Growth and Development

Discovery Education Unit: Hawaiian Flies

Literacy / Driving Question Board Connections

Nonfiction Science Literacy Resources

Graphic Organizers / Thinking Maps

Driving Question Boards

Hawaiian Flies DQB Presentation

Multilingual Learner Language Expectations

Citizen Science Opportunities

MS-LS1-5: Environmental and Genetic Growth Factors

Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. (Cause and Effect)

Clarification & Boundary Statements

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.

Boundary Statement: Assessment does not include genetic mechanisms, gene regulation, or biochemical processes.

MS-LS4-4: Natural Selection

Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals’ probability of surviving and reproducing in a specific environment. (Cause and Effect)

Clarification & Boundary Statements

Clarification Statement: Emphasis is on using simple probability statements and proportional reasoning to construct explanations.

Boundary Statement: none

MS-LS4-6: Adaptation of Populations over Time

Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time. (Cause and Effect)

Clarification & Boundary Statements

Clarification Statement: Emphasis is on using mathematical models, probability statements, and proportional

reasoning to support explanations of trends in changes to populations over time.

Boundary Statement: Assessment does not include Hardy Weinberg calculations.

What is the NGSS & 3 Dimensional Science Learning and Why is it Important?

Science Practices - Disciplinary Core Ideas - Crosscutting Concepts

Anchor Phenomenon / Local Colorado Phenomenon Connections

Hawaiian Flies

DRIVING QUESTION: Why are all the Hawaiian flies so different?

Anchor

After making observations and gathering information, students write questions about why and how there are so many different types of plants and fruit flies in Hawaii and place their questions on a Driving Question Board. The Driving Question Board should serve as the source of driving questions for each lesson of the unit and a repository of questions generated throughout the unit that can be used to drive student understanding. Students will construct an initial model showing how plants, flies, and Hawaii have changed over time and will revisit and modify the model to improve it throughout the unit.

Discovery Education Lesson / Connections to Anchor Phenomenon

Exploring Fruit Flies of Hawaii / Why are all the Hawaiian flies so different?
So Many Different Kinds of Fruit Flies / How did so many different kinds of fruit flies end up on the Hawaiian Islands?
Variation and Selection / How do traits change in fruit fly populations?
Speciation / How can there be so many different species of fruit flies in Hawaii?

Endangered Fruit Flies / How can some fruit flies be decreasing in population?

Local Colorado Phenomena Connections

To address NGSS standard MS-LS4-4 (Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals’ probability of surviving and reproducing in a specific environment), you can explore several local Colorado phenomena:

Pika Adaptations: Study how the American pika, a small mammal found in the Colorado Rockies, has adapted to survive in high-altitude, cold environments. Focus on their genetic variations and behaviors that help them thrive despite changing temperatures.

Pike Exploration Unit & Group Research Project - Special Thanks to Julie Georgiou from Soaring Heights for sharing this unit.

Aspen Tree Cloning: Explore the genetic variations and reproductive strategies of aspen trees, which reproduce through both seed production and cloning. Discuss how these factors contribute to their survival in Colorado's diverse climates.

Cutthroat Trout Variations: Investigate the genetic diversity among cutthroat trout populations in Colorado's rivers and lakes. Examine how these variations affect their ability to survive in different water conditions and habitats.

Bighorn Sheep Adaptations: Examine the genetic traits that allow bighorn sheep to navigate Colorado's rugged mountain terrain. Discuss how these adaptations increase their chances of survival and reproduction.

These examples can help students understand how genetic variation contributes to the survival and reproduction of organisms in specific environments.

Using SchoolAI, Gemini, ChatGPT to find local Colorado Phenomena

Use the following prompt, adjust accordingly. "I am a middle school science teacher looking for a local Colorado phenomena to address NGSS standard (enter standard you are looking for... example MS-PS1-4)"

Using SchoolAI

1) Navigate to Assistants

2) Select Curriculum Coach

3) Use the prompt above

Career Connections

Connecting what students are learning to careers not only deepens their engagement in school but also helps them make more informed choices about their future. Browse the following related career profiles to discover what scientists really do on the job and what it takes to prepare for these careers. For additional profiles visit your Year at a Glance Page.

Local Colorado Career Connections

Here are some career connections based in Colorado that relate to the theme of Growth and Development in science:

Agricultural Scientist: Colorado has a significant agricultural industry, and agricultural scientists focus on improving the growth and development of crops and livestock.

Biotechnologist: Companies like Agilent Technologies in Boulder are involved in biotechnology, focusing on the use of biological processes in industrial settings.

Ecologist: Organizations such as the Colorado Parks and Wildlife Department employ ecologists to study the development and growth of ecosystems in the state.

Environmental Engineer: Firms like CH2M (now part of Jacobs Engineering) work on projects that include managing natural resource development, which ties into environmental growth and sustainability.

Geneticist: With the University of Colorado and other research institutions, there are opportunities to connect with geneticists studying growth and development at the genetic level.

Health Educator: Denver Health and other health organizations focus on community health education, which includes human growth and development.

