Kendall Lambert

Resource Compilation
Standards:
1. Standard: 3.1.B.B4 Explain how genetic technologies have impacted the fields of
medicine, forensics, and agriculture.
Topic: Examples of the importance of genes and genetic accomplishments in medicine,
forensics, and agriculture.
A. 4 trade books
The Immortal Life of Henrietta Lacks
Skloot, R. (2018). The immortal life of Henrietta Lacks. Picador. (Original work
published 2010)
In The Immortal Life of Henrietta Lacks, Skloot covers the history of the woman
named Henrietta Lacks, a black tobacco farmer whose cells were unknowingly taken
and used for science. These stolen cells became the first immortalized human cells
(known as HeLa cells). The book covers some of the massive contributions to science
and medicine that these cells have allowed to occur, such as the invention of the polio
vaccine, crucial information on cancer, and the invention of in vitro fertilization and
cloning. However, alongside this story of success and societal advancement is the
story of Henrietta Lacks’ family, people who were taken advantage of without being
given any answers or financial compensation. This book delves into bioethics and the
historical abuse of African Americans in the name of science, exposing both the
advantages and disadvantages of scientific inquiry as it has been pursued in the past.
This book is relevant to the topic because it addresses the ability to immortalize cells
which requires genetic manipulation and directly ties genetic accomplishments due to
HeLa cells to advancements in medicine.
The Gene: An Intimate History
Mukherjee, S. (2016). The gene: An intimate history. Scribner.
The Gene: An Intimate History follows the story of the gene from its initial theories
with Gregor Mendel through to the present day. It dives into the havoc that research
into genes has caused for multiple people groups in multiple centuries. Specific
stories that the authors tells are that of horrific experiments in Nazi Germany and the
eugenics programs of the United States. While telling these stories the book also
uncovers the importance of genes not only in the past but in today’s world, and the
relevance of genetics to everyday people. The author demonstrates the relevance of
genetics through the impact of each person’s genome on their traits, both physical and
non-physical. The personal story of the author is also interwoven through the stories
that are told as the author’s family has struggled with mental illness and it has been
 passed down through the generations. This book is relevant to the topic in that it
expounds on genetic discoveries and the advancements made in medicine because of
them as it covers the history of the gene.
The Story of Seeds
Castaldo, N. F. (2016). The story of seeds: From Mendel’s garden to your plate, and
how there’s more of less to eat around the world. Houghton Mifflin Harcourt.
In this book, the author Nancy Castaldo addresses the crisis that is currently occurring
in the agricultural world as the variety of plants that are being actively cultivated is
dwindling. She addresses the innovation of genetically modified organisms and how
through their increased use the number of plants that we are cultivating is decreasing.
This is a concern because as seeds are falling out of use and favor they run the risk of
becoming extinct. Scientists are attempting to combat this risk with the development
of seed banks, which are locations that store seeds to prevent species from becoming
extinct. This book is relevant to the topic because it covers the genetic technologies
and accomplishments in genetically modified organisms and talks about the impacts
on agriculture, both the positive and negative.
Blood, Bullets, and Bones
Heos, B. (2018). Blood, bullets, and bones: The story of forensic science from
Sherlock Holmes to DNA. HarperCollins Publishers.
Bridget Heos uses real cases in her book to relay the history of forensic science as it
has become the field that exists today. In covering the history of forensic analysis, she
goes back to the Ancient Chinese, traces it through to Victorian England, and ends up
in modern-day criminal cases. This book covers a wide scope of forensics, not simply
the genetic side. This includes blood spatter analysis and fingerprinting, as well as
DNA profiling. The DNA profiling is the particularly relevant portion of this book to
the topic, as it is a new technology and innovation and focuses on the area of
forensics.
B. Teacher resource
http://nancycastaldonaturespeak.blogspot.com/
This website is the blog of the author of the book The Story of Seeds. This would be
helpful to the teacher as they plan their lesson because it provides the perspective of
the author which will give the teacher a window into what the author was thinking
while writing the book. The author also provides some helpful science activities and
recommendations for other books on different science subjects.
C. Student resource
https://learn.genetics.utah.edu/content/science/gmfoods
 This website would be helpful to students because it explains different genetic
technologies in simple terms. It is also good for students because they can look into
different specific examples or topics under an umbrella topic such as genetic
innovation. It is also good because it starts with discussion questions that get students
thinking before providing the information about how those things work.
D. Other resources‌
https://www.pbs.org/show/gene/ Source: PBS Found at: PBS
This is a documentary by Ken Burns based on the book The Gene: An Intimate
History, one of the trade books for this topic. This documentary is composed of 4
episodes which would make it easier to show portions in limited class time. This
would be excellent to provide a basis for what the students would read in the book
and would be helpful for visual learners.

