May, 2012
Changes Over Time Final Assessment
The “Evolution Game Board”
You will construct a GAME BOARD to be: 1) designed, 2) created, and 3) played by all students.
Due Date:
BEGINNING OF CLASS, Monday, May 21
Value:
60 points (remember: this is in place of a TEST grade for this unit!!)
Objective:
~ Create a game board that illustrates the concepts we have studied in “Evolution of Living Things (chapter 5).”
You may work alone or with a partner.
~ You will have 4 class periods to complete this assignment: Tuesday, May 15 – Friday, May 18. THERE IS a ½
DAY ON FRIDAY, MAY 18.
~ Any additional time you require will have to be completed outside of class. To repeat, the due date is the
beginning of class Monday, May 21; we will actually play the game this day. I WILL NOT MAKE ANY
EXCEPTIONS TO THIS DUE DATE – THIS IS IN PLACE OF A TEST, SO WHAT YOU HAVE AT THE END OF
CLASS ON 5/21 IS WHAT WILL BE GRADED!!!
Materials:
~ Use poster board, butcher paper, cardboard, or any other materials you want to create your game. You may not
use a pre-existing game board for this assignment – no exceptions. **It IS possible to use an existing board for
structure; that is, to take a game board and re-design the surface by adding paper and creating a new surface. **
~ Your game should be at least 50 cm x 50 cm and no larger then what would fit on our classroom table tops.
Consider if you need to have a spinner, dice, figurines, cards, etc.
~ All class supplies will be available. You may also use your Science Binder, computers and textbook to assist with
this project.
~ On the assignment due date everything should be in class and the game should be ready to play. All materials
needed to play the game should be present and ready to use. This includes game directions, grading rubric, game
pieces, spinners or dice, game cards, etc... The materials should convey an understanding of the concepts studied.
For instance if you use figures for game pieces they should connect to the topics we have studied.
May, 2012
Requirements: Your game board must address the following concepts:
Key Vocabulary
Evolution terms:
a.
b.
c.
d.
e.
f.
g.
h.
i.
j.
k.
Darwin’s Voyage .
EVOLUTION.
NATURAL SELECTION.
ADAPTATION.
variation.
continental drift.
fossils.
age of fossils.
geologic time scale.
the Earth’s history.
gradualism.
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l. Mendel’s work.
m. heredity.
n. genetics.
o. genes .
p. genotype.
q. phenotype.
r. traits.
s. heterozygous.
t. homozygous.
u. Punnett squares.
v. pedigree.
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w. extinct
x. mutation
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You should go BEYOND simple QUESTION-ANSWER / VOCABULARY definitions by developing the
concepts of letters B, C and D above.
Evolution, Natural Selection and Adaptation should be CORE concepts that demonstrate your
understanding of the terms! For instance, a question card that defines “adaptation” does not fully prove
to me that you understand what it is – it just proves you can copy a definition. The game itself should
show you understand Evolution, Natural Selection and Adaptation.
For instance, your game piece might be an animal that “adapts,” and because it changes, it survives and
can move on to another environment within your game.
In addition, you must also include:
1. Complete set of rules for your game, written in clear, easy to follow steps. This must be typed or word
processed.
2. A creative title for your game that conveys the main idea of the game.
3. Accurate information on all questions and answers.
4. You must have an answer sheet listing all the questions and answers asked in the game. This should be
provided as a separate word document.
May, 2012
Curriculum Standards
If you have met the requirements of this activity, someone playing this game should be able to…..
Benchmark 1:III.3.MS.1
Describe how the characteristics of living things are passed on through generations.
Benchmark 2:III.3.MS.2
Describe how heredity and environment may influence/determine characteristics of an organism.
Benchmark 3: III.4.MS.1
Describe how scientific theory traces possible evolutionary relationships among present and past life forms.
Benchmark 4:III.4.MS.2
Explain how new traits might become established in a population and how species become extinct.
Mechanics: This is a formal assignment and as such all Grosse Pointe writing guidelines should be in place. Check
your work for spelling and grammar usage. Make sure that sentences and phrases are used appropriately and make
sense. Your team should all proofread the copy you are submitting. Consult the Grosse Pointe Style Sheet if you
are in doubt: (http://www.gpschools.org/ci/depts/eng/StyleSheet/index.html)
Work Quality: Any formal assignment or assessment should be a work produced that shows signs of quality. The
quality indicators looked for in this assignment include, but are not limited to the following: work is neatly
presented and does not interfere with the delivery of the specified goals; work shows a commitment to your
personal best; obvious planning is a part of quality, prior planning and revisions should be evident by the lack of
corrections on your final copy. Also, remember, color is used to help things be noticed and jump out for the
learner – it should be an enhancement, not a distraction.
