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A. Title of this lesson Storyboards… Tell your story with the word cards
B. Summary of this lesson
Students will construct storyboards, using available game pieces and vocabulary.
Each storyboard is a model of a population over time. Student groups choose words
to describe the population at each step and what may have happened over time to
cause the population to change. Groups share their stories with the class and
provide feedback to other groups. There are a total of four different storyboards.
Students should discuss storyboards 1-3 then write down the story from the final
storyboard, using as much vocabulary as possible.
C. Objective(s)/Learning Goal(s)/ Key Student Learning(s) of this lesson
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.
D. Teacher Background Knowledge for this lesson
To understand the mechanism of natural selection as a driving force of evolution,
students must overcome their misconceptions that the “biggest” or “prettiest” or
“fastest” creatures are the always the ones that survive, i.e., evolution is goal
directed and leads to perfectly adapted organisms. Selective pressures from the
environment (e.g., presence of predators, food availability, and temperature) act on
the existing biological (genetic) diversity in populations and determine which
individuals survive to reproduce. Evolution acts on the genotypes (the specific
genetic makeup) in populations--gene frequencies in populations change over many
generations as some individuals survive, find mates, and reproduce while other
don’t. An individual organism’s “fitness” boils down to how many offspring it leaves
behind, or the how successful it is at leaving its genes in the next generation, and
fitness is determined by the organism’s environment. As environments change over
time, so do the genotype frequencies and the consequent phenotypes (expressed
Created by Kristen Can (San Lorenzo USD), Jeff Gentile (San Lorenzo USD), Jess Norling (Fremont USD), Denise
Torrisi (Fremont USD).
IC Lessons Frogger
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physical traits) in populations due to natural selection. Genotypes and phenotypes
that are good today (in context of the immediate environment) may not be so
tomorrow, and species either have the versions of the genes to respond
evolutionarily to the environment or they go extinct.
E. Prior knowledge that students need to understand this lesson - with an assessment to determine
what they already know (if appropriate).
A typical cell of any organism contains genetic instructions that specify its traits.
Those traits may be modified by environmental influences.
F. Standards covered in this lesson
Current California Science Standards
7.2.c: Students know an inherited trait can be determined by one or more genes.
7.2.e. Students know DNA (deoxyribonucleic acid) is the genetic material of living
organisms and is located in the chromosomes of each cell.
7.3.a. Students know both genetic variation and environmental factors are causes
of evolution and diversity of organisms.
7.3.e. Students know that extinction of a species occurs when the environment
changes and the adaptive characteristics of a species are insufficient for its
survival.
NGSS
MS-LS1-5. Construct a scientific explanation based on evidence for how and
genetic factors influence the growth of organisms.
[Clarification Statement: Examples of local environmental conditions could
include availability of food, light, space, and water. Examples of genetic factors
could include large breed cattle and species of grass affecting growth of
organisms. Examples of evidence could include drought decreasing plant growth,
Created by Kristen Can (San Lorenzo USD), Jeff Gentile (San Lorenzo USD), Jess Norling (Fremont USD), Denise
Torrisi (Fremont USD).
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fertilizer increasing plant growth, different varieties of plant seeds growing at
different rates in different conditions, and fish growing larger in large ponds than
they do in small ponds.] [Assessment Boundary: Assessment does not include
genetic mechanisms, gene regulation, or biochemical processes.]
LS3.A: Inheritance of Traits
Variations of inherited traits between parent and offspring arise from genetic
differences that result from the subset of chromosomes (and therefore genes)
inherited. (MS-LS3-2)
LS3.B: Variation of Traits
In sexually reproducing organisms, each parent contributes half of the genes
acquired (at random) by the offspring. Individuals have two of each chromosome
and hence two alleles of each gene, one acquired from each parent. These
versions may be identical or may differ from each other. (MS-LS3-2)
CCSS that apply
Reading: N/A
Writing:
WHST.6-8.1
Write arguments focused on discipline content.
WHST.6-8.9 Draw evidence from informational texts to support analysis,
reflection, and research. (MS-LS1-6)
Listening & Speaking:
SL.8.1
Engage effectively in a range of collaborative discussions (oneon-one, in groups, and teacher-led) with diverse partners on grade 8
Created by Kristen Can (San Lorenzo USD), Jeff Gentile (San Lorenzo USD), Jess Norling (Fremont USD), Denise
Torrisi (Fremont USD).
