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Title of UnitWinging It: Connecting gene expression, cell signaling and morphologyDate and Location of SIJune, 2014: Northeast Summer Institute, Harvard UniversityUnit Developers & Contact InformationBrad?Davidson (bdavids1@swarthmore.edu)Melissa?McElligott (m.mcelligott@neu.edu)Donald?O'Malley (d.omalley@neu.edu)Elizabeth?Vallen (evallen1@swarthmore.edu)Amy?Vollmer (avollme1@swarthmore.edu)ContextFreshman and sophomore biology majors and non-majorsUnit is one week of content, approximately three 50 minute class periodsCan be used as a complement to either a cell communication module, a development module, or an evolution moduleStudents should have been introduced/exposed to the following:Protein structure and the regulation of protein functionCell StructureCell DivisionThe Central Dogma: ?DNA → RNA → ProteinCell DifferentiationAbstract(< 200 words)We have developed a teachable tidbit that emphasizes cell-cell communication and differential gene expression in the context of development. As described, it is suitable for an undergraduate introductory biology course for majors and/or non-majors. It could be adapted for a more intermediate/advanced undergraduate population by further developing the data interpretation, hypothesis building and experimental design portions. The tidbit includes data from a paper describing the morphologic and molecular evolution of bat wing digits. It provides an opportunity for students to hone their observation skills through a brainstorming activity in which they compare and contrast embryological features from two different mammals. It reinforces the concept that components of the cell signaling pathway are encoded by the genome, and in completing the activities, students will gain experience articulating hypotheses and designing experiments to test those hypotheses. RationaleStudents have difficulty connecting the concepts of cell and tissue differentiation with differential gene expression and cell communication. This tidbit promotes the de-compartmentalization of knowledge by bridging the gap between gene expression, cell communication and development. Furthermore, the activities provide an opportunity to address several misconceptions, including the idea that evolutionary mutations are cell-specific and that genetic mutations are always harmful. This module teaches that evolutionary mutations are inherited in every cell of the organism that that combinations of genetic mutations lead to morphologic change which are the basis of evolutionary processes. Learning Goals: broad aims of the lesson or unit; what will students understand at end of the unit.Example: students will understand the flow of information from DNA to proteins.Learning Objectives: Specific and measurable statements of what students will be able to do to demonstrate mastery of the learning goals. (You might write multiple objectives for a single learning goal. You could label these as 1a, 1b, 1c, etc.)Example: students will be able to predict changes to protein sequence that results from DNA mutations.1.Understand the basic principles of cell signaling and signal transduction.(this learning goal would be part of the larger teachable unit, and is not specifically addressed by this tidbit)2.Understand how cell signaling takes place across different temporal and spatial scales (e.g. within a tissue, an organ, organism, or developing organism).(this learning goal would be part of the larger teachable unit, and is not specifically addressed by this tidbit)3Understand how cell signaling impacts differential gene expression and morphology.3a. Apply your knowledge of the Central Dogma to a cell signaling pathway.3b. Predict how a mutation in a cell signaling pathway can lead to a developmental change.3c. Practice careful observation and description.Incorporation of Scientific Teaching ThemesActive LearningAssessmentInclusivityHow students will engage actively in learning the concepts (what types of activities will they engage in?)How teachers will measure learning; how students will self-evaluate learning (what types of assessments are used?)How the unit is designed to include participants with a variety of experiences, abilities, and characteristicsActivities outside of class:BMB signaling and bone growth review (optional) Activities during class:1. Practice observation skills: contrast features of mouse and bat embryos.2. Diagram simple cell signaling pathway. 3. Group share: using a handout that has the diagram from the left side of Slide #27, illustrate hypothesis for how changes in BMP signaling pathway could have led to elongation of hand bones in bat. This figure has been included as a separate ppt file for easy instructor modification if necessary.Activities after class:1. Summarize 2 alternative hypotheses3. Describe (in one sentence) an experiment that distinguishes between these3. Briefly describe the results you would expect that would support each hypothesis Pre-assessments:Multiple choice question emphasizing how mutations in components of BMP signaling pathway could affect bone growth.Embedded Assessments:1. Reflection, writing, followed by group share*. 