-
9th Grade
- Project
- 5 weeks
"Melanin Mosaic: Mapping Humanity's Palette"
Purpose
The purpose of this project is to engage students in an interdisciplinary exploration of human skin pigmentation diversity, using Brooklyn's diverse community as a real-world context. Through scientific investigation, artistic expression, and community collaboration, students will deepen their understanding of genetic inheritance, evolutionary biology, and cultural significance. This project aims to foster scientific literacy and appreciation for human diversity, culminating in a community exhibition that showcases students' integrated art and science projects.
Learning goals
Students will investigate the genetic and environmental factors influencing skin pigmentation diversity, utilizing Brooklyn's diverse population as a case study. They will develop scientific modeling skills and evidence-based reasoning to understand the relationship between melanin, UV radiation, and vitamin D synthesis. Through community engagement and interdisciplinary exploration, students will articulate the cultural and evolutionary significance of human traits, culminating in a collaborative mural and interactive exhibits that integrate scientific data with personal narratives.
Standards
- HS-LS3-1 - Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring.
- HS-LS3-2 - Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors.
- HS-LS3-3 - Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population.
- HS-LS4-2 - Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment.
- HS-LS3-1 - Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring.
- HS-LS3-2 - Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors.
- HS-LS3-3 - Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population.
- HS-LS4-2 - Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment.
- CCSS.ELA-Literacy.RST.9-10.1 - Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.
- CCSS.ELA-Literacy.RST.9-10.2 - Determine the central ideas or conclusions of a text; trace the text's explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text.
- CCSS.ELA-Literacy.RST.9-10.4 - Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9—10 texts and topics.
- HS-LS3-1 - Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring.
- HS-LS3-2 - Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors.
- HS-LS3-3 - Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population.
- HS-LS4-2 - Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment.
- CCSS.ELA-Literacy.RST.9-10.1 - Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.
- CCSS.ELA-Literacy.RST.9-10.2 - Determine the central ideas or conclusions of a text; trace the text's explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text.
- CCSS.ELA-Literacy.RST.9-10.4 - Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9—10 texts and topics.
- CCSS.Math.Practice.MP4 - Model with mathematics.
- CCSS.Math.Content.HSS-ID.A.1 - Represent data with plots on the real number line (dot plots, histograms, and box plots).
Competencies
- Express Ideas - Define audience, purpose, and format (EXI.1)
- Express Ideas - Select and develop my message (EXI.2)
- Express Ideas - Develop my craft (EXI.3)
- Express Ideas - Finalize and share my product or performance (EXI.4)
- Learn with Purpose - Develop a plan to pursue a goal (LI.1)
- Learn with Purpose - Monitor progress and adjust (LI.2)
- Learn with Purpose - Give and receive feedback (LI.3)
- Learn with Purpose - Engage in discussion (LI.4)
- Learn with Purpose - Reflect (LI.5)
- Read The World - Find inspiration and ideas (RW.1)
- Read The World - Evaluate use of techniques and technology (RW.3)
- Express Ideas - Define audience, purpose, and format (EXI.1)
- Express Ideas - Select and develop my message (EXI.2)
- Express Ideas - Develop my craft (EXI.3)
- Express Ideas - Finalize and share my product or performance (EXI.4)
- Learn with Purpose - Develop a plan to pursue a goal (LI.1)
- Learn with Purpose - Monitor progress and adjust (LI.2)
- Learn with Purpose - Give and receive feedback (LI.3)
- Learn with Purpose - Engage in discussion (LI.4)
- Learn with Purpose - Reflect (LI.5)
- Read The World - Find inspiration and ideas (RW.1)
- Read The World - Evaluate use of techniques and technology (RW.3)
- Sustain Well-Being - Nurture my identity (SW.1)
- Reason Quantitatively - Analyze and interpret data (RQ.2)
Products
Students will collaboratively create a mural that visually narrates the journey of human migration and the evolution of skin pigmentation, integrating scientific data and personal stories from the Brooklyn community. Throughout the unit, they will compile a portfolio showcasing their understanding of inheritance and evolutionary processes, including scientific models and evidence-based reasoning. The culmination of their work will be presented at the 'Melanin Mosaic' community art and science fair, where they will engage the public with interactive exhibits and discussions about the biological and cultural aspects of skin pigmentation diversity.