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topics, texts, and issues, building on others’ ideas and expressing their
own clearly. (MS-LS2-2)
Math: N/A
G. Suggested time to complete this lesson
One to two 50-60 minute periods; depends on how many storyboards the teacher
chooses to have the students complete; there are four of them available to use to
assess the students
H. Materials Used in this lesson typed in a bulleted list with quantities (e.g., 10 beakers; water – 2
liters)
 1 copy of each storyboard and the vocabulary words that go along with it per
group
 Document camera to model the first storyboard
I.
Materials Prep for this lesson (should include number of copies needed (e.g. one probe per student,
one set of directions per lab group)
 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).
J. Lesson Plan – detailed, numbered step-by-step plans.
Storyboards
Please Note: This is a student driven activity. The teacher will need to be actively
walking about, asking questions in order to move students’ thinking forward. Allow
Created by Kristen Can (San Lorenzo USD), Jeff Gentile (San Lorenzo USD), Jess Norling (Fremont USD), Denise
Torrisi (Fremont USD).
IC Lessons Frogger
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the students to interact with one another, learn from one another, value the words
from one another, and support one another. The teacher’s impact needs to strong
in classroom monitoring. The students’ understanding of the concepts should be
evident based on their story creation.
1) The teacher instructs students to take out storyboard #1 and the vocabulary.
(Teacher hint: copy each storyboard on different colored paper, the vocabulary
can be the same color as the first storyboard or a separate color, each group
should have 1 set of storyboards + vocabulary in a Ziploc bag). The teacher
models how to set up the number cards with time in between, using a document
camera or whiteboard. The teacher asks the groups to choose a term to go under
the first card (groups should pick low population). The teacher then asks groups
to compare card 1 with card 2 and to pick a term that describes card 2 (groups
should pick high population). The teacher then asks students to pick a term that
could go under the time card and describe the cause of the change between card
1 and card 2 (students could pick mating). Go over the meaning of extinction. Let
students know that they do not need to use that card unless they see that the
entire population is gone. The teacher should then instruct groups to complete
the storyboard, using as many words as they need. Teacher will circulate,
guiding groups and asking probing questions.
 Tell me your story.
 What did you start with?
 What caused it to change?
 What happened over time?
 What is happening in box #2? In box #3?
 What do you think will happen next?
2) Groups share out the story they came up with to another group. Instruct
students that they will go on a fieldtrip to another group to listen to their story.
After listening, they should ask the other group questions on anything they don’t
understand. Sample questions can be placed on a document camera or
whiteboard.
Created by Kristen Can (San Lorenzo USD), Jeff Gentile (San Lorenzo USD), Jess Norling (Fremont USD), Denise
Torrisi (Fremont USD).
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 Why did you use ____________________ here?
 Can you explain how ________________ would cause
______________________?
Have groups switch places and repeat the process.
3) As a class discuss, variation and population size. (start with a small population,
over time there are mutations and more variations as the population increases,
environmental challenges occur and the population decreases and there is less
variation, population increases again, with less variation, beneficial traits are
passed on).
4) Groups complete storyboard #2. Instruct students to remove storyboard #1
pieces and place storyboard 2 pieces in their place. Groups should read the story
and decide if it still makes sense. If not, they should move the words around or
add new words. Repeat step 4 to allow groups to share their stories and ask
questions.
5) Groups complete storyboard #3 (extinction) and write the story individually.
Instruct students to use as much of the vocabulary as they can.
6) If time allows, or on the next day, students can complete storyboard #4. This
storyboard has additional vocabulary that can be used.
K. Vocabulary words – key vocabulary words that are targeted or taught as part of the lesson.
genetic variation, extinction, predators, competition, disasters, beneficial
mutations, beneficial traits, population
L. Potential Pitfalls for: a. student understanding; b. laboratory mishaps and common procedural errors;
c. academic vocabulary issues, etc.
Some groups struggle with the first storyboard, groups tend to want to use the
extinction card with each storyboard
Created by Kristen Can (San Lorenzo USD), Jeff Gentile (San Lorenzo USD), Jess Norling (Fremont USD), Denise
Torrisi (Fremont USD).
IC Lessons Frogger
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M.Differentiation: Modifications for English Learners, advanced learners, struggling learners, etc.
For English Learners, teachers can embed the text of the storyboard cards with the
images instead of abstract dots for a reference.
For advanced learners, teachers can expect students to use the blank cards in order
for the students to create their own story, using their own words.
For struggling learners, teachers can have each student in the group, take turns and
have an on-going classroom management environment that others are expected to
encourage, support, and value others’ work.
