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Imagine that you are reading something written in the English language. The English language is written using 26 letters. These twenty six letters are used to create approximately 750,000 words. These words are used to write an endless number of sentences, paragraphs, chapters, or books. Everything from Wuthering Heights to Batman comes down to those 26 basic letters you probably learned as a kid. As impressive a feat as that may be, what if I told you that the instructions for how to build a person are even simpler? Every superhero begins with an origin story. Superman is from another planet, Wonder Woman is an Amazonian princess, and Spider-man was bitten by a radioactive/genetically engineered Spider. The truth is that everyone has an origin story but instead of using pictures, movies, or the alphabet to tell these stories, living things only use four different “letters.” These four letters are able to come together to make the equivalent of a sentence, paragraph, and so on. These four letters are responsible for all of the variety of life you see on the planet. From a bacterium to a rutabaga, an ant to an anteater, all life that we know of uses these same four basic letters. But, unlike letters in the English language, these letters are able to make copies of themselves and pass the information on from one generation to the next. This unit is all about learning how such a basic system can lead to so much variety in the world so that you can tell your own origin story. Even though your cells do as much as they can to prevent errors, they show up from time to time. Sometimes they lead to a new hair color, and sometimes they can lead to cancer; it all depends on when and where the mistakes happen. Without these mistakes, all life would be identical to that first single celled organism. Everything about you is a result of mistakes in copying this very basic code and if you know how to read it, you can tell your story. What is your origin story? THE BIG IDEAS MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY Who do you think you are? How does your body know how to make more of you? How can we keep the code safe? How do you store lots and lots of information in a very very small space? How can we keep our code safe? (Part Deux) -Base pairs -Primary Structure of DNA -Secondary Structure of DNA -Replication -Introduction of RNA -Introduce Challenge Board How does RNA make a protein? (Continued from prev) What is a gene anyway? Why should I care about my proteins? Project Day -Protein synthesis -Function of a gene What is DNA and Why does it matter? -Review Mendelian inheritance -Introduce culminating project Why complicate things with another code? What is RNA and how is it different from DNA? -Function of RNA -Comparison to DNA -Steps of RNA transcription -Introduce the idea of genetic code -Function of proteins Why do we need to eat a wide variety of foods? What can we learn about DNA from a protein? Who is your favorite Mutant? How can scientists use mutations to our benefit? -Amino Acids -RNA Codons -Central Dogma -Introduction of mutations -Beneficial mutations vs harmful How could a fruit fly help cure Alzheimer’s? A day in the life of a scientist What can we learn from this process? What have you learned from all of this? -Comparative genomics -Guest lecture from local Prof -Review -Project Day -Presentation of projects Project Day What's the big deal with proteins? DNA Testing What happens if something goes wrong? -Test day! Standards addressed: Next Generation Standards: HS-LS1-1. Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells HS-LS1-6. Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules. 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. New Hampshire Standards: S:LS1:11:1.2 Explain that organisms that possess similar DNA code are more closely related than those in which DNA varies greatly. S:LS1:11:2.5 Describe the structures of proteins and their role in cell function. S:LS1:11:3.1 Describe the chemical and structural properties of DNA and explain its role in identifying the characteristics of an organism. S:LS1:11:3.2 Recognize that new heritable characteristics can only result from new combinations of existing genes or from mutations of genes in an organism’s sex cells; and explain why other changes in an organism cannot be passed on. S:LS1:11:3.4 Explain or justify with evidence how the alteration of the DNA sequence may produce new gene combinations that make little difference, enhance capabilities, or can be harmful to the organism (e.g., selective breeding, genetic engineering, mutations). S:LS3:11:3.5 Identify and describe ways genes may be changed and combined to create genetic variation within a species. S:LS3:11:3.6 Explain that gene mutations and new combinations may have a variety of effects on the organism, including positive and negative ones, or none at all. S:LS3:11:3.7 Explain the concepts of Mendelian genetics. Massachusetts standards: 3. Genetics Central Concepts: Genes allow for the storage and transmission of genetic information. They are a set of instructions encoded in the nucleotide sequence of each organism. Genes code for the specific sequences of amino acids that comprise the proteins characteristic to that organism. 