Miscellaneous: Your final product should not only show a commitment to excellence, but should show an
understanding that others are more interested in games that are appealing and interesting. Did you appropriately
use color? Do you have an original game title? Does the game board show that you ran with this concept, or did
you simply write down questions and answers? Does your project show obvious signs of planning and preparation,
or does it look like you put it together in one class hour? Remember, you are sharing the knowledge you have after
weeks of instruction, the game must reflect this.
You may use any resource available to you during the construction of your game.
The grading rubric is attached. The rubric sheet must be turned in with your final project on Friday. Use the
rubric to assess your game as you proceed during the week. While I will make myself available to answer
questions, I will not be able to give you suggestions or ideas for your project. This is a final assessment, and will
be considered as such for question purposes. Remember, this is meant to demonstrate what you have learned
during this unit of study. In addition, because this is a final assessment no additional time will be given to
complete this project.
May, 2012
Project Check List
Use this list to help your team stay focused during the week.
Once you have completed an item, each member should initial the space.
Title
_____ _____ _____ _____
Game board design (plan)
_____ _____ _____ _____
Game board completed
_____ _____ _____ _____
Color incorporated
_____ _____ _____ _____
Vocabulary incorporated
_____ _____ _____ _____
Question/Answer cards (or similar)
_____ _____ _____ _____
Question/Answer sheet (typed)
_____ _____ _____ _____
Game rules (typed)
_____ _____ _____ _____
Game pieces
_____ _____ _____ _____
Spinner or die
_____ _____ _____ _____
Additional material
_____ _____ _____ _____
Benchmarks incorporated (4)
_____ _____ _____ _____
Written work proofread by team
_____ _____ _____ _____
Completed project compared to rubric
_____ _____ _____ _____
May, 2012
Scoring Rubric for the “Evolution Game Board”
Below Average
Average
Above Average
Exemplary
5-6
7
8
9-10
One or more benchmarks
are identified and
developed in the game.
Learner shows below
average understanding of
the benchmarks.
Two or more benchmarks
are identified and
developed in the game.
Learner shows a
rudimentary understanding
of the benchmarks.
Three or more benchmarks
are identified and developed
in the game. Learner shows a
strong understanding of the
benchmarks.
All benchmarks are
identified and well
developed in the game.
Learner has a deep and
conceptualized
understanding of the
benchmarks.
Uses few key terms and
few or no additional
vocabulary; does not
convey an understanding of
Uses some or all key terms
plus at least one additional
vocabulary word to convey
a basic understanding of
Uses most or all key terms
plus some additional
vocabulary to convey a good
Uses all key terms plus
additional vocabulary to
convey a developed
the unit. Words are just
presented, not defined or
expanded; correct
definitions are not applied.
the unit. Concept
understanding is average,
some terms are confused.
understanding of the unit.
Concept understanding is
strong and evident in game.
understanding of the unit.
Concept understanding is
evident; student
demonstrates excellence.
Mechanics
Material is poorly written.
Too many spelling or
grammatical errors are
evident (5+ errors).
Writing is satisfactory.
Some spelling or
grammatical errors are
evident (4 errors).
Material is well written. Few
spelling or grammatical errors
are evident (2-3 errors).
Material is very well
written. No spelling or
grammatical errors are
evident (0-1 errors).
Work
Quality
Few portions are neat and
show commitment to
personal best. Many stray
marks or obvious
mistakes/cover ups.
Some portions are neat and
show commitment to
personal best. Some stray
marks or obvious
mistakes/cover ups.
Most portions are neat and
show commitment to personal
best. Few stray marks or
obvious mistakes/cover ups.
All portions are neat and
show commitment to
personal best. No stray
marks or obvious
mistakes/cover ups.
Is not prepared to share
game. The materials show a
lack of understanding of the
concepts studied.
Has some/all of the
materials completed and
ready to use on game day.
The materials show a
rudimentary understanding
of the concepts studied.
Has most/all of the materials
completed and ready to use
on game day. The materials
show thought and
understanding of the concepts
studied.
Has all materials
completed and ready to use
on game day. The
materials show extensive
thought and understanding
of the concepts studied.
Poor, lacks color or
originality; looks rushed
and unplanned; obvious
knowledge of content is
absent. The material and
vocabulary is not accurate
(5+ mistakes).
Satisfactory use of color
and some degree of
originality; lacks evident
planning, did minimum to
show content knowledge.
Most of the material is
accurate (3-4 mistakes).
Good use of color, original
concept, shows planning;
knowledge of content is
shown. Most of the material
and vocabulary are accurate
(0-2 mistakes).
Color is used to enhance
game; original concept;
shows obvious planning
and thought; knowledge of
subject area is obvious. All
material and vocabulary
are accurate.
Benchmarks
Key terms
Materials
Misc.
A
B
C
D/U
TOTAL
54-60 pts.
53-48 pts.
47-42
41-30
(out of 60)
Points
Earned
Game title: ________________________________________________ Group number: _______ Hour: ______
Team members: ____________________________________________________________________________
__________________________________________________________________________________________