Super DNA? - Rock by Rock

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Project Title: Super DNA?

Mission:

Should we use genetic engineering to enhance human abilities?

Culminating / Take Action Project

Students will choose which take action project you want to complete. It might be a news story, a podcast, a graphic novel or any other project of their choice.

What Kids Learn

Get your students ready for a real-world mission they won’t forget! In this Rock by Rock middle school project, students step into the shoes of scientists, ethicists, and decision-makers to explore the thrilling—and thorny—possibilities of genetic engineering. As they investigate how traits are inherited, extract DNA, and build models to understand mutations, students grapple with a big question: Should we use genetic engineering to enhance human abilities? Along the way, they’ll decode DNA, analyze Punnett squares, simulate CRISPR, and explore real-world conditions like hemophilia. With hands-on labs, engaging stories, and a powerful final challenge (like writing a position paper or creating a podcast), this project builds core science knowledge while sparking critical thinking, empathy, and ethical reasoning.

Overview

Life Habit Focus: Empathy

Subject: Physical and Life Science, ELA

Grade: 6-8

Topic: Inherited traits.

Project preview

Project Materials

Project Module

Student Notebook

Teacher's Guide

Materials List

Project Texts

Virtual Field Trips

One of our goals is to help kids connect what they are learning in our projects to the real world beyond the classroom. To do that, we’ve partnered with experts to help students learn from and virtually visit with experts from around the world. The “Sugar, Sugar Everywhere project partners with:

Zolli Candy CEO, Alina Morse

In this module, students meet Alina Morse. She is the founder and CEO of Zolli candy. Alina got the idea for Zolli Candy – a zero sugar candy, when she was just 7 years old. Alina shares her experience as a CEO of Zolli Candy, why she thinks zero sugar candy can make a difference to our health and gives advice on how every youth can make change in this world.

Author, Caron Levis

In their Take Action Project, students meet author and children’s book writer Caron Levis. Caron will teach students about what it means to be a author, how to think about writing a powerful story by showing not telling and picking the right words to describe your story.

Aligned Standards

Common Core Reading (CCSS):

Informational/Nonfiction Standards R.I. 1-10 for grades 3-5
Reading Literacy Standard L 5 & 6 for grades 6-8
Writing Standards W. 1,4,5 for grades 6-8
Listening and Speaking Standards SL. 1-6 for grades 6-8

NGSS Science Standards:

LS1.B: Growth and Development of Organisms

Organisms reproduce, either sexually or asexually, and transfer their genetic information to their offspring. (secondary to MS-LS3-2)

LS3.A: Inheritance of Traits

Genes are located in the chromosomes of cells, with each chromosome pair containing two variants of each of many distinct genes. Each distinct gene chiefly controls the production of specific proteins, which in turn affects the traits of the individual. Changes (mutations) to genes can result in changes to proteins, which can affect the structures and functions of the organism and thereby change traits. (MS-LS3-1)
Variations of inherited traits between parent and offspring arise from genetic differences that result from the subset of chromosomes (and therefore genes) inherited. (MS-LS3-2)

LS3.B: Variation of Traits

In sexually reproducing organisms, each parent contributes half of the genes acquired (at random) by the offspring. Individuals have two of each chromosome and hence two alleles of each gene, one acquired from each parent. These versions may be identical or may differ from each other. (MS-LS3-2)
In addition to variations that arise from sexual reproduction, genetic information can be altered because of mutations. Though rare, mutations may result in changes to the structure and function of proteins. Some changes are beneficial, others harmful, and some neutral to the organism. (MS-LS3-1)

Course Content

Module 3C: Where’s the red line?

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