Download Lesson 2 - Science Partnership

IC Lessons Frogger
This is lesson _2_ of _5_in this IC
A. Title of this lesson: Origami Frog Construction
B. Summary of this lesson
Students create a frog population using origami instructions. Students will
follow teacher instructions to make the original frog. Groups will then create a
population of 20-30 frogs using a variety of paper sizes, types, and colors. Frogs
will be stored in a plastic bag and will be used over the next few days.
Note: This may be completed with Lesson 1: Pre-Assessment Probe
C. Objective(s)/Learning Goal(s)/ Key Student Learning(s) of this lesson
The students will be able to make, construct, a population of origami frogs.
D. Teacher Background Knowledge for this lesson
Be skilled at the making and the construction of origami frog. A basic skill set
for the construction can be found at:
http://www.frogsonice.com/froggy/origami/
E. Prior knowledge that students need to understand this lesson - with an assessment to
determine what they already know (if appropriate).
N/A
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.
Created by Kristen Can (San Lorenzo USD), Jeff Gentile (San Lorenzo USD), Jess Norling (Fremont USD),
Denise Torrisi (Fremont USD).
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
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)
Created by Kristen Can (San Lorenzo USD), Jeff Gentile (San Lorenzo USD), Jess Norling (Fremont USD),
Denise Torrisi (Fremont USD).
CCSS that apply
Reading:
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: N/A
Math: N/A
G. Suggested time to complete this lesson: 30 minutes
H. Materials Used in this lesson typed in a bulleted list with quantities (e.g., 10 beakers; water –
2 liters)
 Origami Frog Instructions
 Different sizes and colors of regular paper, index cards, construction paper,
etc.
 Scissors
 Plastic bag or large envelope to store the frog population
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)
 Origami frog web sites, as examples, have fun exploring and folding
http://www.frogsonice.com/froggy/origami/
http://www.seagrant.wisc.edu/frogs/origami_instr.html
Created by Kristen Can (San Lorenzo USD), Jeff Gentile (San Lorenzo USD), Jess Norling (Fremont USD),
Denise Torrisi (Fremont USD).
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.
J. Lesson Plan – detailed, numbered, step-by-step plans.
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Model and demonstrate construction of origami frogs.
Construct a large version to model for class.
Have instructions on the board or projector.
Each group creates a frog population of 20-30 per group.
Students follow Steps 1-3 on the Student Instruction Sheet
Steps 4-8 will be completed with Lesson 3.
K. Vocabulary words – key vocabulary words that are targeted or taught as part of the lesson.
N/A
L. Potential Pitfalls for: a. student understanding; b. laboratory mishaps and common procedural
errors; c. academic vocabulary issues, etc.
Students may complain about the frog construction; however this may
motivate others to create a different frog design.
M. Differentiation: Modifications for English Learners, advanced learners, struggling learners, etc.
Model the construction of the origami frogs.
N. Please list all worksheets used in this lesson.
Student Instruction Sheet for Lessons 2 and 3 for Frog construction and
Challenges (See attached)
Created by Kristen Can (San Lorenzo USD), Jeff Gentile (San Lorenzo USD), Jess Norling (Fremont USD),
Denise Torrisi (Fremont USD).
O. Please list all assessments that require a separate sheet.
N/A
P. Photos/Illustrations
Photo by Torrisi, Denise
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).
Student Instruction Sheet for Lessons 2 and 3 (Frog construction and Challenges)
Your task over the next few days is to create a frog
population and observe what happens as individuals face
different environmental challenges.
1. Use the pattern to make your first frog.
2. Test your frog then think of ways that you could change
the design. Discuss your ideas with the other students
at your table.
3. Make 3 or 4 additional frogs. They do not need to
follow the original pattern.
4. Answer question A on the student sheet.
5. As a group, complete the environmental challenge with
each frog in the population. Frogs have 2 chances to
succeed at the challenges. Frogs that do not meet the
challenge will not reproduce. Label each frog with the
challenge it met.
6. Answer question B on the student sheet.
Created by Kristen Can (San Lorenzo USD), Jeff Gentile (San Lorenzo USD), Jess Norling (Fremont USD),
Denise Torrisi (Fremont USD).
7. Each frog that succeeded at the environmental
challenge has a chance to reproduce. Your group has
5 minutes to make additional frogs.
8. Repeat steps 5-7 with a new environmental challenge.
When you finish, answer question C on the student
sheet. Record information from additional challenges
on the back of the paper.
Created by Kristen Can (San Lorenzo USD), Jeff Gentile (San Lorenzo USD), Jess Norling (Fremont USD),
Denise Torrisi (Fremont USD).