3.1 Describe the basic structure (double helix, sugar/phosphate backbone, linked by complementary nucleotide pairs) of DNA, and describe its function in genetic inheritance. 3.2 Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic code. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Distinguish among the end products of replication, transcription, and translation. 3.3 Explain how mutations in the DNA sequence of a gene may or may not result in phenotypic change in an organism. Explain how mutations in gametes may result in phenotypic changes in offspring. Create a working model of a section of the DNA double helix. (15 Points) Write a creative story about the creation of proteins. (10 Points) Interview someone whose job involves the analysis or study of DNA. (10 Points) Watch the movie Gattaca OR Jurassic Park and write a paper about the ethical questions/issues raised in the movie. (10 Points) Pieces of the Puzzle Write a poem about either DNA replication, translation, or transcription. (5 points) Write and perform for the class a monologue from the viewpoint of a DNA strand, RNA strand, or protein. (5 Points) Create a visual representation of one of these processes: DNA replication, transcription, or translation. (5 Points) Create your own challenge! (? Points) DNA Model (15 points) Create a working model of a section of the DNA double helix. The model must be capable of uncoiling, unzipping, and replicating (with you acting as the proteins (enzymes) and must be at least 3 codons long. The model must include all structural parts of the DNA molecule (all 4 base pairs, phosphate, and sugar). Creative Writing (10 points) Write a creative story about the creation of proteins. The story should be at least 2 pages long, double-spaced, 12 point font. It can be humorous or serious, and may or may not anthropomorphize cell components. Must include processes of transcription and translation and where in the cell these processes take place Interview (10 points) Interview someone whose job involves the analysis or study of DNA. For example, you could interview a geneticist, a forensic analyst, or research scientist. You need to record the interview and type up a summary of their answer to each question. The interview should include the following questions, as well as 5 more questions of your choosing. 1. What is your job title and what are your main duties? 2. How does your job involve the study or analysis of DNA? 3. How has your job changed as we have learned more about DNA? Movie Review (10 points) Watch the movie Gattaca OR Jurassic Park and write a paper about the ethical questions/issues raised in the movie. The paper must be at least 2 pages long, double-spaced, 12 point font. Discuss the ethical question/issue of your choice and how it might apply to the present or near future. See the teacher if you need more specific guidance about this prompt. Poem (5 points) Write a poem about DNA replication, translation, or transcription. The poem should include information about all the steps of the process you choose to write about. Monologue (5 points) Write and perform for the class a monologue from the viewpoint of a DNA strand, RNA strand, or protein. The monologue should be 2-3 minutes long and be memorized. Visual Art (5 points) Create a visual representation of one of these processes: DNA replication, transcription, or translation. Include a short written explanation (about ½ page, double-spaced, 12 point font) of what your artwork represents. You may do this project for more than one process to earn up to 15 points. Choice (? points) Create your own challenge! Can you think of another challenge related to molecular genetics? Discuss your idea with the teacher to see how many points your challenge would be worth. Where’s a hero when you need one? Throughout this unit we will learn how molecular genetics shape who you are. Everything from your hair color to the size of your toes are determined by what happens inside your cells. Everyone’s DNA is different, but DNA is only part of the story. Your challenge is to create an origin story for a superhero whose abilities are a result of some difference in their molecular genetics (hint: I didn’t say it had to be DNA). You can tell this story however you want to: Comic book, flip-book animation, short story, skit, video, interpretive dance, etc. Whatever you chose, you must let the teacher know and get approval by the end of the first week. Your project has three parts: 1) The story you create and tell (your choice) 2) A written explanation of how your hero is different 3) A 5-10 minute in class presentation of your hero Limits: 1. Your hero can only have one power (e.g., flight or super strength, not both) 2. There should only be one or two differences between the molecular genetics of your hero and the average person. (If you pick more than that it might get too complicated) Your project must address each of the following, anything that isn’t expressly covered in your story should be covered in the written portion -Explanation of the structure of the hero’s DNA (is it the same or different from the average person? How?) -Explanation