3 (1 reviews)
1 mutation resource
Reviewed by: Denise (buxton, 0) on 2/7/2019 1:00:30 PM
this lead me to a book to buy, not helpful.
Lab 15. Mutations in Genes: How Do Different Types of Mutations in Genes Affect the Function of an Organism? is one lab from the NSTA Press book entitled Argument-Driven Inquiry in Life Science. This lab introduces students to the transfer of genetic information and how DNA mutations can influence the organism. It gives students the opportunity to use a computer simulation to explore how mutations affect the shape of proteins made from a DNA sequence (https://concord.org/stem-resources/mutations). Scale and proportion are used to investigate the phenomena; connecting it to the resulting structure and function of organisms. The investigation provides background content for the educator and comprehensive instructions for the incorporation of the lesson into the class. Secondary to the "Teacher Notes" is a student "Lab Handout" and "Checkout Questions" that can be used in its entirety or segmented.
Lab 15. Mutations in Genes: How Do Different Types of Mutations in Genes Affect the Function of an Organism? is one lab from the NSTA Press book entitled Argument-Driven Inquiry in Life Science. This lab introduces students to the transfer of genetic information and how DNA mutations can influence the organism. It gives students the opportunity to use a computer simulation to explore how mutations affect the shape of proteins made from a DNA sequence (https://concord.org/stem-resources/mutations). Scale and proportion are used to investigate the phenomena; connecting it to the resulting structure and function of organisms.
The investigation provides background content for the educator and comprehensive instructions for the incorporation of the lesson into the class. Secondary to the "Teacher Notes" is a student "Lab Handout" and "Checkout Questions" that can be used in its entirety or segmented.
MS-LS3-1 Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism. Clarification Statement: Emphasis is on conceptual understanding that changes in genetic material may result in making different proteins. Assessment Boundary: Assessment does not include specific changes at the molecular level, mechanisms for protein synthesis, or specific types of mutations.
This resource is explicitly designed to build towards this performance expectation.
Comments about Including the Performance Expectation This lesson uses the "Argument-Driven Inquiry" model (ADI). If the educator is unfamiliar with this model there is Appendix 2 that will provide scaffolding for the writing component of the activity. Students begin by reading the guiding question provided and observing the simulation. After observation of the simulation, the students in groups will decide on the type of data to collect, the method of collection, and how to analyze the data collected in order to answer the guided question. The educator should make sure that the students do several observation runs of the simulation with and without mutations to observe the changes. Emphasis should be on the folding shape of the protein at the end of each simulation.
This resource is explicitly designed to build towards this science and engineering practice.
Comments about Including the Science and Engineering Practice The simulation, in conjunction with the Argument-Driven Inquiry approach, provides a scaffold for constructing explanations for the student data. The scaffolding is provided by a Claim, Evidence, and Reasoning template approach that is explained in the "Teacher Notes" provided.
This resource is explicitly designed to build towards this disciplinary core idea.
Comments about Including the Disciplinary Core Idea The student handout provides background information to facilitate the understanding that changes in the genetics of an individual, mutations, will lead to variation within a population. This along with the background material provided for the educator, will directly lead to the core idea variation due to genetic mutations.
This resource appears to be designed to build towards this crosscutting concept, though the resource developer has not explicitly stated so.
Comments about Including the Crosscutting Concept Within the simulations, students will be able to visualize the connection between the structure of DNA and the changes to the protein created. By observing and collecting data during several simulations, the students will also see the changes associated with changes in DNA, i.e. mutations. To align the simulation and data with the crosscutting concept the educator should review these concepts during the explicit and reflective discussion questions.