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Unit​ ​4​ ​–​ ​Genetic​ ​Protein​ ​Disorders​ ​Roadmap

HS-LS-1-1 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-LS-3-1 Ask​ ​questions​ ​to​ ​clarify​ ​relationships​ ​about​ ​the​ ​role​ ​of​ ​DNA​ ​and​ ​chromosomes​ ​in​ ​coding​ ​the​ ​instructions​ ​for
characteristic​ ​traits​ ​passed​ ​from​ ​parents​ ​to​ ​offspring.

Content/The​ ​Science​ ​Learning​ ​Targets:


● I​ ​can​ ​explain​ ​the​ ​relationship​ ​between​ ​DNA​ ​and​ ​proteins.
● I​ ​can​ ​explain​ ​how​ ​protein​ ​are​ ​made.​ ​(7a)
● I​ ​can​ ​explain​ ​how​ ​changes​ ​in​ ​protein​ ​structure​ ​affect​ ​protein​ ​function​ ​and​ ​an​ ​organism​ ​functions.​ ​(3b)
● I​ ​can​ ​provide​ ​solutions​ ​to​ ​correct​ ​for​ ​protein/DNA​ ​errors.​ ​(2b)

Performance​ ​Indicators Emerging​ ​(5-6) Progressing​ ​(7) Meets​ ​(8) Exemplary​ ​(9-10)

7a​ ​–The​ ​student​ ​can​ ​infer The​ ​student​ ​can The​ ​student​ ​can The​ ​student​ ​can​ ​infer​ ​the The​ ​student​ ​can​ ​apply​ ​the
the​ ​functions​ ​and​ ​properties list​ ​functions​ ​and identify​ ​functions​ ​and functions​ ​and​ ​properties​ ​of functions​ ​and​ ​properties​ ​of
of​ ​natural​ ​and​ ​designed properties​ ​of properties​ ​of​ ​natural natural​ ​and​ ​designed​ ​objects natural​ ​and​ ​designed
objects​ ​and​ ​systems​ ​from natural​ ​and and​ ​designed​ ​objects and​ ​systems​ ​from​ ​their objects​ ​and​ ​systems​ ​from
their​ ​overall​ ​structure,​ ​the designed​ ​objects and​ ​systems​ ​from overall​ ​structure​ ​the​ ​way their​ ​overall​ ​structure​ ​the
way​ ​their​ ​components​ ​are and​ ​systems​ ​from their​ ​overall​ ​structure their​ ​components​ ​are​ ​used, way​ ​their​ ​components​ ​are
shaped​ ​and​ ​used,​ ​and​ ​the their​ ​overall the​ ​way​ ​their and​ ​the​ ​molecular used,​ ​and​ ​the​ ​molecular
molecular​ ​substructures​ ​of structure. components​ ​are​ ​used, substructures​ ​of​ ​their substructures​ ​of​ ​their
their​ ​various​ ​materials. and​ ​the​ ​molecular various​ ​materials. various​ ​materials​ ​in​ ​a​ ​new
substructures​ ​of​ ​their situation​ ​to​ ​solve​ ​a
various​ ​materials. problem.

3b​ ​The​ ​student​ ​can The​ ​student​ ​can The​ ​student​ ​can The​ ​student​ ​can​ ​ANALYZE The​ ​student​ ​can​ ​ANALYZE
ANALYZE​ ​cause​ ​and IDENTIFY​ ​cause GENERALIZE​ ​cause cause​ ​and​ ​effect cause​ ​and​ ​effect
effect​ ​relationships​ ​to and​ ​effect and​ ​effect relationships​ ​to​ ​EXPLAIN relationships​ ​to​ ​EXPLAIN
EXPLAIN​ ​outcomes​ ​in relationships​ ​to relationships​ ​to outcomes​ ​in​ ​complex, outcomes​ ​in​ ​complex,
complex,​ ​natural,​ ​and explain​ ​outcomes explain​ ​outcomes​ ​in natural,​ ​and​ ​designed natural,​ ​and​ ​designed
designed​ ​systems. in​ ​complex, complex,​ ​natural,​ ​and systems. systems​ ​WITH
natural,​ ​and designed​ ​systems. EXCEPTIONAL​ ​DETAIL.
designed​ ​systems.

2b.​ ​The​ ​student​ ​can The​ ​student​ ​can The​ ​student​ ​can The​ ​student​ ​can​ ​ANALYZE The​ ​student​ ​can
ANALYZE​ ​and​ ​INTERPRET STATE​ ​the INTERPRET​ ​the and​ ​INTERPRET​ ​patterns ANALYZE​ ​and
patterns​ ​of​ ​performance​ ​of patterns​ ​of patterns​ ​of of​ ​performance​ ​of​ ​designed INTERPRET​ ​the​ ​patterns
designed​ ​systems​ ​to performance​ ​of performance​ ​of systems​ ​to​ ​REENGINEER of​ ​performance​ ​and​ ​apply
REENGINEER​ ​and designed​ ​systems. designed​ ​systems. and​ ​IMPROVE​ ​the​ ​system. it​ ​to​ ​a​ ​reengineered
IMPROVE​ ​the​ ​system. The​ ​student​ ​can system.​ ​ ​The​ ​student​ ​can
PREDICT​ ​problems critique​ ​a​ ​reengineered
in​ ​the​ ​system​ ​that system​ ​and​ ​provide
may​ ​need argument​ ​or​ ​justification
improvement. for​ ​the​ ​application​ ​of​ ​the
new​ ​system.
Scientific​ ​Practice/Skills