The Immortal Life of Henrietta Lacks movie

Source: Cine Mosaic
Found at: YouTube
This is a film adaptation of The Immortal Life of Henrietta Lacks, by Rebecca Skloot,
another of the trade books for this topic. This movie would be beneficial for similar
reasons to the Ken Burns documentary in that it would aid visual learners. It would
also be beneficial because after watching the movie and reading the book the students
would be able to engage in comparing and contrasting the movie and the book.

2. Standard: 3.1.B.C1. Describe species as reproductively distinct groups of organisms.

Topic: Provide examples of different species and clarify what it is that makes them
distinct (namely, inability to reproduce with one another).
A. 4 trade books
Ocean Planet
Rothery, B. (2021). Ocean planet: Animals of the sea and shore. Tilbury House
Publishers.

In this book the author and illustrator provides a glimpse into the lives of animals that
live in and near the water. He discusses the familial relationship between different
species as well as the functional relationships between species. This book provides a
look into the varieties of ecosystems within the planet’s oceans and the specific
organisms that live there. This would be relevant to the topic in that it showcases a
wide variety of species, including organisms that are separated not only by species
but by higher levels of the Linnaean hierarchy as well. In exhibiting the wide variety
of species inhabiting the ocean this book will provide an easy background and
demonstration of how species are separated by inability to reproduce with one another
because it is easy for students to understand that a polar bear cannot successfully
reproduce with a seahorse.
Bonkers about Beetles
Davey, O. (2018). Bonkers about beetles. Flying Eye Books.
This is another illustrated trade book appropriate for high school science. In this book
the author provides helpful facts about beetles alongside dynamic art representing
them. He explores the vast number of species of beetles that exist and some of the
characteristics that make them distinct. This book would be a good one to use after
the Ocean Planet to further the idea that species are distinct not because of
characteristics but because of their inability to reproduce with one another, and that
similarity in appearance does not equate to reproductive ability. Students could easily
get caught up in the idea of beetles as a group and not realize just how many species
of beetles there are and how distinct each species is from the others. Students could
assume that because two organisms are beetles they could reproduce with one
another. Using the background established by Ocean Planet, prior knowledge could
be built on and expanded by explaining that species of beetles are just as
reproductively distinct as polar bears and seahorses.

How Zoologists Organize Things

Bainbridge, D. (2020). How zoologists organize things: The art of classification.
Frances Lincoln.
This book is another visually appealing method of fulfilling this standard and topic. In
this book the author covers the history of humanity’s attempt to classify animals.
Humans have been trying to classify animals since they first interacted with them, and
this classification has taken many forms. As this book traces the history of the
different ways human have classified animals it discusses how the primary source of
classification was visual data. As it goes through the past it provides examples of the
common artistic style used in classification, as well as providing interesting facts and
debunking common myths perpetuated by zoologists. This relates to the topic in that
it provides a comparison point for our system of classification and covers the modern
system of classification, including the Linnaean hierarchy.

