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. Darwin’s Voyage. ____ l. Mendel’s work. ____ w. extinct ____ b. EVOLUTION. ____ m. heredity. ____ x. mutation ____ c. NATURAL SELECTION. ____ n. genetics. ____ d. ADAPTATION. ____ o. genes. ____ e. variation. ____ p. genotype. ____ f. continental drift. ____ q. phenotype. ____ g. fossils. ____ r. traits. ____ h. age of fossils. ____ s. heterozygous. ____ i. geologic time scale. ____ t. homozygous. ____ j. the Earth’s history. ____ u. Punnett squares. ____ k. gradualism. ____ v. pedigree. ____

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 Points 5-6 7 8 9-10 Earned

Benchmarks One or more benchmarks Two or more benchmarks Three or more benchmarks All benchmarks are are identified and are identified and are identified and developed identified and well developed in the game. developed in the game. in the game. Learner shows a developed in the game. Learner shows below Learner shows a strong understanding of the Learner has a deep and average understanding of rudimentary understanding benchmarks. conceptualized the benchmarks. of the benchmarks. understanding of the benchmarks.

Key terms Uses few key terms and Uses some or all key terms Uses most or all key terms Uses all key terms plus few or no additional plus at least one additional plus some additional additional vocabulary to vocabulary; does not vocabulary word to convey vocabulary to convey a good convey a developed convey an understanding of a basic understanding of understanding of the unit. understanding of the unit. the unit. Words are just the unit. Concept Concept understanding is Concept understanding is presented, not defined or understanding is average, strong and evident in game. evident; student expanded; correct some terms are confused. demonstrates excellence. definitions are not applied.

Mechanics Material is poorly written. Writing is satisfactory. Material is well written. Few Material is very well Too many spelling or Some spelling or spelling or grammatical errors written. No spelling or grammatical errors are grammatical errors are are evident (2-3 errors). grammatical errors are evident (5+ errors). evident (4 errors). evident (0-1 errors).

Work Few portions are neat and Some portions are neat and Most portions are neat and All portions are neat and show commitment to show commitment to show commitment to personal show commitment to Quality personal best. Many stray personal best. Some stray best. Few stray marks or personal best. No stray marks or obvious marks or obvious obvious mistakes/cover ups. marks or obvious mistakes/cover ups. mistakes/cover ups. mistakes/cover ups.

Materials Is not prepared to share Has some/all of the Has most/all of the materials Has all materials game. The materials show a materials completed and completed and ready to use completed and ready to use lack of understanding of the ready to use on game day. on game day. The materials on game day. The concepts studied. The materials show a show thought and materials show extensive rudimentary understanding understanding of the concepts thought and understanding of the concepts studied. studied. of the concepts studied.

Misc. Poor, lacks color or Satisfactory use of color Good use of color, original Color is used to enhance originality; looks rushed and some degree of concept, shows planning; game; original concept; and unplanned; obvious originality; lacks evident knowledge of content is shows obvious planning knowledge of content is planning, did minimum to shown. Most of the material and thought; knowledge of absent. The material and show content knowledge. and vocabulary are accurate subject area is obvious. All vocabulary is not accurate Most of the material is (0-2 mistakes). material and vocabulary (5+ mistakes). accurate (3-4 mistakes). are accurate.

A B C D/U TOTAL 54-60 pts. 53-48 pts. 47-42 41-30 (out of 60)

Game title: ______Group number: ______Hour: ______

Team members: ______

______