1. Unit Timeline Overview Matrix of Entire IC
IC name:
Frogger
Lesson Parts
Class time
Lesson Objectives
(Minutes)
10-15
Pre-Assessment
Probe
1
Origami Frog
Construction
30
Prep Time
Lesson Preparation
Key Vocabulary

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
Origami frog web sites, as examples, have fun
exploring and folding
N/A
(Minutes)
 Assess student’ general
knowledge/misconcepti
ons regarding natural
selection.
5
 The students will be
able to make,
construct, a population
of origami frogs.
10


http://www.frogsonice.com/froggy/origami/
http://www.seagrant.wisc.edu/frogs/origami_instr.
html
2

Environmental
Changes
120
3
Drafted by Ai Vu 9/29/13
 Students test the frogs
with each of the
challenges to
determine if the frog
lives long enough to
30
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.
 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
population,
beneficial,
traits, variation,
extinction,
environmental
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.
120
Storyboards… Tell
your story with the
word cards
4
Drafted by Ai Vu 9/29/13
 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
 One copy of the Student Data Sheet per
student
 Use the Fly Image sheet and make 1 Fly per
group.
changes, natural
selection,
mutations,
mating,
disasters, and
competition.
 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
Summative 2Tiered
Assessment
60
5
Drafted by Ai Vu 9/29/13
 Students perform an
assessment to
determine whether
they grasped
connection between
genetics and evolution.
5

Make 1 copy per student of the Summative 2tiered 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?)