# data[].attributes.body
Students work in pairs with paper cutouts of nucleotide bases (A, T, C, G) to create normal DNA sequences. Then, they simulate mutations by altering one or more bases. They compare somatic mutations (affecting one cell) vs. germline mutations (affecting all cells) by creating different scenarios. Students document the changes and discuss potential impacts.

# data[].attributes.body
Students are assigned different roles: some represent cells with somatic mutations, others with germline mutations. They create and act out scenarios showing how these mutations are passed (or not passed) to daughter cells or offspring. This helps visualize the difference between the two types of mutations.

# data[].attributes.body
Using an online DNA sequencing simulator, students analyze normal DNA sequences and identify mutations. They categorize whether each mutation would be somatic or germline based on the affected cells/tissues. Students create a digital report of their findings.

# data[].attributes.body
Students research different genetic disorders caused by mutations. In groups, they create informative posters or digital presentations about specific disorders, including the type of mutation involved, symptoms, and personal stories of affected individuals. This activity builds empathy and understanding.

# data[].attributes.body
Invite individuals affected by genetic disorders (or show approved video testimonials) to share their experiences with the class. Students prepare thoughtful questions beforehand and write reflection papers afterward, focusing on developing empathy and understanding the real-world impact of mutations.

# data[].attributes.body
Using modeling clay or digital tools, students create 3D models showing normal DNA sequences and various types of mutations (substitution, insertion, deletion). They label whether each type typically appears as somatic or germline mutation and explain their impacts.

# data[].attributes.body
Students examine real medical case studies involving both somatic and germline mutations. They work in groups to analyze the cases, determine the type of mutation, predict inheritance patterns, and discuss potential treatments or management strategies.

# data[].attributes.body
Students create a news report (video or written) explaining a specific genetic disorder to the public. They must accurately explain the mutation type, include interviews with 'experts' (played by classmates), and sensitively discuss the impact on affected individuals and families.

# data[].attributes.body
Create a hands-on puzzle where students must arrange DNA sequence cards in the correct order. Include cards representing mutations, and students must identify which sequences represent normal DNA vs. mutations, and explain if they would be somatic or germline.

# data[].attributes.body
Students create artistic expressions (paintings, poems, songs, or digital art) that reflect the experiences of individuals living with genetic disorders. They research real stories as inspiration and present their work along with an explanation of the scientific concepts behind the mutation.

# data[].attributes.body
Students create hypothetical family trees showing the inheritance patterns of various mutations. They color-code somatic vs. germline mutations and explain why certain mutations appear in specific patterns across generations.