Open to all Middle and High School Classes

Division I – 6^th – 8^th grade

Division II – 9^th – 12^th grade

Due: May 31, 2013

Table of Contents

1. The Challenge
2. Range of Activities
3. Process
4. Essential Questions
5. Student Outcomes
6. Evaluation Rubric
7. Curricular Goals

The Challenge

There’s a newborn baby, multiple sets of parents and confusion over who the real parents are. Create a video that sets up and then solves this mystery.  Here’s what you need to do:

• Come up with a scenario in which you need to match a baby to one of five sets of parents.
• Create a 3-4 minute scripted video sketch of the mystery and its resolution.
  • Middle school groups may use a variation of the given example below, but high school groups must come up with their own scenario. Teams should feel free to create a totally different set of circumstances, as long as the basic story parameters are in place.
  • Based on the characteristics of earlobes, dimples, freckles, and hairline, determine who the biological parents of the baby are.
    • Assume that attached earlobes, no dimples, no freckles, and a normal hairline are recessive traits, whereas unattached earlobes, dimples, freckles, and widow’s peak hairline are dominant.
      • Denote the dominant/recessive alleles for each trait as follows:
        • Earlobes: E/e, Dimples: D/d, Freckles: F/f, Hairline: H/h
  • Specify what genotype you are giving the baby.
  • High school groups: Create five unique pairs of genotypes for the sets of parents that are options. Middle school groups: create 2-3 uniquepairs of genotypes for the sets of parents that are options.
    • It should only be genetically possible for one of your parent sets to be the biological parents of the infant.
  • The video must include Punnett squares of the correct parents and Punnett squares of the incorrect parents in the video (this can be presented as an addendum at the end; it does not have to be streamlined into the sketch itself.)

Mystery Story Example

There’s been a hospital mix-up! The Smiths realize that their newborn has been switched. The parents think it’s hopeless, but a nurse realizes that if the Smiths have the wrong baby, then another set of parents must have the Smiths’ baby. So, if they can just determine the parents of the baby the Smiths have, they will find the Smiths’ own infant. Five sets of parents left the hospital with newborns in the past hour, so there are five likely options.

The baby’s hair follows a normal hairline, and her smile is dimpled. Further examination reveals her to have attached earlobes, and freckles. Based on these four characteristics, the biological parents of the baby can be determined and, fortunately, one of the nurses has excellent memory and is able to recall the phenotype of these traits on the five sets of parents. Mystery solved!

DNA testing reveals the baby’s genotype for these alleles to be Dd, ee, FF, hh. A correct genotype option for the parents would be:  Parent 1) Dd Ee Ff hh Parent 2) DD Ee FF Hh.

Deliverables include:

• Script, with Punnett Squares and other relevant supporting data (if not already included in the script)
• Mystery Video (this is the only Meridian Stories deliverable)

Range of Activities

• Scientific Research about heredity and variation of traits
• Problem-solving using scientific techniques
  • Practical application of dominant/recessive alleles knowledge
  • Creative Brainstorming – concept development
  • Script Writing
  • Video Scene Production and Performance.
    • Range of activities might include casting, costuming, scene rehearsal, video shooting, and video and sound editing

Process

We recommend that this Meridian Stories Challenge take place inside of a three to four-week time frame. The students must work in teams of 3-4. In the description below, the suggested teacher reviews are at the discretion of the teacher. Below is a suggested breakdown of the students’ work.

During Phase One, student teams will:

• Brainstorm the mystery situation they will use.
  • This kind of video is one of the toughest to create because it has to deliver a lot of content. So this challenge involves two very different sets of problems. The first has to do with coming up with the creative situation that will set up the problem and then resolve it. The second has to do with finding a fun and unobtrusive way of delivering the content without slowing down the story. There is a fair amount of content to deliver in this Challenge, so keep a focus on this second issue.
  • Investigate the mystery genre. Looking into the standard characteristics of this genre can help your team to formulate your story. Here are some thoughts to guide your thinking:
    • This is a genre that can be delivered in a serious way or in comic, silly way. As you are brainstorming the situation, consider the kind of mystery that you want to tell; the kind of tone that you want to set.
    • Is there a chief investigator type or detective type? If so, who is that character? Or does the mystery unfold through the eyes of all the characters equally?
    • Is there a culprit? Was this baby mystery created by accident and negligence …or by design?
    • Create an outline of the story.
    • Create character descriptions and submit both the descriptions and the story outline to your teacher for review and comments, as per the direction of the teacher.
    • Turn your attention to the science and create a genotype and phenotype for the baby.
      • This Challenge feels like the creative should be developed first and then the science details can be integrated into the whole. However, there is no right way and each team should approach this problem as they see fit. For some teams, perhaps starting with the scientific details will be the best way to generate a creative story.
      • Create a correct set of parent genotypes that could have produced the baby as their biological offspring. Please submit for review by the teacher, as per the direction of your teacher.

