Science // Animals of the World
Sexual Selection
Explain sexual selection as a form of natural selection: runaway selection for peacock tails, bird of paradise displays, and frog calls; explain kin selection and altruistic behaviour — why worker bees die to protect the hive, why meerkats stand guard at personal risk (Hamilton's rule, inclusive fitness); introduce game theory in animal behaviour using the hawk-dove model; define cognitive ethology and survey evidence for animal emotions, play, and culture
Quick check
Can the learner explain why a worker bee dying to protect the hive actually makes evolutionary sense — even though the bee never has its own offspring? What's the logic that makes this a successful strategy?
Ask this to see whether the topic is secure.
Topic // Map
Where this fits
- RequiredMust come first
- HelpfulHelps, but not essential
Before this
2 topics- Animal IntelligenceRequired
Animals of the World // Ages 9 to 11
Sexual selection and game theory depends on animal intelligence and complex behaviour
- The Red Queen HypothesisRequired
Animals of the World // Ages 11 to 12
Sexual selection and evolutionary game theory depends on understanding co-evolutionary dynamics and the Red Queen hypothesis
You are here
Sexual Selection
Ages 12 to 13 // Concept
Leads to
1 topic- How Natural Selection WorksHelpful
Ecosystems & Habitats // Ages 12 to 14
KS3 natural selection underpins kin selection, sexual selection, and behavioural game theory as extensions of the same mechanism
Topic // Research-informed
Teaching notes
From the Marble Skill Taxonomy. These notes have not been validated in classrooms, so treat them as a starting point for your own judgement.
The approach
Learners explore why apparently costly or self-sacrificing traits evolve by redefining fitness as reproductive success. Three linked models drive the ideas: a sexual-selection trade-off (ornament cost vs mating benefit), Hamilton's rule for kin-selected altruism (rB > C), and the hawk-dove game showing a frequency-dependent evolutionarily stable strategy. A concept check and an optional debate extension cover the definition of fitness, computing rB vs C, reading payoff matrices, and the evidence question of cognitive ethology.
Common misconceptions
- 'Animals do things for the good of the species/group' — selection favours traits raising the individual's (or its genes') reproductive success; group-selection explanations are usually wrong.
- 'The fittest = the strongest or longest-lived' — fitness is reproductive success; a short-lived, showy male can be fitter than a drab survivor.
- 'Costly ornaments are just decoration with no function' — they can be honest signals of quality or products of runaway female choice.
- 'Altruism disproves natural selection / animals are just being nice' — kin selection (helping relatives who share genes) explains apparent self-sacrifice quantitatively.
- 'There's always one single best behaviour' — the best strategy can be frequency-dependent (an ESS is a mix, not a lone winner).
Useful representations
- A female-choice / handicap diagram: ornament size vs both survival cost and mating benefit, with the net-fitness optimum.
- A relatedness tree with r-values annotated, feeding Hamilton's rule rB > C.
- A hawk-dove payoff matrix with a frequency slider showing the stable mix (ESS).
- A 'fitness = reproductive success' concept map linking survival, mating, and helping relatives to gene copies in the next generation.
Teaching practices
- Redefine fitness explicitly as reproductive success (not survival or strength), so the peacock's survival-costly tail stops being paradoxical.
- Teach Hamilton's rule (rB > C) with worked relatedness numbers (helping a full sibling, r=0.5) so altruism becomes a quantitative gene's-eye prediction, not a vague 'for the good of the group'.
- Use the hawk-dove game with payoffs the student can compute so an evolutionarily stable strategy emerges as frequency-dependent — the best move depends on what everyone else does.
- Actively dismantle 'for the good of the species' group-selection thinking, replacing it with individual/gene-level reasoning.
Activities to try
- 1
Peacock's tail: when a survival cost pays off
Why it works: Fitness means reproductive success, not survival or strength: a trait that lowers survival can still spread if it raises mating success enough. The same logic covers other sexually selected traits (bird-of-paradise displays, frog calls) and both routes to mating success — female choice and male-male competition. Ornaments can be honest signals of quality or products of runaway female choice, not mere decoration.
- Vary the size of a peacock's ornament and read off two quantities that change with it: a rising survival cost (slower, easier for predators to catch) and a rising mating success (peahens choose showier males).