Launch
Kick off the project with a 'Global Skin Spectrum' workshop where students use a skin tone chart to explore and map their own skin tones, fostering personal connections to the topic. Invite scientists and local beauty experts to lead discussions on the science behind skin pigmentation, its evolutionary significance, and cultural relevance. This interactive session sets the stage for students to investigate the essential question, providing a tangible and relatable entry point into the unit's themes.
Exhibition
Students will host a 'Melanin Mosaic' community art and science fair, where they present their projects alongside local artists and scientists. This event will invite families and community members to explore interactive exhibits, fostering meaningful conversations about the biological and cultural aspects of skin pigmentation diversity. Attendees will engage with students' integrated art/science projects and portfolios, providing an opportunity for students to discuss their findings and insights. The exhibition will also feature a collaborative mural that visually narrates the journey of human migration and the evolution of skin pigmentation, enriched by scientific data and personal stories from the Brooklyn community.
| Week 1 | Day 1 | Day 2 |
|---|---|---|
| Activities |
Project Launch: Global Skin Spectrum Workshop - Students use a skin tone chart to explore and map their own skin tones, followed by discussions with scientists and local beauty experts on the science behind skin pigmentation and its cultural significance (90 min)
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Introduction to Skin Pigmentation Diversity - Students engage in a guided inquiry session to explore the essential question: 'What’s the story behind the diversity of skin pigmentation in human populations?' (30 min)
Scientific Modeling: Inheritance Patterns - Students build a simple model demonstrating inheritance patterns through meiosis, highlighting genetic variation (60 min)
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| Deliverables |
1. Personal skin tone mapping and reflection document
2. Field study report on community observations 3. Group initial hypotheses and data analysis report |
|
| Preparation |
1. Secure guest speakers (scientists and beauty experts) for the workshop
2. Prepare skin tone charts and related materials for the workshop 3. Organize community exploration logistics, including necessary permissions 4. Set up data collection tools and statistical software for analysis 5. Arrange for reflection session structure and peer feedback guidelines |
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| Week 2 | Day 1 | Day 2 |
|---|---|---|
| Activities |
Exploring Melanin and UV Radiation - Engage students in a lab experiment to measure melanin content in simulated skin samples and analyze how UV radiation affects vitamin D synthesis (60 min)
Discussion Circle: Historical Migrations and Skin Pigmentation - Facilitate a discussion exploring historical migrations and their impact on the diversity of skin pigmentation within Brooklyn's community (30 min)
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Modeling Meiosis and Genetic Variation - Students create detailed models of meiosis to illustrate new genetic combinations and mutations, linking these to skin pigmentation traits (45 min)
Statistical Analysis: Trait Distribution - Teach students to use statistical tools to analyze and represent data on the distribution of skin pigmentation traits in human populations (45 min)
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| Deliverables |
1. Visual model of DNA and chromosomes illustrating inheritance patterns.
2. Preliminary data analysis report on skin pigmentation diversity and ancestry in Brooklyn. |
|
| Preparation |
1. Set up interactive simulation software for modeling meiosis and genetic variations.
2. Prepare materials for visual model creation, including poster boards, markers, and reference guides. 3. Coordinate with community partners for data collection activities, ensuring consent and logistics are in place. |
|
| Week 3 | Day 1 | Day 2 |
|---|---|---|
| Activities |
Analyzing Ancestral DNA - Students work in pairs to analyze simulated ancestral DNA data to understand the relationship between genetic inheritance and skin pigmentation traits (45 min)
Interactive Session: Community Perspectives - Students engage in interviews with local community members to gather personal narratives and cultural insights on skin pigmentation and ancestry (45 min)
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Collaborative Mapping: Human Migration Patterns - Students collaborate to create a large-scale map illustrating historical human migration patterns and their impact on genetic diversity (45 min)
Artistic Expression Workshop - Students begin planning their contributions to the collaborative mural, incorporating scientific data and personal stories gathered from community interactions (45 min)
|
| Deliverables |
1. Deliverable 1: A statistical report and visual data representations (dot plots and histograms) explaining the genetic variation observed in the simulation and its connection to human skin pigmentation diversity.