of the structure of the hero’s RNA (is it the same or different from the average person? How?) -Process of Replication for your hero including where in the cell it occurs (is it the same or different from the average person? How?) -Process of Transcription for your hero including where in the cell it occurs (is it the same or different from the average person? How?) -Process of Translation for your hero including where in the cell it occurs (is it the same or different from the average person? How?) -How does your hero deal with DNA mutations? -What is your hero’s power? -What is the cause of this power? -Does it affect the whole person, or just part of the person? -What is different about your hero’s molecular genetics and a normal person? Value Criteria 30% Genetics of the average person Culminating Project Rubric Description of Exemplary Comments Student is able to properly describe Structure of DNA and RNA, and the process of replication, transcription, and translation 5% Creation of hero Hero’s power is clearly defined and its origins are fully explained 30% Genetics of a hero Student is able to clearly identify how the genetics of the hero are different from an average person 25% Presentation of story Clear effort has been put into the creation of the story. Story is well thought out and easy to follow. If there is artwork it is clean and neat, if it is a written story there are no grammatical errors. 10% In class presentation Student was able to present what they created and explain how it met the requirements. Clear understanding of the hero they created. Molecular Genetics Test 1. Draw and label a diagram of a strand of DNA that is at least 10 base pairs long. Must include: Adenine, Thymine, Guanine, Cytosine, Phosphate, Deoxyribose, Nucleotide 2. Describe the types of changes to the original message that your group encountered during the Telephone game. Explain how this relates to actual mutations that can happen to a DNA strand. ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ Multiple Choice: For the following 4 questions, select the best answer for each question. 3. Which of the following best represents the process of protein synthesis? A. DNA unzips, RNA is transcribed, RNA leaves nucleus, ribosome reads RNA, protein is built B. RNA unzips, DNA is transcribed, DNA leaves nucleus, ribosome reads DNA, protein is built C. RNA is transcribed, DNA unzips, ribosome enters nucleus, ribosome reads DNA, protein is built D. ribosome reads RNA, DNA is replicated, ribosome leaves nucleus, protein is built 4. Which of the following best represents DNA replication? D) None of the Above 5. The primary function of DNA in cells is to: A. serve as a storage for unused nucleotides. B. serve as a template for making carbohydrates. C. occupy space in the nucleus to keep it from collapsing. D. serve as a template for making proteins. 6. During DNA replication, a DNA strand that has the bases TTACGC produces a strand with the bases: A. GATACA B. GAUCCA C. AATGCG D. CGCATT True/False: For each of the following 4 statements, tell whether it is true or false. If the statement is false, rewrite it so that it is true. 7. RNA never leaves the nucleus, so when genetic information is needed to make proteins outside of the nucleus, the cell makes a partial copy of the RNA, called DNA, to send out of the nucleus to make proteins. 8. Amino acids are the building blocks of proteins. 9. A codon contains 4 base pairs. 10. In RNA, the nucleic acids used are adenine, cytosine, thymine, and guanine. Short Answer: On your own paper, answer the following 2 questions in a few sentences. 11. Outline the process of RNA transcription. 12. If 40% of the nucleotides in a DNA molecule contain adenine, then what percentage of the nucleotides contain cytosine? How do you know? Essay Questions: Answer the following 2 questions on your own paper with a well-organized paragraph. 13. Discuss the implications of somatic cell mutations versus sex cell mutations. 14. Why is it important for the DNA strand to be able to coil in an organized way? Is there anything you learned in preparation for this test that I didn’t ask about? If so, feel free to include this information here. ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ Unit assessment rubric Value 25% Criteria Protein synthesis Description of exemplary Student is able to explain where and how the steps of transcription and translation take place and what the end products of each are 25% Mutations Student is able to demonstrate the differences between point mutations and chromosomal mutations and explain the possible ramifications of these in both somatic and sex cells 20% Importance of DNA Student is able to explain the importance of DNA in our understanding of evolution and how it will impact the future of medicine and technology 15% DNA\RNA structure Student is able to model the structure of DNA including base pairs, nucleotides, phosphate, deoxyribose, and ribose sugars, and explain the double helix and coiling functions. Student can also compare and contrast structure of RNA/DNA 15% DNA function Student is able to explain the coding nature of DNA and demonstrate how codons code for specific amino acids that can be “read” Comments