Heredity
Discovery Education Unit: Albino Squirrels
Embedded Files
Literacy / Driving Question Board Connections
Nonfiction Science Literacy Resources
Graphic Organizers / Thinking Maps
Driving Question Boards
Multilingual Learner Language Expectations
MS-LS3-1: Mutations - Harmful, Beneficial or Neutral
Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism.
Clarification & Boundary Statements
Clarification Statement: Emphasis is on conceptual understanding that changes in genetic material may result in making different proteins.
Boundary Statement: Assessment does not include specific changes at the molecular level, mechanisms for protein synthesis, or specific types of mutations.
MS-LS3-2: Asexual and Sexual Reproduction
Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation. (Cause and Effect)
Clarification & Boundary Statements
Clarification Statement: Emphasis is on using models such as Punnett squares, diagrams, and simulations to describe the cause and effect relationship of gene transmission from parent(s) to offspring and resulting genetic variation.
Boundary Statement: none
Clarification & Boundary Statements
Clarification Statement: Emphasis is on synthesizing information from reliable sources about the influence of humans
on genetic outcomes in artificial selection (such as genetic modification, animal husbandry, gene therapy); and, on the
impacts these technologies have on society as well as the technologies leading to these scientific discoveries.
Boundary Statement: none
Anchor Phenomenon / Local Colorado Phenomenon Connections
DRIVING QUESTION: Why are there albino squirrels in Olney, Illinois?
Anchor
After making observations about squirrels with different colored fur and eyes, students will generate questions about the causes of the traits they observe and place their questions on a Driving Question Board. The Driving Question Board should serve as the foundation of learning throughout the lesson bundle.
Discovery Education Lesson / Connections to Anchor Phenomenon
Exploring Albino Squirrels / Why are there albino squirrels in Olney, Illinois?
Inherited Traits / What are the differences between an albino squirrel and a gray squirrel?
The Effect of Mutations / What causes a protein not to be made?
It Is All in the Family / How are traits and mutations passed on to offspring?
Squirrels and Squares / What do the parents of albino squirrels look like?
How Humans Change Animals / How can humans influence the traits of living things?
Local Colorado Phenomena Connections
To address the NGSS standard MS-LS4-5, which involves understanding the evidence of evolution and the diversity of life, you can explore several local Colorado phenomena:
Fossil Discoveries in the Morrison Formation: Colorado is home to the Morrison Formation, a site rich in dinosaur fossils. Discussing the types of fossils found and their significance can help students understand evolutionary changes over time.
High Altitude Adaptations in Wildlife: Explore how animals like the Rocky Mountain bighorn sheep or the pika have adapted to the high-altitude environment of the Colorado Rockies. This can illustrate natural selection and adaptation.
Biodiversity in Colorado's Ecosystems: Colorado has diverse ecosystems ranging from alpine tundra to desert lands. Analyzing the variety of species and their adaptations in these ecosystems can provide insight into speciation and biodiversity.
The Impact of Climate Change on Colorado's Glaciers: Investigate the effects of climate change on the state's remaining glaciers and how this impacts local ecosystems. This can serve as a case study on environmental change and species adaptation.
These phenomena not only align with the NGSS standard but also offer real-world examples that can engage students with the local environment.
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
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
To connect 8th-grade students with Colorado-based careers related to heredity, consider reaching out to professionals and organizations involved in genetics, biology, and related fields. Here are some suggestions:
University Professors and Researchers: Contact local universities like the University of Colorado Boulder or Colorado State University. They often have faculty working in genetics and can provide insights or even guest lectures.
Biotechnology Companies: Look into companies such as Agilent Technologies or SomaLogic, which have operations in Colorado and focus on genetic research and biotechnology.
Healthcare Professionals: Genetic counselors at hospitals like Children's Hospital Colorado can discuss how genetics plays a role in healthcare and patient treatment.
Agricultural Experts: As Colorado has a significant agricultural sector, reaching out to organizations involved in plant and animal genetics, like the Colorado State University Extension, could be beneficial.
Museums and Science Centers: Institutions like the Denver Museum of Nature & Science may offer educational programs or speakers on genetics and heredity.
Professional Organizations: Groups like the Colorado BioScience Association can connect you with professionals in the field.
These connections can provide students with real-world applications of their heredity studies and inspire potential career paths.
Hands On, Minds On Connections
Discovery
Discovery Hands-On Refurbishments
Ocean First Education
St Vrain Science Center
Colorado Wildlife Kits
Raptors - Feet, wings, skulls and tails of raptors are provided for this unit. Kit includes publications and Project Wild activities.
Animal Signs - Realia shows students how to recognize the animals that have been in the area through tracks, scat and other signs. Kit includes publications and Project Wild activities.
Herptiles - turtle shells and skull, publications, and Project Wild activities complete this kit on herptiles.
Mammal Hides - The hides of 17 mammals and the antlers and horns of 5 mammals provide students the opportunity to learn about mammals. Publications and Project Wild activities complete the kit.
Mammal Skulls - Skulls of twelve mammals are the centerpiece of this kit which also includes publications and Project Wild activities. This kit contains 2 parts.
Birds / Waterfowl - Duck and grouse wings and feathers, publications, and Project Wild activities create this kit on wetlands and migration.
Aging Deer & Elk - Real teeth and jaws show the growth and development of the mule deer and elk. This kit includes realia, selected publications and Project Wild activities.
Simulations
GIZMOS
Nearpod Lessons / Activities / Videos
LabXchange Lessons / Activities / Videos
Environmental Education Connections
Teacher Notes / Assessments
Discovery Hands-On Refurbishments
To Extend Student Learning
7) Albino Squirrel Zoo Exhibit Additional Remediation, Extension, Differentiation Resources
Teacher Prep: Content Background Unit Storyline Driving Question Boards English Language Learner Support
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:
Prepared Graduates:
3.11: Students can use the full range of science and engineering practices to make sense of natural phenomena and solve problems that require understanding how human activities and the Earth’s surface processes interact
Grade Level Expectation:
Grade Level Expectation:
3-9: Mapping the history of natural hazards in a region and understanding related geological forces.
3-10: Human activities have altered the biosphere, sometimes damaging it, although changes to environments can have different impacts for different living things.
3-11: Human activities affect global warming. Decisions to reduce the impact of global warming depend on understanding climate science, engineering capabilities, and social dynamics
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)
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