Meridian Stories provides two forms of support for the student teams. Media Innovators and Artists – This is a series of three to four minute videos featuring artists and innovative professionals who offer important advice, specifically for Meridian Stories, in the areas of creativity and production. Meridian Tips – These are short documents that offer student teams a few key tips in the areas of creativity and production. Recommended review, as a team, for this Challenge include:
Media Innovators and Artists	Meridian Tips
On Script Writing – Kent Pierce On Making Horror Films – Aviva Briefel On Acting – Janet McTeer On Editing – Tom Pierce	“Building Characters” “Creative Brainstorming Techniques” “Creating Storyboards, Framing a Shot” “Video Editing Basics”

During Phase Two, student teams will:

• Create the required amount of incorrect sets of parent genotypes – that is, no combinationof alleles contributed by each parent could result in the genotype of the baby.
  • If the student teams want a further challenge, they can create incorrect sets of parent genotypes that couldn’t create the phenotype of the baby, rather than the genotype.
  • Finalize the storyline and draft the video sketch script. Draft scripts may be submitted to your teacher for comments and direction, at the discretion of your teacher.
  • Cast the video – Teams may use people not on their teams to act in their video. However, at least two team members must play lead roles in the video.
  • Finalize the script.
  • Scout locations for shooting.
  • Create costumes and props and other set pieces, as needed.
  • Prepare the logistics for the actual shooting of the scene.
  • Rehearse the scene.

During Phase Three, student teams will:

• Shoot the video
• Edit the video
• Post-produce the video, adding music and sound effects as desired.
• Finalize any written deliverables, as determined by your teacher.

Essential Questions

1. Why do individuals of the same species vary in how they look, function, and behave?
2. How does reproduction contribute to variation among species?
3. How can knowledge of Mendelian inheritance be applied in daily life?
4. How can scientific understanding in general be used practically?
5. How has incorporating scientific practice into both a digital and narrative format deepened the overall educational experience?
6. How has working on a team changed the learning experience?

Student Outcomes

1. The student will better understand how genetic factors can explain variation among individuals of the same species – specifically, how the particular sets of chromosomes contributed from each parent in sexual reproduction can differ.
2. The student will understand how offspring inherit different information from their parents; that variation in genes determines distribution of variation of traits in a population.
3. The student will gain a deeper understanding of practical applications of Mendelian inheritance, which will enhance the student’s knowledge of the idea as a scientific concept.
4. The student will better understand how to convert scientific processes and knowledge on paper to practical applications.
5. The student will learn that using video media to effectively communicate content, character and story reveals new layers of narrative understanding and meaning.
   1. The student will know the basic constructs of using video media to effectively communicate content and a story.
   2. The student will have an increased awareness of the challenges and rewards of team collaboration.