Charles Darwin’s Barnacle and David Bowie’s Spider

Heard, S. B., & Damstra, E. S. (2020). Charles Darwin’s barnacle and David
Bowie’s spider: How scientific names celebrate adventurers, heroes, and even
a few scoundrels. Yale University Press.
This trade book demonstrates the more humorous side of the scientific community. It
begins with the Linnaean hierarchy and the binomial naming system and how
scientists have used their ability to name discoveries in amusing and petty ways.
From the beginning, scientists have named organisms after themselves, each other,
and pop-culture icons. Linnaeus himself partook in this by naming an unpleasant
weed after one of his rival contemporaries. In Charles Darwin’s Spider and David
 Bowie’s Barnacle, the story of classification and the history of unique species names
are related through the stories of the scientists that named them. This book relates to
the topic in that it explores the classification and naming of species and what makes
them unique enough to warrant a species gaining its own name.
B. Teacher resource
https://biology-roots.com/2017/11/5-tips-for-teaching-classification-in-a-modern-
world/
This website provides tips and tricks for teachers about how to teach the Linnaean
hierarchy system to students. It recommends hands-on experiences to cement student
learning. It will help fulfill this topic by helping the teacher provide the context for
students to understand species.
C. Student resource
What is A Species? Can Humans Interbreed With Other Animals?
This YouTube video delves into what makes a species a species and answers
questions that students might have. It goes into why humans would not be able to
interbreed successfully with other animals, which addresses the core of the topic
being covered.
D. Other resources
https://www.youtube.com/watch?v=dnfaiJJnzdE
This is a video explaining what makes species unique and the current theory on
species. It is relatively short and clearly explains what makes species individual. This
is relevant because it gives students a better understanding of what differentiates
species.
https://journeynorth.org/tm/oriole/Baltimore-BullocksSplit_Rising.html
This is an article on how species sometimes are not always reproductively distinct. It
is about Baltimore Orioles and Bullocks Orioles and how there have been struggles in
properly classifying them due to their reproducing with one another. I think that this
would be relevant because it addresses what it is that makes species distinct but also
demonstrates the real difficulties that scientists have when dealing with the natural
world.
‌
3. Standard: 3.1.B.C1 Explain how evolution through natural selection can result in changes
in biodiversity through the increase or decrease of genetic diversity within a population.
Topic: define natural selection, provide examples of natural selection in specific
populations, and convey the process of how natural selection occurs.
A. Trade books
Tracking Tortoises
Messner, K., & Messner, J. (2022). Tracking tortoises: The mission to save a
Galapagos giant. Millbrook Press.
This book is centered on the Galapagos Islands, one of the most frequently used
examples of natural selection and biodiversity. It explores the ways that the islands
shaped the animals that live there, including the tortoises. It also discusses the
concerns for tortoises presently and how scientists are using tools to combat these
dangers. The book talks a little bit about the history of these giants of the Galapagos.
The way that this book is relevant to the topic is that it contains information on how
natural selection has shaped the Galapagos tortoises. It does this through a timeline of
the tortoises and a chapter on the islands from the volcano to the laboratory.

The Story of Evolution in 25 Discoveries

Prothero, D. R. (2020). The story of evolution in 25 discoveries: The evidence and the
people who found it. Columbia University Press.
This is a book that I discovered in a class that I am currently taking. It is not difficult
to read, and each chapter is a different discovery in the history of science that has
contributed to the modern theory of evolution. The chapters do not have to be read in
order and so it is easy to take specific chapters and have students read them. This
book thoroughly covers the tenets of evolution, including how natural selection is
pivotal to evolution. It tells the stories of the people who made the discoveries,
providing the appropriate credit to women and people who have typically been
ignored by history books. I like this book because of its relatability and good
coverage of scientific topics.

The True Adventures of Charley Darwin

Meyer, C. (2009). The true adventures of Charley Darwin. Harcourt.
This book is written in the first person, providing a relatability not often found in
science textbooks. It covers the life of Charles Darwin, starting when he was nine and
following his life through his major scientific discoveries. As it recounts the story of
Darwin’s life, especially the personal aspects, this book also provides a preliminary
look at the important scientific contributions he made. In looking at these
contributions, the author discusses the theory of evolution and natural selection. This
book relates to the topic because it is designed to give an introduction to natural
selection in a way that anyone can understand, which would provide a helpful
background for students when trying to connect evolution and natural selection and
understand the finer details of natural selection.