N. Please list all worksheets used in this lesson.
 Storyboards 1-4 (See Attached)
 The Storyboard Worksheet (See Attached)
O. Please list all assessments that require a separate sheet.
N/A
P. Photos/Illustrations
N/A
Q. Other Resources
****Storyboards saved as a PDF file on this flash drive
Created by Kristen Can (San Lorenzo USD), Jeff Gentile (San Lorenzo USD), Jess Norling (Fremont USD), Denise
Torrisi (Fremont USD).
IC Lessons Frogger
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Revision 3/15/2012 Storyboard #1
One
Two
Three
Four
One
Two
Three
Four
One
Two
Three
Four
Created by Kristen Can (San Lorenzo USD), Jeff Gentile (San Lorenzo USD), Jess Norling (Fremont USD), Denise
Torrisi (Fremont USD).
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Storyboard # 2
One
Two
Three
Four
One
Two
Three
Four
One
Two
Three
Four
Created by Kristen Can (San Lorenzo USD), Jeff Gentile (San Lorenzo USD), Jess Norling (Fremont USD), Denise
Torrisi (Fremont USD).
Storyboard #3
One
Two
Three
Four
One
Two
Three
Four
One
Two
Three
Four
Created by Kristen Can (San Lorenzo USD), Jeff Gentile (San Lorenzo USD), Jess Norling (Fremont USD), Denise
Torrisi (Fremont USD).
Storyboard #4
stream
va ley
stream
va ley
stream
va ley
Copy the same color as storyboard #1, these terms will be used with all storyboards.
river
canyon
river
canyon
river
canyon
Less variation
Mating
Extinction
Competition
(food, water, shelter, mates)
Predators
Disasters
(volcanoes, asteroids, floods, fire, drought)
What happens over time?
Thousands of generations
What happens over time?
What happens over time?
Thousands of generations
Beneficial mutations
Thousands of generations
Small population
Large population
Large population
Small population
Less variation
More variation
Beneficial traits passed
on to offspring
Beneficial traits passed
on to offspring
Copy the same color as storyboard #1, these terms will be used with all storyboards.
Genetic drift
Separation
New species
Adaptations
Different environments
Different genes
Changing geography
Different climates
(temperature, amount of rain)
Genetic drift
Separation
New species
Adaptations
Different environments
Different genes
Changing geography
Different climates
(temperature, amount of rain)
Draw what could happen next.
Draw what could happen next.
Draw what could happen next.
Draw what could happen next.
Draw what could happen next.
Draw what could happen next.
Draw what could happen next.
Draw what could happen next.
Draw what could happen next.
Draw what could happen next.
Draw what could happen next.
Draw what could happen next.
IC Lessons Frogger
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Environmental Challenge Cards – Give Challenges 1-8 to the students.
EnvironmentalChallenge#3
Drought – No rain for most of
this year and the pond drys up
to several small puddles.
Only frogs that can jump into
the bowl can reproduce.
(Height + Accuracy = HA)
EnvironmentalChallenge#1
New food source – If you can
jump really high then you will
get to eat lots of bugs that live on
top of the logs. High jumping
frogs will reproduce the most!
(Height= H)
EnvironmentalChallenge#4
Predator- Baby crocodiles come
into the pond. Frogs need to
cross a log to get to safety
or they will die!
(Straight Line= SL)
EnvironmentalChallenge#6
Invasion of Exotic Algae - The species
of algae, Caulerpa, is illegally dumped
down a drain. It enters the pond and
threatens the native eelgrass. This
damages the food web! Flip a coin
for each frog, heads survive, tails die.
(Lucky = L)
EnvironmentalChallenge#2
Predator – The California
Garter Snake comes to your
pond only frogs that can
jump 25 cm or more will survive.
(Distance = D)
EnvironmentalChallenge#5
Faster Flies - The flies that the
frogs eat are moving faster. The
frog must land on a fly to get
enough food to reproduce.
(Accuracy= A)
EnvironmentalChallenge#8
Plants are diseased and turn yellow.
Frogs that are yellow are more
likely to escape predators. Only
Yellow frogs survive.
(Yellow = Y)
EnvironmentalChallenge#7
Predator – Coyotes come to your
pond. If you can hide inside a
tiny hollow log, you can survive.
(Small=s)
Some cards are adapted from : Waves,Wetlands,andWatersheds California Coastal Commission
Science Activity Guide: Grade 7 Activity 7.1 What'ssospecialAboutNative
Species? Activity 7.3 Survivor:California