- Combine the two into a net reproductive-success curve and find where it peaks. With the model's settings, notice the peak can sit at a large, 'wasteful'-looking tail rather than a small survival-safe one.
- Increase the strength of female preference and observe how the optimum tail size shifts larger. In runaway selection, the preference and the tail evolve together over generations because offspring inherit both, so this pressure can keep strengthening.
- Relate the same cost-versus-mating trade-off to other sexually selected traits — bird-of-paradise courtship displays and loud frog mating calls — and note that the mating advantage can arise through female choice OR through male-male competition.
- State in your own words why natural selection has NOT removed the costly tail.
- 2
Hamilton's rule: why a sterile worker or a sentinel helps
Why it works: Apparent self-sacrifice toward relatives is a calculable prediction of inclusive fitness: an altruism gene spreads when rB > C. This replaces vague group-benefit reasoning with quantitative individual/gene-level reasoning.
- Set a relatedness value r for the helper and the helped (e.g. full sibling r = 0.5), a benefit B to the relative, and a cost C to the helper.
- Compute rB and compare it with C; decide whether the altruism gene should spread (rB > C) or die out (rB < C).
- Work a model case: treat a meerkat sentinel as paying a cost C to warn relatives (benefit B shared among kin). Vary r, B and C and find the threshold where helping becomes favoured. Note that field studies suggest sentinels may face little extra risk and may also benefit themselves (for example, they often spot danger and reach cover first), so real sentinel behaviour may not be pure kin-selected altruism.
- Explain why this is a gene's-eye prediction — helping copies of one's own genes carried in relatives — rather than 'for the good of the species'.
- 3
Hawk-dove game: no single best move
Why it works: The best behaviour can be frequency-dependent: with injury cost exceeding resource value an ESS is a stable mix, not a lone winner. 'Survival of the fittest' does not mean the strongest or most aggressive always wins — the best move depends on what everyone else is playing and on the payoff values (with a low injury cost, pure hawk can instead be favoured).
- Read a hawk-dove payoff matrix and work out what a hawk and a dove each gain when they meet a hawk and when they meet a dove.
- Seed a population with a chosen starting mix of hawks and doves and let it play repeated contests. With the default payoffs set so injury cost exceeds resource value, watch the proportions settle toward a stable mixed equilibrium (the evolutionarily stable strategy).
- Change the payoffs (e.g. the cost of injury in a hawk-hawk fight) and observe how the equilibrium moves — a mixed ESS when injury cost exceeds resource value, shifting toward pure hawk when it does not.
- With injury cost set higher than the resource value, predict what happens when a few doves are added to a population that is almost all hawks, then test it: explain why pure aggression stops winning once almost everyone is a hawk.
Science // Animals of the World
More in Animals of the World
- Deep-Sea SurvivalAges 12 to 13ConceptExplain how deep-sea animals cope with crushing pressure (no gas-filled spaces, flexible proteins, pressure-adapted enzymes); describe thermoregulation extremes…
- The Biodiversity CrisisAges 12 to 14ConceptQuantify the current biodiversity crisis: extinction rates 100-1000x the background rate; explain methods for measuring biodiversity loss (species-area…
- Grouping Species Using DNAAges 13 to 14ConceptExplain cladistics: organisms are grouped by shared derived characters, not just similarity; how phylogenetic trees are built using molecular data (DNA sequence…
- BiodiversityAges 9 to 11ConceptUnderstand that biodiversity — the variety of different species in an ecosystem — is essential for healthy ecosystems, and that keystone species (like wolves in…
- Protecting Endangered AnimalsAges 9 to 11ConceptKnow how people work to protect endangered animals — through national parks and marine reserves, captive breeding programmes (like those that saved the…
- Endangered & Extinct SpeciesAges 9 to 11ConceptUnderstand why some animal species become endangered or go extinct — habitat destruction, hunting/poaching, pollution, climate change, and invasive species…
- Invasive SpeciesAges 9 to 11ConceptUnderstand that invasive species are animals (or plants) that have been introduced to a place where they don't naturally belong — like grey squirrels…
- Structural AdaptationsAges 9 to 11ConceptUnderstand that animals have structural adaptations (body features like the giraffe's long neck, eagle's talons, dolphin's streamlined shape), behavioural…