1. Unit Timeline Overview Matrix of Entire IC
IC name: Frogger
Lesson Parts / Class time(Minutes) / Lesson Objectives / Prep Time
(Minutes) / Lesson Preparation / Key Vocabulary
1 / Pre-Assessment Probe / 10-15 / · Assess student’ general knowledge/misconceptions regarding natural selection. / 5 / · One copy of Probe per student or project assessment on document camera.
· If projecting the assessment you will need one sticky note per student. / N/A
2 / Origami Frog Construction / 30 / · The students will be able to make, construct, a population of origami frogs. / 10 / · Origami frog web sites, as examples, have fun exploring and folding
http://www.frogsonice.com/froggy/origami/
http://www.seagrant.wisc.edu/frogs/origami_instr.html
· Have available: paper of different colors, sizes, and textures for students to use to make the frogs. You may also make an oversized example origami frog for instructional purposes. / N/A
3 / Environmental Changes / 120 / · Students test the frogs with each of the challenges to determine if the frog lives long enough to reproduce and pass on its traits to the next generation.
· Students make a connection between genetic traits being passed down through generations of a population and the ability of the population to survive when faced with environmental pressures.
· Students record data, construct additional frogs (reproducing) if the frog meets the challenge, and reflect on their findings. / 30 / · One set of challenge cards per group, cut (may laminate if you choose) and placed in a plastic bag
· One copy of Group Instruction Sheet per group
· One copy of the Student Data Sheet per student
· Use the Fly Image sheet and make 1 Fly per group. / population, beneficial, traits, variation, extinction, environmental changes, natural selection, mutations, mating, disasters, and competition.
4 / Storyboards… Tell your story with the word cards / 120 / · Students are able to describe changes in a population over time. Students connect these changes to the amount of genetic variation in a population and the environmental pressures the population faces. / 30 / · Use 4 different colors of paper to copy the storyboards (1 color for each storyboard)
· Make 1 copy of each storyboard per group
· Laminate the storyboards and vocabulary
· Cut out each storyboard and the vocabulary that goes with it. Put the pieces in a small Ziploc bag and label the outside of the bag (ex: storyboard #1). / genetic variation, extinction, predators, competition, disasters, beneficial mutations, beneficial traits, population
5 / Summative 2-Tiered Assessment / 60 / · Students perform an assessment to determine whether they grasped connection between genetics and evolution. / 5 / · Make 1 copy per student of the Summative 2-tiered Assessment / genetic variation, extinction, predators, competition, disasters, beneficial mutations, beneficial traits, population, DNA
Claim (What do you know?)
Evidence (How do you know?)
Reasoning (Why does your evidence support your claim?)
Drafted by Ai Vu 9/29/13