Download LET*S DO IT THE HARD WAY

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.
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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.
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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