr - Dario Sanches - GAVIÃO-CARAMUJEIRO (Rostrhamus sociabilis) (1).jpg. Wikimedia Commons. Retrieved November 8, 2022, from https://commons.wikimedia.org/wiki/File:Flickr_-_Dario_Sanches_-_GAVI%C3%83O-CARAMUJEIRO_(Rostrhamus_sociabilis)_(1).jpg


1. What type of snail was eaten the most by snail kites?

2. Write a claim explaining the cause and effect relationship between the color of the snail’s shell and natural selection. Discuss how you would collect data to justify this claim. Be sure to identify whether the data you collect is qualitative and/or quantitative and why.

3. Explain the different genetic variations of the snails in this study.

4. If a snail lives longer, it’s to be able to .

Drag the answers below into the grey placeholders above

less likely
be eaten
pass on its genes
more likely

5. In places with a lot of snail kites, what type of snail is likely to live for the longest amount of time?

6. What is the connection between the color of a snail and their ability to reproduce, when around snail kites?

7. What scientific ideas that aren’t described here explains what you see happening in the colors of the snails that are being eaten by snail kites?

8. Write a claim about how you expect the snail population to change over time, if snail kites continue their feeding patterns?

Only use this space to write a claim, we’ll ask you for evidence and reasoning in future questions. (hide hints)

9. What evidence supports your claim about how you expect the snail population to change over time, if snail kites continue their feeding patterns?

You should cite evidence from prior knowledge or the information presented here. (hide hints)

10. What reasoning helps to support your claim with the evidence you’ve cited?

Get Started with InnerOrbit

  • Browse All Our Question Clusters

  • Create Your Own Assessments

  • Analyze Student Performance in 3 Dimensions

This free response question aligns to the following standards

  • Cause and Effect: Mechanism and Prediction

  • Constructing Explanations and Designing Solutions

  • LS4.B: Natural Selection

This free response question aligns to the following standards

  • MS-LS4-4

This matching question aligns to the following standards

  • MS-LS4-4

  • LS4.B: Natural Selection

This multiple choice question aligns to the following standards

  • LS4.B: Natural Selection

  • Cause and Effect: Mechanism and Prediction

  • MS-LS4-4

This free response question aligns to the following standards

  • MS-LS4-4

  • Cause and Effect: Mechanism and Prediction

  • Constructing Explanations and Designing Solutions

  • LS4.B: Natural Selection

This free response question aligns to the following standards

  • LS4.B: Natural Selection

  • Cause and Effect: Mechanism and Prediction

  • MS-LS4-4

  • Constructing Explanations and Designing Solutions

This free response question aligns to the following standards

  • MS-LS4-4

  • Cause and Effect: Mechanism and Prediction

  • Constructing Explanations and Designing Solutions

  • LS4.B: Natural Selection

This free response question aligns to the following standards

  • MS-LS4-4

  • Cause and Effect: Mechanism and Prediction

  • LS4.B: Natural Selection

This free response question aligns to the following standards

  • MS-LS4-4

  • Constructing Explanations and Designing Solutions

  • LS4.B: Natural Selection

Get Started with 3D NGSS Assessments

How InnerOrbit Works

Select Questions

Choose from pools of rigorous NGSS aligned question clusters

Build Assessments

Copy, remix, and create your own science assessments

Assign to Classes

Students take do-nows, exit slips, and formative or summative assessments

Refocus Lessons

Give feedback, track growth, and use intuitive reports to identify gaps

Create Rigorous Science Assessments

From Phenomena-Based Questions Tagged Individually with Specific NGSS Standards

Choose from Multiple Choice, Drawing, Matching, Fill in the Blank, and Free Response Questions

  • What is the Effect of These Aerosols?

    6 Questions
    Published
    • MS-ESS2-6

  • Why Does This Drop so Slowly?

    16 Questions
    Published
    • MS-PS2-5

  • What Makes Glaciers Change Over Time?

    21 Questions
    Published
    • MS-ESS2-1

  • What Changes are Occurring at the Padma River?

    13 Questions
    Published
    • HS-ESS2-5

  • What is Happening to the California Condor Population?

    14 Questions
    Published
    • MS-LS2-1

  • Which Trash Cleaning Solution is Better?

    13 Questions
    Published
    • MS-LS2-5

  • How do Mushrooms Get Their Energy?

    24 Questions
    Published
    • HS-LS1-7

  • Browse
    1000+
    Questions

Intuitive Reports to Easily View Progress

Track student growth and gaps in three dimensions

    Easily Build and Assign
    Your First NGSS Assessments