DNA to Protein Transformation Visual Narratives

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DNA to Protein Transformation Visual Narratives

Grade 9Science3 days

The "DNA to Protein Transformation Visual Narratives" project for 9th-grade science students involves creatively depicting the intricate process of protein synthesis from DNA. Through immersive activities such as navigating a 'DNA to Protein' maze and storyboarding, students explore the relationship between DNA, RNA, and proteins, as well as the impact of mutations on protein structures. The project emphasizes visual learning by having students create storyboards, comics, and models to convey complex genetic concepts, aligning with NGSS standards on DNA structure and protein synthesis.

DNAProtein SynthesisMutationsVisual NarrativesNGSS Standards

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Inquiry Framework

Question Framework

Driving Question

The overarching question that guides the entire project.How can we creatively communicate the journey from DNA to proteins, showcasing the impact of DNA's structure on protein synthesis, while exploring the role of mutations and cellular systems in this intricate process?

Essential Questions

Supporting questions that break down major concepts.

How does the structure of DNA determine the sequence of amino acids in a protein?
What is the relationship between DNA, RNA, and proteins in the process of protein synthesis?
How do changes or mutations in DNA affect the structure and function of proteins?
What roles do specialized cellular systems play in interpreting the genetic code and constructing proteins effectively?

Standards & Learning Goals

Learning Goals

By the end of this project, students will be able to:

Students will be able to construct a visual explanation of the DNA to protein synthesis process and articulate the impact of DNA structure on this process.
Students will explore the relationship between mutations in DNA and changes in protein structures and functions, communicating their findings creatively.
Students will illustrate how specialized cellular systems work together to interpret genetic information and synthesize proteins.
Students will develop skills in creating visual narratives to express complex scientific concepts in accessible and engaging ways.

Next Generation Science Standards (NGSS)

HS-LS1-1

Primary

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.Reason: The standard directly aligns with the project's focus on explaining the transformation from DNA to proteins and the role of these proteins in life processes, addressing the driving question and several essential questions.

HS-LS1-2

Secondary

Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms.Reason: This standard supports the exploration of how specialized cellular systems contribute to protein synthesis and functionality, aligning with the project's inquiry into cellular roles.

HS-LS3-1

Supporting

Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring.Reason: Although focusing generally on heredity, this standard supports understanding DNA's role in coding proteins, relevant to the inquiry on mutations and genetic codes in the project.

Entry Events

Events that will be used to introduce the project to students

The Code of Life Maze

Students enter the classroom that has been transformed into a 'DNA to Protein' maze, with rooms representing different stages in the process such as replication, transcription, and translation. As they navigate the maze, challenges and clues prompt them to unravel the mysteries of how DNA's structure dictates protein functions. This immersive experience sparks curiosity about molecular biology and lays the groundwork for their visual narratives.

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Portfolio Activities

These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.

Activity 1

Visual Storyboarding Adventure

Students will create a storyboard that maps out the intricate journey from DNA to proteins. This activity helps students visualize the sequential process of protein synthesis, tailored to meet HS-LS1-1 by illustrating the relationship between DNA structure and protein function.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Introduce students to the concept of storyboarding and its relevance in planning visual narratives.

2. Have students review the stages of protein synthesis: replication, transcription, and translation.

3. Ask students to sketch a storyboard with eight panels, each representing a stage in the transformation from DNA to protein.

4. Include key terms and concepts, like nucleotide sequences and codons, in their sketches.

5. Arrange an in-class review session where students present their storyboards and receive peer feedback.

Final Product

What students will submit as the final product of the activityA storyboard with eight panels depicting DNA replication, transcription, and translation stages.

Alignment

How this activity aligns with the learning objectives & standardsHS-LS1-1 focuses on the relationship of DNA's structure dictating protein synthesis.

Activity 2

Mutations and Marvels: A Creative Leap

In this activity, students take on the role of geneticists who investigate how mutations affect protein function. They'll use creative methods such as comics or illustrations to depict their findings, supporting the understanding in HS-LS3-1 about mutations and DNA's role in traits.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Introduce students to the types of mutations: silent, missense, nonsense, and frameshift.

2. Assign a mutation type to each student or pair of students to study in detail.

3. Guide students in researching the impact of their assigned mutation type on protein structure and function.

4. Have students create a visual representation or comic strip that creatively communicates how the mutation affects protein synthesis and function.

5. Organize a gallery walk where students display their creations and explain the mutations and their impacts.

Final Product

What students will submit as the final product of the activityA visual representation or comic strip depicting the impact of a specific type of mutation on protein synthesis.

Alignment

How this activity aligns with the learning objectives & standardsHS-LS3-1 supports the exploration of mutations and DNA's role in traits.