2. Deliverable 2: A group draft narrative connecting genetic data to evolutionary history, ready for peer feedback and revision. 3. Deliverable 3: A set of discussion questions and presentation slides for the upcoming session with community partners. |
|
| Preparation |
1. Prep Task 1: Organize and prepare materials for the genetic variation simulation, including colored beads, strings, and worksheets to guide the activity.
2. Prep Task 2: Provide access to statistical software or tools for data analysis, ensuring students understand how to use these resources to create visual data representations. 3. Prep Task 3: Curate a list of online and library resources on human migration and evolutionary history to support student research. 4. Prep Task 4: Coordinate with community partners to confirm their participation in the upcoming engagement session, ensuring alignment with the students' presentation and discussion topics. |
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| Week 4 | Day 1 | Day 2 |
|---|---|---|
| Activities |
Peer Portfolio Review - Students participate in a peer feedback session, reviewing each other's portfolios and providing constructive comments on scientific models and evidence-based reasoning (45 min)
Reflection and Revision - Students reflect on peer feedback and make revisions to their portfolios, integrating suggestions to enhance clarity and depth of understanding (45 min)
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Community Partner Interaction - Host a Q&A session with local scientists and anthropologists to deepen understanding of genetic inheritance and evolutionary processes (45 min)
Mural Planning Session - Students finalize their artistic contributions to the collaborative mural, integrating scientific data and personal narratives collected from community interactions (45 min)
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| Deliverables |
1. Individual statistical analysis report showcasing the variation and distribution of skin pigmentation traits within the class and community.
2. Collaborative scientific model integrating genetic data and personal narratives. 3. Initial sketches or drafts of art projects that visually narrate the journey of human migration and skin pigmentation evolution. |
|
| Preparation |
1. Gather statistical software and tools for data analysis and modeling.
2. Provide access to scientific articles and resources on genetic inheritance and evolutionary biology. 3. Organize peer discussion sessions with guidelines and rubrics for constructive feedback. 4. Coordinate interviews with community members and collect personal narratives. 5. Set up art supplies and workspaces for students to begin their art projects. |
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| Week 5 | Day 1 | Day 2 |
|---|---|---|
| Activities |
Final Portfolio Preparation - Students organize and refine their portfolios, ensuring they effectively demonstrate their understanding of genetic inheritance and evolutionary processes (30 min)
Interactive Exhibit Design - Students work in groups to design interactive elements for their exhibit presentations, integrating scientific data and personal narratives (60 min)
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Rehearsal for Exhibition - Students rehearse their presentation skills, focusing on clear communication of scientific concepts and cultural significance (45 min)
Final Touches on Collaborative Mural - Students complete their contributions to the mural, focusing on integrating scientific data and community stories (45 min)
|
| Deliverables |
1. Completed collaborative mural integrating scientific data and personal stories.
2. Interactive exhibit demonstrating understanding of inheritance, evolutionary processes, and cultural significance. 3. Reflection piece detailing personal learning and project impact. |
|
| Preparation |
1. Gather final materials for mural completion, including paints, brushes, and scientific data visuals.
2. Arrange logistics for the community art and science fair, including venue setup and coordinating with local artists and scientists. 3. Prepare feedback forms for peer review sessions to guide constructive and thoughtful feedback. 4. Create exhibit materials, including display boards, digital presentations, and interactive elements. |
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