Hands On, Minds On Connections

Discovery

Trait Variations

Discovery Hands-On Refurbishments

Refurbishment Order Form

Ocean First Education

St Vrain Science Center

Simulations

GIZMOS

GIZMOS in Science

Nearpod Lessons / Activities / Videos

LabXchange Lessons / Activities / Videos

Environmental Education Connections

Teacher Notes / Assessments

Discovery Hands-On Refurbishments

Refurbishment Order Form

To Extend Student Learning

6) Adapt or Go Extinct Additional Remediation, Extension, Differentiation Resources

Teacher Prep: Content Background Unit Storyline Driving Question Boards English Language Learner Support

7th Grade Pilot Teacher Notes & Resources

Pika Exploration Unit & Group Research Project - Special Thanks to Julie Georgiou from Soaring Heights for sharing this unit.

3 Dimensional Science Assessments

This spreadsheet is a collection of existing assessments from across the country designed to support implementation of NGSS and similar state standards. The openly available tasks represent a wide range of task types and purposes. Some of these assessments are similar to what your students will experience on their 8th grade CMAS Exam. It is a good idea to introduce these types of assessments to students at all grade levels to better prepare them for success demonstrating their science knowledge. Combined 3D Task Inventory

CDE: Grade Level Expectations

Prepared Graduates:

2.5: Students can use the full range of science and engineering practices to make sense of natural phenomena and solve problems that require understanding how individual organisms are configured and how these structures function to support life, growth, behavior and reproduction.
2.7: Students can use the full range of science and engineering practices to make sense of natural phenomena and solve problems that require understanding how genetic and environmental factors influence variation of organisms across generations.
2.8: Students can use the full range of science and engineering practices to make sense of natural phenomena and solve problems that require understanding how natural selection drives biological evolution accounting for the unity and diversity of organisms.

Grade Level Expectation:

2-2: Organisms reproduce, either sexually or asexually, and transfer their genetic information to their offspring.
2-8: Heredity explains why offspring resemble, but are not identical to, their parents and is a unifying biological principle. Heredity refers to specific mechanisms by which characteristics or traits are passed from one generation to the next via genes.
2-10: Genetic variations among individuals in a population give some individuals an advantage in surviving and reproducing in their environment.
2-11: Adaptation by natural selection acting over generations is one important process by which species change over time in response to changes in environmental conditions.

Colorado Department of Education - Middle School Science Standards

Connecting Thinking Maps to Science Instruction

To help students Think Like a Scientists, they need to know how to question and gather evidence in order to refine and revise what they know and understand. The information below provides suggestions for connecting Thinking Maps to our science concepts. The thinking maps listed are general connections and should not be seen as the only maps that could be used. To better understand how to use Thinking Maps in Science, reference pages 188 to 196 in your Thinking Maps Teacher Guide. Each Thinking Map listed below includes the page number where it can be found in your Thinking Maps Teacher Guide

Graphic Organizers (Science Practices & Cross-Cutting Concepts)

Thinking Maps Guide Thinking Maps Guide (Spanish)

Thinking Map Resources (Spanish)

Patterns

Critical Questions: Is there a pattern? What caused the pattern? What predictions can I make? How does this pattern compare to others?

Possible Thinking Maps:

Flow or Bridge Maps for analyzing patterns (Page 54)

Tree Map for classifying (Page 42)

Bridge Map for relationships (Page 66)

Multi-flow Map for causes of patterns and making predictions (Page 60)

Double Bubble Map for comparing / contrasting patterns (Page 36)

Cause and Effect

Critical Questions: What evidence is there for this cause and effect relationship? What are other possible causes? How is this relationship similar to others? How does changing one event affect the results?

Possible Thinking Maps:

Multi-flow Map for cause and effect (Page 60)

Partial Multi-flow Map (Page 60)

Circle Map for Brainstorming (Page 24)

Double Bubble Map for cause and effect (Page 36)

Scale, Proportion, Quantity

Critical Questions: How does this system look at a smaller or larger scale? What is new and what is the same? What is new and what is the same? How does this scale relate to you? What happens if we change the quantity involved?

Possible Thinking Maps:

Multi-flow Map for cause and effect (Page 60)

Tree Map for details at different measures (Page 42)

Double-Bubble Map (Page 36)

Brace Map for analyzing parts at different scales or proportions (Page 48)

Bridge Map for relationships (Page 66)

Systems and System Models

Critical Questions: What parts and sub-systems make up this system? What interactions and processes involve this system? How is this system alike or different from others? What are the effects of modifying one part of the system?

Possible Thinking Maps:

Brace Map for taking systems apart (Page 48)

Flow Map for organization of the system (Page 54)

Double-Bubble Map to systems (Page 36)

Multi-flow Map to analyze impact of modifying systems (Page 60)

Energy and Matter

Critical Questions: How are energy and matter related in this system? Where does the energy for this system come from? Go?

Possible Thinking Maps:

Flow Map for tracking energy (Page 54)

Partial Multi-Flow Map for effects of changes (Page 60)

Bridge Map for relating energy and matter (Page 66)

Partial Multi-flow for causes of energy (Page 60)

Structure and Function

Critical Questions: How does the function depend on the structure? Are there other structures that serve the same function?

Possible Thinking Maps:

Brace Map to analyze structure (Page 48)

Partial Multi-Flow Map to explain how the structure causes the function (Page 60)

Double Bubble Map for different structures (Page 36)

Stability and Change

Critical Questions: What causes change in this system? Stability? Is the stability static or dynamic? What are possible catalysts for changing the stability?

Possible Thinking Maps:

Partial Multi-Flow Map for change (Page 60)

Circle Maps for defining dynamic and static stability (Page 24)

Flow map for evolution of a system (Page 54)

Double Bubble to dynamic and static stability (Page 36)