Albinism (Phenomenon)

Contributor
Robin Sosbee and Jodi Whitmore, Science GSE Phenomena Bank, Georgia Science Teachers' Association.
Type Category
Instructional Materials
Types
Phenomenon , Image/Image Set
Note
This resource, vetted by NSTA curators, is provided to teachers along with suggested modifications to make it more in line with the vision of the NGSS. While not considered to be “fully aligned,” the resources and expert recommendations provide teachers with concrete examples and expert guidance using the EQuIP rubric to adapted existing resources. Read more here.

Reviews

Description

This phenomenon (images at http://www.negaresa.org/science/wp-content/uploads/2017/02/albino-animals.png) comes from the Science GSE Phenomena Bank of the Georgia Science Teachers Association. The images provided show a variety of species that are born without pigment. These represent genetic mutations of albinism as well as a recessive trait, leucism, as seen with white tigers.

 

This phenomenon could stimulate the following driving questions:

  1. How are traits passed down from parent to offsprings?

  2. Did both, one, or none of the parents lack pigment?

  3. Are these the results of mutations in the genetic code?

  4. How could offspring have a trait that their parents do not possess?

  5. What is the chance of an organism exhibiting albinism?

Intended Audience

Learner
Educational Level
  • Middle School
Language
English
Access Restrictions

Free access - The right to view and/or download material without financial, registration, or excessive advertising barriers.

Performance Expectations

MS-LS3-2 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.

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.

Assessment Boundary: none

This resource was not designed to build towards this performance expectation, but can be used to build towards it using the suggestions provided below.

Comments about Including the Performance Expectation
Observing the images of albinism could help students develop an understanding of sexual reproduction and variety. Students should explore how offspring can have traits that are not found in their parents. Additional information can be found at Life without Color (http://www.scholastic.com/browse/article.jsp?id=3757040), The Truth about White Tigers (https://www.wildcatsanctuary.org/the-truth-about-white-tigers/) and What's the difference between albino and leucistic? (https://www.mnn.com/earth-matters/animals/blogs/whats-the-difference-between-albino-and-leucistic)

Science and Engineering Practices

This resource was not designed to build towards this science and engineering practice, but can be used to build towards it using the suggestions provided below.

Comments about Including the Science and Engineering Practice
The observations of the images of albinism and leucism could elicit questions that can assess student understanding of different factors contributing to genetic variety with sexual reproduction.

Disciplinary Core Ideas

This resource was not designed to build towards this disciplinary core idea, but can be used to build towards it using the suggestions provided below.

Comments about Including the Disciplinary Core Idea
Students can use these images to explore how the genetic variation resulting from sexual reproduction may lead to genetic disorders.

Crosscutting Concepts

This resource was not designed to build towards this crosscutting concept, but can be used to build towards it using the suggestions provided below.

Comments about Including the Crosscutting Concept
As students observe this phenomenon they can be encouraged to look for the causes and effects of genetic variation with sexual reproduction.

Resource Quality

  • Alignment to the Dimensions of the NGSS: - none -

  • Instructional Supports: - none -

  • Monitoring Student Progress: - none -

  • Quality of Technological Interactivity: - none -