2. Diagram/illustration*.3. Think, pair, share; then group share diagram/illustration of hypothesis.*Formative assessment - index cards that have writing from item 1 and diagram from item 2 may be collected to provide formative assessment regarding students’ observational abilities and retrieval of signal transduction model. This is easily done with one index card-having item 1 answers on one side and item 2 answers on the other. Summative assessments:Homework - would be uploaded to course discussion board and could be assessed (graded). The activity is based on a paper that includes several authors, some of whom are females. Pictures of the authors are shown to demonstrate the diversity of scientists. The activities include observation, illustration, and group sharing, and accommodate a variety of learning styles.Class Presentation Plan (general class schedule with approximate timing for unit)Session 1Time (min)Learning ObjectivesActivity/assessmentExplanation, notes, suggestions, tipsPreclassassignments /activitiesstudent time needed15 min Objective for this segment: Students will review BMP signaling pathway.Assessment: Multiple choice question emphasizing how mutations in components of BMP signaling pathway could affect bone growth.Suggestion for pre-class assignment and multiple choice assessment are included in the attached PowerPoint presentation.introductorymaterial presentationclass time for this segment 5 min Objective for this segment: Students will practice careful observation.Activity for this segment: Students are observing bat and mouse embryos, teacher facilitating group discussion about differences in embryo morphology.All images are included in the attached PowerPoint presentation. learning activity #1 class time for this segment 5 minObjective for this segment: Students should be able to diagram simple cell signaling pathway that includes two cells, a signal, a receptor, and an output.Activity for this segment: Diagramming a simple cell signaling pathway.This can activity can be done in a multitude of ways: individually, as a think-pair-share, a strip sequence, or a concept map.learning activity #2 class time for this segment 5 minObjective for this segment: students would be able to illustrate a hypothesis that explains how changes in BMP signaling pathway could have led to elongation of hand bones in bat.Activity for this segment: Making changes to depict changes to BMP signaling pathway using worksheet (attached as PDF)This activity can be done in a Think-Pair-Share. Students can individually develop and record hypotheses, illustrate their hypotheses in their worksheet and then share their hypotheses with a partner. Each partner group should discuss their hypotheses and ensure that they have 2 different hypotheses between them. post-activity summing up or transitionclass time for this segment 15-30 minObjective for this segment: students will evaluate the hypotheses they came up with in the second learning activity.Group share/discussionCirculate to identify possible misconceptions and clarify questions. Ensure that students are identifying BOTH the point in the cell communication pathway that may have been altered and where in the genome the mutation has occurred (for example, cell 1, cell 2 or BOTH). Next activity or class segmentclass time for this segment Homework-out of class Objective for this segment: students will be able to propose an experiment to test the hypothesis they proposed in the previous learning activity.Activities: students are asked to: Summarize 2 alternate hypothesesDescribe (in one sentence) an experiment that distinguishes between them.Briefly describe the results you would expect that would support each hypothesis Upload to the class discussion boardUploaded homework could be assessed (graded)Additional activities Next class activity could include discussion of published experiment.PDF of publication is attached.If there are multiple activities or segments or class sessions, add additional rows and activities information as needed Resources for Teaching the Unit-PowerPoint file is attached. -PDF of publication is attached. -PowerPoint files of cell signaling figure is attached for instructor modification. -Worksheet on cell signaling is attached. -notecards for diagramming cell signaling pathway are optional.AcknowledgementsWe would like to thank Tom Torello, Ph.D. of Harvard University for his excellent facilitation and guidance with this teachable tidbit. We would also like to thank our 2014 Northeast Summer Institute colleagues for their informative and constructive feedback. ................
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