National Academies Summer Institutes for Undergraduate Education in Science
Teachable Unit Framework
Title of Unit Winging It: Connecting gene expression, cell signaling and morphology
Date and June, 2014: Northeast Summer Institute, Harvard University
Location of SI
Unit Developers Brad Davidson (bdavids1@swarthmore.edu)
& Contact Melissa McElligott (m.mcelligott@neu.edu)
Information Donald O'Malley (d.omalley@neu.edu)
Elizabeth Vallen (evallen1@swarthmore.edu)
Amy Vollmer (avollme1@swarthmore.edu)
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Context
Freshman and sophomore biology majors and non-majors
Unit is one week of content, approximately three 50 minute class periods
Can be used as a complement to either a cell communication module, a
development module, or an evolution module
Students should have been introduced/exposed to the following:
 Protein structure and the regulation of protein function
 Cell Structure
 Cell Division
 The Central Dogma: DNA → RNA → Protein
 Cell Differentiation
Abstract We have developed a teachable tidbit that emphasizes cell-cell communication and
(< 200 words) 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.
Rationale Students have difficulty connecting the concepts of cell and tissue differentiation with
differential gene expression and cell communication. This tidbit promotes the decompartmentalization 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.
Teachable Unit Framework
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National Academies Summer Institutes for Undergraduate Education in Science
Teachable Unit Framework
Learning Goals: broad aims of the lesson or
Learning Objectives: Specific and measurable
unit; what will students understand at end of
the unit.
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 understand the flow of
information from DNA to proteins.
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)
3
Understand 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.
Teachable Unit Framework
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National Academies Summer Institutes for Undergraduate Education in Science
Teachable Unit Framework
Incorporation of Scientific Teaching Themes
Active Learning
Assessment
Inclusivity
How students will engage actively in
learning the concepts (what types of
How teachers will measure learning;
how students will self-evaluate
learning (what types of assessments are
How the unit is designed to
include participants with a
variety of experiences,
abilities, and characteristics
activities will they engage in?)
used?)
Activities outside of class:
Pre-assessments:
BMB signaling and bone growth
review (optional)
Multiple choice question emphasizing
how mutations in components of BMP
signaling pathway could affect bone
growth.
Activities during class:
Embedded Assessments:
1. Practice observation skills:
contrast features of mouse and bat
embryos.
1. Reflection, writing, followed by
group share*.
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.
Teachable Unit Framework
The activity is based on a paper
that includes several authors,
2. Diagram/illustration*.
some of whom are females.
Pictures of the authors are
3. Think, pair, share; then group
shown to demonstrate the
share diagram/illustration of
diversity of scientists.
hypothesis.
The activities include
observation, illustration, and
*Formative assessment - index cards group sharing, and
accommodate a variety of
that have writing from item 1 and
diagram from item 2 may be collected learning styles.
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.
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National Academies Summer Institutes for Undergraduate Education in Science
Teachable Unit Framework
Activities after class:
1. Summarize 2 alternative
hypotheses
3. Describe (in one sentence) an
experiment that distinguishes
between these
3. Briefly describe the results you
would expect that would support
each hypothesis
Summative assessments:
Homework - would be uploaded to
course discussion board and could be
assessed (graded).
Class Presentation Plan (general class schedule with approximate timing for unit)
Session 1
Time (min) Learning Objectives Activity/assessment
Preclass Objective for this
assignments segment: Students
/activities will review BMP
student time signaling pathway.
needed
15 min
introductory Objective for this
material segment: Students
presentation will practice careful
class time for observation.
this segment
5 min
Teachable Unit Framework
Explanation, notes, suggestions, tips
Assessment: Multiple
Suggestion for pre-class assignment and multiple
choice question
choice assessment are included in the attached
emphasizing how
PowerPoint presentation.
mutations in components
of BMP signaling
pathway could affect
bone growth.
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.
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National Academies Summer Institutes for Undergraduate Education in Science
Teachable Unit Framework
learning Objective for this
activity #1 segment: Students
class time for should be able to
this segment diagram simple cell
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.
signaling pathway
5 min that includes two
cells, a signal, a
receptor, and an
output.
learning Objective for this
activity #2 segment: students
Activity for this segment:
Making changes to depict
would
be
able
to
changes to BMP signaling
class time for
this segment illustrate a hypothesis pathway using worksheet
that explains how
(attached as PDF)
5 min changes in BMP
signaling pathway
could have led to
elongation of hand
bones in bat.
post-activity Objective for this
summing up segment: students
or transition will evaluate the
class time for hypotheses they
this segment came up with in the
second learning
15-30 min activity.
Next activity Objective for this
or class segment: students
segment will be able to
class time for
this segment
Homework-out of
class
propose an
experiment to test
the hypothesis they
proposed in the
previous learning
activity.
Teachable Unit Framework
Group share/discussion
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.
Circulate 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).
Activities: students are
Uploaded homework could be assessed (graded)
asked to:
1. Summarize 2
alternate hypotheses
2. Describe (in one
sentence) an
experiment that
distinguishes
between them.
3. Briefly describe the
results you would
expect that would
support each
hypothesis
4. Upload to the class
discussion board
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National Academies Summer Institutes for Undergraduate Education in Science
Teachable Unit Framework
Additional Next class activity could
activities include discussion of
PDF of publication is attached.
published experiment.
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.
Acknowledgements
We 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.
Teachable Unit Framework
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