One Iguana Two Iguanas

Collard, S. B. (2018). One iguana, two iguanas: A story of accident, natural
selection, and evolution. Tilbury House Publishers.
The explicit purpose of this book is to fill the gap in children’s literature about natural
selection and speciation in a format that would be easily read and comprehended. The
author traveled to the Galapagos Islands and this book records what he saw there. He
 explores how natural selection works and covers the specific case of the land and
marine iguanas that have evolved alongside one another into different species despite
being very close geographically. This book demonstrates how natural selection works
and provides a very specific example of natural selection and evolution occurring
today. This ties in neatly with the topic as it will define natural selection, provide an
example of natural selection in the populations of marine and land iguanas, and
explain how natural selection works.
B. Teacher resource
https://www.legendsoflearning.com/learning-objectives/natural-selection/
This website was designed with NGSS and state standards in mind and is well-
adapted for helping students understand objectives. This is helpful to teachers because
it provides resources such as games that teachers can plan to use during instruction. It
is relevant because these games help illustrate the concept of natural selection.
C. Student resource
https://games.legendsoflearning.com/game/natural-selection-intro/2975?
partner=legends-public&media=video
This is a game from the website mentioned above. The link only leads to a preview
because I had difficulty signing up without being associated with a district, but once I
am teaching I will be able to access it. Students could use this to better understand
how natural selection affects populations by using adaptations to construct a bunny
population.
D. Other resources
https://www.nytimes.com/1860/03/28/archives/the-origin-of-species-on-the-origin-of-
species-by-means-of-natural.html
The language of this news article from the 1860s is too dense and vocabulary-heavy
for most students to work through on their own. However, this is one of the first
reviews of the Origin of Species and it would be valuable to expose the students not
only to the writing of the time but also to what natural selection was originally
thought to be and how it has changed because of our knowledge of genetics. It would
be used best if only excerpts were taken from it and implemented in the classroom.

https://www.youtube.com/watch?v=zexizYvQeD8
A short promotional video for an exhibition, this covers a preliminary explanation of
what natural selection is. It is succinct and would give the students a broad overview
of what natural selection does before getting into the specifics of what happens in
natural selection. It has a bigger focus on the genetic aspect of natural selection,
which is key for this topic.‌

4. Formulate and revise explanations and models using logic and evidence. (No specific
standard number, covered under secondary standards for science as inquiry for grades 8-
10)
Topic: Formulate and revise explanations and models using logic and evidence.
A. Trade books
What If?
Munroe, R. (2014). What if?: Serious scientific answers to absurd hypothetical
questions. London John Murray.
In this book the author has created a story of pursuing answers to ridiculous
questions. The author used to be part of NASA and would get emails from people
asking theoretical and humorous questions. After he left NASA he wrote this book,
which outlines the questions, the answers he produced, and the method of producing
those answers. This would be great for students because many of the questions that
the book addresses are hilarious and similar to questions that students would ask. It
relates to the topic because the author had to come up with methods to test these
theoretical questions and this thinking process is covered in the book. Outlining the
thinking process allows students to see what is needed when formulating models to
ensure scientific reliability, such as logic and revision.

Fossils from Lost Worlds

Hélène Rajcak, Laverdunt, D., & Hahn, D. (2021). Fossils from lost worlds. Gecko
Press.
This is a book well-designed for visual learners. Filled with colorful pictures, this
book tells the story of fossils and the history of paleontology. Students can follow the
story of different creatures that once lived on the earth, making the past come alive.
While telling the history of paleontology the book dives into the science of
paleontology and how scientists in that field frequently have to integrate new findings
into old theories and adjust their conclusions accordingly.

