IC Lessons Frogger
This is lesson _1_ of _5_ in this IC
A. Title of this lesson Pre-Assessment Probe
B. Summary of this lesson
This lesson uses a probe as a pre-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 are given sticky notes and asked to write down the letter of the
statement they most agree with. Sticky notes are collected and placed on the
board or poster paper in a bar graph fashion to reveal the class results. As this
probe is a pre-assessment tool, the instructor does not reveal the correct or
most accurate statement made by one of the four friends. Students do not
complete the written portion at this time. They will come back to the probe at
the end of the Instructional Case.
Note: This may be completed with Lesson 2: Origami Frog construction
C. Objective(s)/Learning Goal(s)/ Key Student Learning(s) of this lesson
Assess student’ general knowledge/misconceptions regarding natural
selection. This information is then used by the teacher to help formulate the
unit and stay aware of any misconceptions.
D. Teacher Background Knowledge for this lesson
N/A
E. Prior knowledge that students need to understand this lesson - with an assessment to
determine what they already know (if appropriate).
The concepts and vocabulary of genetics, inheritance, DNA, chromosomes,
meiosis, genes, alleles, and traits
Created by Kristen Can (San Lorenzo USD), Jeff Gentile (San Lorenzo USD), Jess Norling (Fremont USD),
Denise Torrisi (Fremont USD).
IC Lessons Frogger
This is lesson _1_ of _5_ in this IC
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, 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
Created by Kristen Can (San Lorenzo USD), Jeff Gentile (San Lorenzo USD), Jess Norling (Fremont USD),
Denise Torrisi (Fremont USD).
IC Lessons Frogger
This is lesson _1_ of _5_ in this IC
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: N/A
Writing:
Listening & Speaking:
Math: N/A
G. Suggested time to complete this lesson
10-15 minutes
H. Materials Used in this lesson typed in a bulleted list with quantities (e.g., 10 beakers; water –
2 liters)
The Pre Assessment Probe
Sticky notes
Created by Kristen Can (San Lorenzo USD), Jeff Gentile (San Lorenzo USD), Jess Norling (Fremont USD),
Denise Torrisi (Fremont USD).
IC Lessons Frogger
This is lesson _1_ of _5_ in this IC
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)
One copy of Probe per student or project assessment on document camera. If
projecting the assessment you will need one sticky note per student.
J. Lesson Plan – detailed, numbered, step-by-step plans.
1. Present the Pre-assessment either on an overhead, document camera, or
computer/projector by listing the situation listed below.
2. Pass out sticky notes, one per student, and ask them to select which person
they agree with, A-D.
3. Collect all the sticky notes, attach them to poster paper or white board and
create an instant bar graph. (see Photo A under P. Photos/Illustrations)
4. This pre-assessment gives both the teacher and the students an overview
of the thought processes, ideas, or misconceptions of the students.
5. Then proceed with the lesson. One may choose to keep the sticky notes to
compare with the completed Summative 2-tiered Assessment at the end of
the Instructional Case.
K. Vocabulary words – key vocabulary words that are targeted or taught as part of the lesson.
(Understanding these words is essential for students to understand the key concepts of this
lesson.)
population, beneficial, traits, variation, extinction, environmental changes,
natural selection, mutations, mating, disasters, and competition.
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.
N/A
Created by Kristen Can (San Lorenzo USD), Jeff Gentile (San Lorenzo USD), Jess Norling (Fremont USD),
Denise Torrisi (Fremont USD).
IC Lessons Frogger
This is lesson _1_ of _5_ in this IC
N. Please list all worksheets used in this lesson
Pre Assessment Probe
O. Please list all assessments that require a separate sheet
N/A
P. Photos/Illustrations
Photo A - Torrisi,D.- Example of a quick post-it note assessment graph:
Adapted from “Sticky Bars” Keeley, Page. Science Formative Assessment 75
Practical Strategies for Linking Assessment, Instruction, and Learning.
Thousand Oaks, California: Corwin Press, 2008
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).
IC Lessons Frogger
This is lesson _1_ of _5_ in this IC
Pre Assessment Probe
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).