Deoxyribonucleic acid (DNA) is a bundle of molecules found inside the cells of all life forms on Earth. Seventy-one years after the discovery of its double-helical structure, it is still remarkable that this seemingly simple molecule contains the genetic blueprint for maintaining form and function of all cells and living organisms but, also their behavioral and emotional characteristics. It is now known that DNA is highly plastic since the environment plays two-thirds of its role in the formation, transformation and evolution of the genetic characteristics of a living being.

The primacy of the environment over genetics, is the foundation of Epigenetics but Genetics is controlled and conditioned but, not determined by the environment! Cells, in fact, learn from experiences generating a cellular memory that can be transmitted across generations of dividing cells.

Thus, DNA nucleotide sequences carry, in addition to the instructions for protein synthesis (the triplet code also known as the genetic code), other codes encoded in the sequences, including the structural shape code for protein-DNA recognition; the chromatin code, which provides instructions for the proper positioning of nucleosomes and their spatial arrangement along DNA molecules; epigenetic codes; and the putative loop code for single-stranded RNA-protein interactions. Thus, genomic function is determined by a combination of DNA nucleotide sequence and molecular mechanisms that control access to genetic information in highly condensed structure called chromatin. Born with the aim of communicating and inspiring the passion for research in Molecular Biology field, this project was carried out within the innovative Italian educational project known as PCTO (Paths for Transversal Skills and Orientation) and represents the evolution of my previous projects (INTED, 2017,2018, EDULEARN 2019, ICERI 2019).

I designed integrated theoretical/hand-on activities lasting about 90 minutes, focused on the Genetic Code topic and on some model organisms or microorganisms that have made the history of Biology. Suitable for 14- to 18-year-old students working in teams of 7, they are organized into three phases plus a final phase of investigation, conversations with interactive polls on the pretty cool story of how the genetic code was decoded.

Themed gamification activities proposed in collaboration with 17 students of Docendo Discimus Team 2023 (http://www.dipartimentodibiologia.unina.it/progetto-docendo-discimus/) have the objective to taking a "journey" into the "heart" of cells.

The 49 high school students guided by undergraduate students and, using DNA, mRNA, tRNA and amino acid models, simulated the synthesis of 7 peptides in a simplified way aimed at understanding the rules of genetic code.

Finally, they were also engaged in bioinformatics activities, querying databases to find out which protein each peptide belongs to, discovering its function and looking for information about the owner organism, its habitat and ecosystem.

In conclusion, the teaching activities presented here are focused on the disciplines covered by the bachelor's degree in BIOLOGY and on molecular biology, my research/teaching discipline. The university students acted as laboratory teachers for high school students and included these activities in their intramoenia internship. Transferable strategic skills and knowledge of curricular educational relevance were acquired to build future job and career opportunities.

Keywords: innovative teaching stem discipline, Innovative Teaching and Learning, molecular biology long life learning, CLIL, ICT tool, Inquiry based Science Education, problem-based learning.