IC Lessons Frogger
This is lesson _5_ of _5_in this IC
A. Title of this lesson Summative 2-Tiered Assessment
B. Summary of this lesson
This lesson uses a probe as a summative assessment tool to determine
students' thinking regarding natural selection. The probe involves statements
made by four fictitious friends centered around the topic of "What would
happen to a population of frogs if they experienced a change in their
environment".
Students should include evidence from Lessons 3-4 and provide reasoning
which supports their claim.
C. Objective(s)/Learning Goal(s)/ Key Student Learning(s) of this lesson
Students perform an assessment to determine whether they grasped
connection between genetics and evolution.
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
Created by Kristen Can (San Lorenzo USD), Jeff Gentile (San Lorenzo USD), Jess Norling (Fremont USD),
Denise Torrisi (Fremont USD).
(expressed 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).
The students need to incorporate the knowledge gained from this Frogger Unit
to complete the Assessment. They need to support their claim with evidence
and explain with reasoning.
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
Created by Kristen Can (San Lorenzo USD), Jeff Gentile (San Lorenzo USD), Jess Norling (Fremont USD),
Denise Torrisi (Fremont USD).
factors could include large breed cattle and species of grass affecting
growth of organisms. Examples of evidence could include drought
decreasing plant growth, 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. (MSLS3-2)
CCSS that apply
Reading:
RI.6.8
Trace and evaluate the argument and specific claims in a
text, distinguishing claims that are supported by reasons and evidence
from claims that are not.
Writing:
WHST.6-8.1
Write arguments focused on discipline content.
Created by Kristen Can (San Lorenzo USD), Jeff Gentile (San Lorenzo USD), Jess Norling (Fremont USD),
Denise Torrisi (Fremont USD).
WHST.6-8.9 Draw evidence from informational texts to support
analysis, reflection, and research. (MS-LS1-6)
Listening & Speaking: N/A
Math: N/A
G. Suggested time to complete this lesson
One 50-60 minute period
H. Materials Used in this lesson typed in a bulleted list with quantities (e.g., 10 beakers; water –
2 liters)
Summative 2-tiered Assessment
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)
Make 1 copy per student of the Summative 2-tiered Assessment
J. Lesson Plan – detailed, numbered, step-by-step plans.
Directions for the summative, 2-tiered assessment.
1. As was suggested in Lesson 1, Pre-Assessment, pass out a copy of the
Summative, 2-tiered assessment (Format adapted from Page Keeley’s
Probes) to each student.
2. If necessary, read through the assessment or have students read the
responses on their own. They are to complete the lower half with a CER
response. Remind students to include evidence from their experiences in
Created by Kristen Can (San Lorenzo USD), Jeff Gentile (San Lorenzo USD), Jess Norling (Fremont USD),
Denise Torrisi (Fremont USD).
class with the Environmental Challenges and the Storyboards in their
written response.
3. If the teacher chose to keep the post-its from the Pre-Assessment or an
image of the class graph, this can be used as a discussion either prior to
writing or after writing.
4. Both Kyra and Justice, with the supporting evidence and reasoning would be
correct answers.
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, DNA
Claim (What do you know?)
Evidence (How do you know?)
Reasoning (Why does your evidence support your claim?)
L. Potential Pitfalls for: a. student understanding; b. laboratory mishaps and common procedural
errors; c. academic vocabulary issues, etc.
N/A
M.Differentiation: Modifications for English Learners, advanced learners, struggling learners, etc.
Sentence frames or starters.
N. Please list all worksheets used in this lesson.
N/A
O. Please list all assessments that require a separate sheet.
Summative, 2-tiered assessment (See attached)
Created by Kristen Can (San Lorenzo USD), Jeff Gentile (San Lorenzo USD), Jess Norling (Fremont USD),
Denise Torrisi (Fremont USD).
P. Photos/Illustrations
N/A
Q. Other Resources
N/A
Created by Kristen Can (San Lorenzo USD), Jeff Gentile (San Lorenzo USD), Jess Norling (Fremont USD),
Denise Torrisi (Fremont USD).
Assessment
Name __________________________
Date __________ Period _____
Four friends were talking about what would happen to a population of frogs if they experienced a
change in their environment. They each had different ideas about how this would effect the
population over time. This is what they said.
A. Miguel: “When there is a change in the environment, frogs decide to make their offspring
different so they will survive.”
B. Kyra: “I think it would be bad for a frog population with no variation if the environment
changed. I think that population would all die.”
C. Yvette: “Frogs can move to a new location, mutate and then be able to survive the new
conditions.”
D. Justice: “If the frog population had a lot of variation then there will always be some frogs
that survive when the environment changes.”
Which idea(s) do you agree with the most? Explain why you agree. Include specific examples
from your experience with the environmental challenges.
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Created by Kristen Can (San Lorenzo USD), Jeff Gentile (San Lorenzo USD), Jess Norling (Fremont USD),
Denise Torrisi (Fremont USD).