History Smashers
Messner, K., & Koch, F. (2021). History smashers: Plagues and pandemics. Random
House Children’s Books.
Another visually appealing book, this book covers the history of plagues and
pandemics and reveals commonly misunderstood facts about them. It begins with the
Bubonic Plague in the 14th century and covers the major plagues and pandemics up to
Covid-19. Because of its modern coverage, this book will be relatable to students who
have gone through the pandemic. This book will help students relate to the topic
because it will cause students to encounter new evidence and revise their own
thinking about subjects, which will provide knowledge about how revision works and
give them a basis to understand how revision works in science.

The Hive Detectives

Loree Griffin Burns. (2014). The hive detectives: Chronicle of a honey bee
catastrophe. Scholastic.
 This book addresses the problem of Colony Collapse Disorder (CCD) in honey bees
and what scientists have found out about it. No one knows yet what causes CCD but
the perspectives and work of four scientists in the pursuit of that answer are the topic
of this book. The author looks at what four scientists have been doing to research this
question and summarizes what their findings are. This would relate to the topic
because it shows working science and how scientists have to respond to new evidence
when it is uncovered in terms of formulating hypotheses. The scientists are all coming
from different research angles too, which shows the different methods there are for
uncovering explanations and how perspective impacts results.
B. Teacher resource
https://courses.umass.edu/phil110-gmh/text/c01.pdf
This is an introductory chapter provided by the University of Massachusetts that
contains information about the basics of logic. While this might not be the most
obvious resource for this topic, it would be helpful to the teacher to have a resource
that covers the ins and outs of how logic works. In pursuing revision through logic,
students need to understand what logic looks like and what makes sense. This
provides the teacher with an understanding and a basis on which to teach the basics of
logic to their students so that they can be successful in revision and formulation of
models.
C. Student resource
https://ingeniumcanada.org/scitech/education/try-this-out/design-your-own-
experiment
This website provides a step-by-step manual on how to formulate an experiment. It is
very important for students to understand all of the necessary parts of an experiment,
which is a model of phenomenon, so that their results are reliable. This relates to the
topic because it helps students know how to formulate a model and would be handy
in class because it defines all of the portions of an experiment.
D. Other resources
https://www.smithsonianmag.com/history/facing-a-bumpy-history-144497373/
This is a Smithsonian magazine article that can be found online. This article covers
the history of phrenology and the common modern reaction to it. It also discusses
how phrenology fell by the wayside, which was a result of the uncovering of new
evidence. However, it was not completely useless, and the article relays how it
impacted modern psychology. This relates to the topic because it shows how even
well-accepted theories must be revised in the light of new evidence and how those
theories can be used to formulate new ideas.

Clue: The Classic Mystery Game

This boardgame can be found in many stores across the country and requires the
players to investigate the murder of a guest in a mansion. This relates to the topic
 because it requires the use of logic in drawing conclusions and the integration of new
evidence into a currently existing framework to revise conclusions.‌

5. Recognize and analyze alternative explanations and models. (No specific standard
number, covered under secondary standards for science as inquiry for grades 8-10)
Topic: Recognize and analyze alternative explanations and models.
A. Trade books
Evolution Dialogues
Baker, C., & Miller, J. B. (2007). The evolution dialogues: science, Christianity, and
the quest for understanding. Program Of Dialogue On Science, Ethics, And
Religion/American Association For The Advancement Of Science.
This is another book that I came across this semester as well. This book provides a
summary of evolution and a Christian response to the evidence and case for
evolution. It tries to synthesize Christianity and evolution by providing ways that they
can work together to create a worldview. While this could be problematic in public
schools, I think that this could be valuable because it requires the recognition of
Christianity as an alternate explanation and encourages critical thinking to analyze
how viable different explanations are.

