Modeling is an important tool in science teaching and learning. Constructing a model instead of replicating one is more meaningful and better supports student learning than analyzing premade models (Firooznia 2015; Gouvea and Passmore 2017; Takemura and Kurabayashi 2014). Models include physical replications of a scientific phenomenon or analyzing premade diagrams, both of which will have limitations and should be addressed with students. Modeling processes that students cannot physically see can help them make more meaningful connections than analyzing diagrams of the processes (Firooznia 2015; Reinagel and Bray Speth 2016). Specifically with central dogma (the overall process of reading DNA to create proteins), students can experience a disconnect between how DNA mutations can affect proteins, as well as how mutations can impact organisms and evolution (Prevost, Smith, and Knight 2016; Zhao and Schuchardt 2019). Modeling mutations can help students focus on what is most relevant during the process (Reinagel and Bray Speth 2016). This mutations lesson for high school students involves analyzing how point mutations occur and affect genetic codes, while also engaging in developing and using models, one of the science and engineering practices of the "Next Generation Science Standards."