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$\color{Red}{Sublime\ Dynamite\ (High\ School\ Biology)}$

$\color{NavyBlue}{Group\ Members}$

  • Jake Zimny, School District of Philadelphia (Team Leader), [email protected] 302-540-2872
  • Brandon Boswell, Broward County Public Schools (Research Specialist)
  • Mary Knight, Arlington Public Schools (Writer)

$\color{NavyBlue}{Project\ Summary}$

  • The goal of the curriculum package is to provide a more accessible, authentic experience with actual genetic data.

  • Target Audience:
    High School - both AP and 9th/10th grade biology students

  • We are developing two different lesson plans

  • For AP Biology, the content used/learned:
    Lesson 1: (Can be used instead of "AP Biology Investigative Lab 3: The Blast Lab")
    *comparative genetics across species, how those differences affect evolutionary relationships

  • For 9th/10th Grade Biology, the content used/learned:
    Lesson 2: Using NCBI Tools for High School Genetics Investigation
    *comparative genetics within humans (identifying location of mutations and types of mutations by comparing "wild type" genes with mutated genes)
    *practice the processes of transcription and translation *experience working with BLAST as a way to compare nucleotide sequences

$\color{JungleGreen}{NCBI\ Resources:}$

  • BLAST
  • COBALT
  • Gene

$\color{Purple}{Learning\ Objectives:}$

$\color{Purple}{Students\ Will\ Be\ Able\ To:}$

Lesson 1 (AP):
~identify differences in nucleotide sequences between different species
~predict with reasonable (will depend on level of student and prior teaching) accuracy the impact of the differences on the phylogenetic tree

Lesson 2 (9th/10th Grade Biology)
~find nucleotide region with differences using NBCI resources
~identify differences in nucleotides (between wild type and mutated option)
~identify the type of mutation present in the genetic sequence
~predict impact of mutation &/or variation on function of resulting protein
~use genetic sequences to produce mRNA sequences and resulting amino acid sequences
~utilize BLAST as a way to quickly compare sample sequences to a wild type sequence

$\color{Aquamarine}{Course\ Materials}$

Lesson 1 (AP Biology)

Some browsers will not allow you to preview the file; however, it should be possible to download the pdf file correctly
Background Teacher Information (slides) Different Genes - Different Trees
Student Handout: Different Genes - Different Trees

Lesson 2 (9th/10th Grade Biology)

Prior to starting the assignment, teachers can show this 50 second video that shows what happens to hemoglobin when the Sickle Cell mutation is present:
WEHI TV: Hemoglobin & Sickle Cell Anemia

This video provides some insight into the symptoms of Sickle Cell Disease, as well as the possibility for a treatment based on a mutation in a second gene (fetal hemoglobin):
HHMI Biointeractive Video: A Genetic Treatment for Sickle Cell Disease

Some browsers will not allow you to preview the file; however, it should be possible to download the pdf file correctly
Background Teacher Information (slides) (9th/10th Grade)
Teacher Handout (9th/10th Grade Basic Assignment)
Teacher Handout (9th/10th Grade BLAST Assignment)
Student Handout (9th/10th Grade Basic Assignment
Student Handout (9th/10th Grade BLAST Instructions

$\color{Cerulean}{Assessments:}$

Lesson 1: Different Genes - Different Trees

  • There are four analysis questions at the end of the activity.
  • Teachers can add any other questions that might be particularly related to their classes.

Lesson 2: Using NCBI Resources
The assignment itself is essentially an assessment - if a student can complete the assignment, then the student is demontrating that he/she/they know how to transcribe and translate a DNA sequence. Additionally, they show proficiency in using a codon chart. Finally, the student is demonstrating that he/she/they know and can apply the knowledge of the different types of mutations found in DNA sequences, as well the basic impact of each of those mutations.

Further options for assessment could be:

  • A class discussion
  • The class activity in which the whole HBB gene is divided among the students in the class to create a physical representation of the amino acid chain
  • These two options are explained in the Background Information - Central Dogma slides

$\color{PineGreen}{Additional\ Resources}$

$\color{ProcessBlue}{Future\ Work:}$

Future Work Possibilites for the 9th/10th Grade Assignments:

  • Making corresponding protein sequences for the same mutated HBB genes, so that students can run a Protein BLAST and then compare amino acid sequences
  • Adding resources so that students can visualize 3D structures from the HBB protein with the mutations they analyzed.

NCBI Codeathon Disclaimer

This project was created as part of the BioEd Summit Curricula-thon, a week-long event focused on collaborative development of data-driven learning experiences. While we encourage you to explore and adapt this project, please be aware that NCBI does not provide ongoing support for it.

For general questions about NCBI software and tools, please visit: NCBI Contact Page