Evaluation Rubric – Genetics Mystery Video

CONTENT COMMAND – Clear understanding of the mechanisms behind trait inheritance and how varied traits of one generation result in varied traits of the next
Criteria	1 – 3	4 – 7	8 – 10
Communication of Content – Genetic Inheritance	Little understanding is evident of the mechanisms for why parents’ genes affect those of their offspring.	Basic understanding is evident of the mechanisms for why parents’ genes affect those of their offspring	Thorough understanding is evident of the mechanisms for why parents’ genes affect those of their offspring
Conditions of the Challenge – Correct and incorrect genotypes	The conditions of the challenge involving one set of correct genotypes and the number of incorrect genotypes are not met.	The conditions of the challenge involving one set of correct genotypes and the number of incorrect genotypes are met, but they are neither clearly presented nor incorporated creatively.	The conditions of the challenge involving one set of correct genotypes and the number of incorrect genotypes are clearly fulfilled, and in a creative manner.
STORYTELLING COMMAND – Effective use of narrative elements to engage and communicate content
Criteria	1 – 3	4 – 7	8 – 10
Story and Content	The mystery is hard to follow and the content is not well integrated	The mystery and the content are combined well	The mystery is compelling and the content is seamlessly integrated
Characters	The characters are not easily distinguishable for each other	The characters service the story effectively	The characters are engaging, entertaining and varied
Dialogue	The dialogue does not service the story effectively	The dialogue is distinct and services the story effectively	The dialogue is well crafted, reveals character effectively and helps to propel the mystery forward.
MEDIA COMMAND – Effective use of the media to communicate content and narrative
Criteria	1 – 3	4 – 7	8 – 10
Acting	The acting is lacking coherence and discipline for the narrative to be effective	The acting is inconsistently good, intermittently contributing to the narrative’s success	The acting is entertaining and engaging, contributing to the narrative’s success
Setting and Cinematography	The setting and use of the camera don’t support the action or help create the tension necessary to sustain a mystery	The setting and use of the camera intermittently support the action of the scene and help create the tension necessary to sustain a mystery	The setting and use of the camera support the action of the scene and help create the tension necessary to sustain a mystery
Editing and Music	The narrative looks patched together and the overall use of music and sound effects detracts from the scene	The narrative generally flows, but the use of music and sound effects don’t always support the intentions of the scene	The narrative is edited cleanly and effectively The selective use of music and sound effects enhance the suspense inherent in the scene

21ST CENTURY SKILLS COMMAND (for teachers only) – Effective use of collaborative thinking, creativity and innovation, and initiative and self-direction to create and produce the final project.
Criteria	1-3	4-7	8-10
Collaborative Thinking	The group did not work together effectively and/or did not share the work equally	The group worked together effectively and had no major issues	The group demonstrated flexibility in making compromises and valued the contributions of each group member
Creativity and Innovation	The group did not make a solid effort to create anything new or innovative	The group was able to brainstorm new and inventive ideas, but was inconsistent in their realistic evaluation and implementation of those ideas	The group brainstormed many inventive ideas and was able to evaluate, refine and implement them effectively
Initiative and Self-Direction	The group was unable to set attainable goals, work independently and manage their time effectively	The group required some additional help, but was able to complete the project on time with few problems	The group set attainable goals, worked independently and managed their time effectively, demonstrating a disciplined commitment to the project

Curricular Goals

The Genetics Mystery Video Challenge addresses a range of curricular objectives that are articulated in the working document entitled ‘A Framework for K – 12 Science Education.’  Published by the National Academy of Sciences, this document will form the basis for the Next Generation Science Standards, in which Maine is a ‘lead state.’  Below please find the standards that are addressed, either wholly or in part.

A Framework for K-12 Science Education – Dimensions of the Framework

Subject	Grade 8 Expectations	Grade 12 Expectations
LS3.A   LIFE SCIENCES     Heredity: Inheritance and Variation of traits     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 a specific protein, which in turn affects the traits of the individual (e.g., human skin color results from the actions of proteins that control the production of the pigment melanin). Changes (mutations) to genes can result in changes to proteins, which can affect the structures and functions of the organism and thereby change traits. Sexual reproduction provides for transmission of genetic information to offspring through egg and sperm cells. These cells, which contain only one chromosome of each parent’s chromosome pair, unite to form a new individual (offspring). Thus offspring possess one instance of each parent’s chromosome pair (forming a new chromosome pair). Variations of inherited traits between parent and offspring arise from genetic differences that result from the subset of chromosomes (and therefore genes) inherited or (more rarely) from mutations.	In all organisms the genetic instructions for forming species’ characteristics are carried in the chromosomes. Each chromosome consists of a single very long DNA molecule, and each gene on the chromosome is a particular segment of that DNA. The instructions for forming species’ characteristics are carried in DNA. All cells in an organism have the same genetic content, but the genes used (expressed) by the cell may be regulated in different ways. Not all DNA codes for a protein; some segments of DNA are involved in regulatory or structural functions, and some have no as-yet known function.
LS3.B   LIFE SCIENCES     Heredity: Inheritance and Variation of traits   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. 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.	The information passed from parents to offspring is coded in the DNA molecules that form the chromosomes. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. Environmental factors also affect expression of traits, and hence affect the probability of occurrences of traits in a population. Thus the variation and distribution of traits observed depend on both genetic and environmental factors.