Charles and Emma: The Darwins’ Leap of Faith

Heiligman, D. (2012). Charles and Emma: the Darwins’ leap of faith. Scholastic, Inc.
This book is about the marriage of Charles Darwin and his wife Emma and the
conflicts that they had about his scientific theory, in large part because of her faith. It
covers the current tension that there is around evolution in large part because of
religion and how that same tension was present within Charles Darwin. This book
talks about how his faith impacted his discoveries and theories and vice versa. This
book is relevant to the topic because Darwin himself was analyzing alternative
explanations to evolution in his faith and evaluating their validity and students will be
able to see that modeled, providing a background for them when they are analyzing.

Monkey Town
Kidd, R. (2011). Monkey town: The summer of the Scopes trial. Simon Pulse.
This historical fiction takes place during the Scopes trial from the perspective of a
teenage girl. She watches as the Scopes trial takes place and evolution is put on trial,
as well as her love interest. This book would be good for students because it is written
from the perspective of someone their age, making it relatable. This book relates to
the topic because the storyline involves the analysis of opposing viewpoints. This
could easily be used in class to have students identify what the sides are and what
they themselves think about each side, encouraging recognition and analysis of
alternative explanations.
 Eyes Wide Open
Fleischman, P. (2014). Eyes wide open: Going behind the environmental headlines.
Candlewick Press.
This book is heavily invested in the art of analysis and critical thinking, particularly
when it comes to environmental crises. The author walks through the steps of critical
thinking and encourages readers to question where information comes from, who is
providing the information, and what evidence is needed to make an informed
decision. He stresses the importance of being informed when it comes to
environmental issues and how challenges can only be overcome if people are
correctly informed on the issues at hand. This relates to the topic because of the focus
on analysis of the validity of information. In evaluating information, recognizing
alternative views is key to determining whether one is correct, another tie-in to the
topic.
B. Teacher resource
https://resilienteducator.com/classroom-resources/build-analysis-skills/
This website is geared towards teachers and how they can help build their students’
analysis skills. It provides helpful steps on how to teach analysis and recommends
that it be taught separately. This is related to the topic and will be useful because
students must have analytical skills to reach this standard and this website will advise
teachers on the best way to cultivate those skills.
C. Student resource
https://www.google.com/search?
q=tips+to+analyze+information&rlz=1C1CHBF_enUS860US860&source=lnms&tb
m=isch&sa=X&ved=2ahUKEwic-
IKVlr36AhVJEVkFHdGmBdUQ_AUoAXoECAIQAw&biw=1076&bih=501&dpr=1
.79#imgrc=ykghKA9eQTCkDM
This link leads to a helpful graphic list online on how to analyze information. I would
probably print this off and hand it to students so that they could have a visual of the
steps to go through when evaluating a problem or assessing data. This relates to the
topic because it provides students with a way to analyze data and remind them of the
important things they need to look out for.
D. Other resource
https://www.dhmo.org/
This website is about the dangers of dihydrogen monoxide (DHMO) and can be
found online. This website discusses all of the risks of DHMO and how it is
connected with everything from erosion to cancer. DHMO is actually water, but that
is never revealed to the students. This would be useful because it requires analysis to
understand that DHMO is actually not the primary culprit for many of the things
attributed to it on this website. This is an example of an alternative explanation for
things and exposes students to how presentation of data can skew perspective and
 how important it is to properly use evidence. The improper use of evidence connects
to the topic as well because in students’ analysis of alternative explanations they need
to be able to see faulty evidence or faulty use of evidence when building a case
against an explanation.

https://zapatopi.net/treeoctopus/
This website is similar to the DHMO website in that it presents itself as a legitimate
website but contains faulty application of information. This website discusses the
Pacific Northwest Tree octopus and how it is endangered and in need of help. In
perusing the website, students could come up with alternative explanations for the
evidence provided and build a case for why the website is incorrect about the
existence of the octopus. This relates to the topic because it requires the students to
recognize an alternative viewpoint (as most students do not believe that octopi live in
trees) and analyze the validity of the opposing viewpoint’s arguments.

Some books I found that I would like to use but can’t for this purpose: Plasticus Maritimus, The
Origin of Species: Young Readers Guide