Emerging​ ​(5-6) Progressing​ ​(7) Meets​ ​(8) Exemplary​ ​(9-10)

Controlling Presents​ ​a​ ​general​ ​or Presents​ ​a​ ​clear Presents​ ​and​ ​maintains​ ​a Presents​ ​and​ ​maintains​ ​a
Idea unclear​ ​controlling controlling​ ​idea​ ​with​ ​an clear,​ ​specific​ ​controlling precise,​ ​substantive
idea. uneven​ ​focus. idea​ ​that​ ​takes​ ​into controlling​ ​idea​ ​that​ ​takes​ ​into
account​ ​the​ ​complexity​ ​of account​ ​the​ ​complexity​ ​of​ ​the
the​ ​topic. topic​ ​and,​ ​where​ ​appropriate,
acknowledges​ ​the​ ​gaps​ ​in
evidence​ ​or​ ​information.

Selection​ ​& Includes​ ​minimal Includes​ ​details,​ ​examples, Includes​ ​details, Includes​ ​well-chosen​ ​details,
Citation​ ​of details​ ​from​ ​sources. and/or​ ​quotations​ ​from examples,​ ​and/or examples,​ ​and/or​ ​quotations
Evidence Sources​ ​are​ ​used sources​ ​that​ ​are​ ​relevant quotations​ ​from​ ​sources from​ ​sources​ ​that​ ​support​ ​the
without​ ​citation. to​ ​the​ ​controlling​ ​idea. that​ ​support​ ​the controlling​ ​idea.​ ​Consistently
Inconsistently​ ​cites controlling​ ​idea. cites​ ​sources​ ​using
sources. Consistently​ ​cites​ ​sources appropriate​ ​format.
with​ ​minor​ ​formatting
errors.

Development/ Explanation​ ​of​ ​source Explains​ ​source​ ​materials Accurately​ ​explains Thoroughly​ ​and​ ​accurately
Explanation​ ​of materials​ ​is to​ ​support​ ​the​ ​controlling source​ ​materials​ ​and​ ​how explains​ ​source​ ​materials​ ​to
Sources irrelevant, idea,​ ​with​ ​some it​ ​supports​ ​the support​ ​and​ ​develop
incomplete,​ ​or incomplete​ ​reasoning​ ​or controlling​ ​idea. controlling​ ​idea.
inaccurate. explanations.

FINAL​ ​PRODUCT
Why​ ​do​ ​some​ ​people​ ​have​ ​genetic​ ​disorders​ ​and​ ​other​ ​are​ ​perfectly​ ​healthy?​ ​ ​After​ ​researching​ ​scientific​ ​texts​ ​and​ ​gathering​ ​evidence​ ​from
class​ ​activities,​ ​explain​ ​how​ ​proteins​ ​go​ ​awry.​ ​Assume​ ​the​ ​role​ ​of​ ​a​ ​doctor​ ​who​ ​is​ ​educating​ ​a​ ​patient/family​ ​on​ ​your​ ​researched​ ​disorder.
Include​ ​the​ ​role​ ​that​ ​DNA​ ​and​ ​proteins​ ​play​ ​in​ ​causing​ ​the​ ​genetic​ ​disorder,​ ​and​ ​include​ ​a​ ​discussion​ ​of​ ​the​ ​symptoms,​ ​prognosis,​ ​and
treatment​ ​options.​ ​ ​You​ ​MUST​ ​include​ ​both​ ​in-text​ ​citations​ ​and​ ​a​ ​works​ ​cited​ ​page​ ​in​ ​APA​ ​format.

​ ​You​ ​may​ ​choose​ ​to​ ​create​ ​the​ ​following​ ​products:


● brochure​ ​for​ ​patient/family​ ​to​ ​take​ ​home,
● a​ ​magazine​ ​article​ ​for​ ​the​ ​public​ ​to​ ​read,​ ​or
● a​ ​Ppt/Keynote​ ​presentation​ ​that​ ​would​ ​be​ ​delivered​ ​to​ ​a​ ​family​ ​support​ ​group.

NOTE:​ ​Meiosis​ ​and​ ​all​ ​things​ ​of​ ​that​ ​nature​ ​are​ ​considered​ ​general​ ​knowledge​ ​to​ ​our​ ​population​ ​and​ ​do​ ​not​ ​need​ ​to​ ​be​ ​cited,​ ​unless​ ​you​ ​use
an​ ​outside​ ​source​ ​for​ ​additional​ ​information.