Activity 3

Cellular Symphony: Modeling Specialized Systems

Students delve into the cellular systems involved in protein synthesis, creating models to showcase how these systems operate in harmony. This hands-on activity supports NGSS HS-LS1-2, emphasizing the role of cellular systems in genetic interpretation and protein synthesis.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Introduce students to the concept of cellular systems such as ribosomes, endoplasmic reticulum, and golgi apparatus and how they assist in protein synthesis.

2. Divide students into groups, assigning each group a different cellular system to explore and model.

3. Guide students in constructing physical or digital models of their assigned cellular systems, highlighting their functions in protein synthesis.

4. Encourage students to create a presentation explaining the model's function and its role in the cellular symphony of protein synthesis.

5. Host a class symposium where each group presents their model, fostering peer learning and discussion.

Final Product

What students will submit as the final product of the activityA physical or digital model of a specialized cellular system involved in protein synthesis.

Alignment

How this activity aligns with the learning objectives & standardsHS-LS1-2 emphasizes understanding specialized cellular systems in protein synthesis.

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Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

DNA to Protein Visual Narratives Rubric

Category 1

Content Understanding

Assessing students' grasp of DNA to protein transformation, including accurate depiction of stages such as replication, transcription, and translation.

Criterion 1

Sequence Accuracy

Accuracy of the sequence stages in protein synthesis within visual narratives.

Exemplary

4 Points

The visuals accurately depict each stage of protein synthesis, with particulars of replication, transcription, and translation expertly represented.

Proficient

3 Points

Stages are accurately depicted, with minor inaccuracies that do not detract from understanding.

Developing

2 Points

Some stages are inaccurately depicted, with noticeable errors affecting comprehension.

Beginning

1 Points

Stages are inaccurately or incompletely depicted, showing minimal understanding.

Criterion 2

Conceptual Clarity

Clarity in demonstrating how the structure of DNA determines protein function, including mutation impacts and cellular system roles.

Exemplary

4 Points

Narratives clearly and accurately illustrate the relationship between DNA structure and protein function, including complex concepts of mutation and cellular roles.

Proficient

3 Points

The relationship between DNA structure and protein function is well illustrated, with few inaccuracies.

Developing

2 Points

Attempts to illustrate the relationship, but contains errors affecting clarity of understanding.

Beginning

1 Points

Minimal or inaccurate illustration of DNA structure's impact on protein function.

Category 2

Creativity and Innovation

Evaluates the originality and creativity in the visual representation and communication of ideas and concepts.

Criterion 1

Creative Representation

The extent to which students use innovative and creative approaches to visually represent stages and concepts.

Exemplary

4 Points

Exhibits innovative and highly creative approaches, connecting visual elements uniquely to convey complex concepts.

Proficient

3 Points

Displays creativity and originality, effectively using visual elements to convey concepts.

Developing

2 Points

Some attempts at creativity, but lacks coherency or innovation in presentation.

Beginning

1 Points

Minimal creativity, conventional representation without innovative elements.

Category 3

Technical Execution and Presentation

Assessing students' technical skill in crafting visual narratives and models, including clarity, detail, and presentation.

Criterion 1

Visual Clarity and Precision

Clarity and precision in the visual aspects of work, ensuring detail and artistry across all elements.

Exemplary

4 Points

Visuals are clear, precise, and expertly detailed, enhancing overall communication of scientific concepts.

Proficient

3 Points

Visual elements are mostly clear and detailed, aiding comprehension of concepts.

Developing

2 Points

Visuals have limited clarity and detail, somewhat obscuring concept communication.

Beginning

1 Points

Visuals lack clarity and detail, hindering communication and understanding of concepts.

Category 4

Collaboration and Feedback Incorporation

Focuses on students' ability to work collaboratively and incorporate feedback into their work.

Criterion 1

Effective Collaboration

Demonstrates teamwork and collaboration in group activities or peer reviews, showing respect and consideration for others' perspectives.

Exemplary

4 Points

Actively engages with peers, values input, and skillfully incorporates diverse perspectives to enhance work quality.

Proficient

3 Points

Works well with peers and incorporates feedback constructively in the final presentation.

Developing

2 Points

Participates in collaboration but occasionally struggles to integrate feedback effectively.

Beginning

1 Points

Limited collaboration and feedback incorporation, showing resistance or minimal engagement with peers' input.

Reflection Prompts

End-of-project reflection questions to get students to think about their learning

Question 1

Reflect on how creating visual narratives, such as storyboards, enhanced your understanding of the process from DNA to protein synthesis.

Text

Required

Question 2

On a scale of 1 to 5, how confident do you feel about explaining the relationship between DNA, RNA, and proteins in the synthesis process now?

Scale

Required

Question 3

Which of the mutation types (silent, missense, nonsense, frameshift) do you find most fascinating, and why?

Multiple choice

Required

Options

Silent

Missense

Nonsense

Frameshift

Question 4

Describe a key insight you gained about specialized cellular systems and their role in protein synthesis that you didn't know before.

Text

Optional

Question 5

Evaluate how participating in the gallery walk and symposium contributed to your learning experience.

Text

Required