National Academies Summer Institutes for Undergraduate Education in Biology
Teachable Unit Framework
Title of Unit
Date and
Location of SI
Unit Developers &
Contact
Information
Cell Signaling – The Original Social Networking.
23 July 2013
University of Hawaii Manoa
Claire Wright, Claire.wright@chaminade.edu, Chaminade University of Honolulu, HI
Eric Haas-Stapleton, Eric.Haas-Stapleton@csulb.edu, California State University, Long
Beach, CA
William Wright, wwright@chapman.edu, Chapman University, Orange, CA
Henry Trapido-Rosenthal, rosenthl@hawaii.edu, Chaminade University of Honolulu, HI
Merri Lynn Casem, mcasem@fullerton.edu, California State University, Fullerton, CA
What kind of course is unit designed for? Introductory Cell Biology courses
Context
How long is unit? 4-6 class meetings ~ 5 hours
When will the unit be used in the course? Middle to end of term
Abstract Our single-celled evolutionary ancestors communicated with each other with chemical
(< 200 words) signals. Our more recent metazoan ancestors coordinated the activities of their manycelled bodies with chemical signals, and we still do. Understanding the nature of
chemical signaling is of fundamental importance to the understanding of life itself, yet it
is often a neglected topic in introductory biology courses. We attempt to redress this
neglect by developing a teaching unit designed to introduce students to the
fundamentals of chemical communication. This unit includes descriptions of: (a) the
nature of chemical signals; (b) the nature of the major classes of receptors that detect
these signals; and (c) the ways in which detection of these signals leads to cellular
responses. By the end of this unit students will demonstrate an understanding of the
flow of information from the outside to the inside of the cell, the diversity of inputs and
outputs in cell signaling, the way signaling pathways influence protein
structure/function. They will also interpret an unfamiliar pathway and understand how
signal pathways integrate.
Rationale How did the idea for the unit arise? Our group used Post-it Note activity to arrive at
consensus on the group’s area of expertise and alignment with teaching needs.
Why was this topic chosen? Because all members group would benefit from the
development of the tidbit
What misconceptions or difficult topics are addressed? The topic is difficult in general.
There may not be a lot of misconceptions since the topic is not one most students
have encountered before. Misconceptions might include that each part of the
pathway is a discrete step and that signaling occurs across all types of cells.
Teachable Unit Framework
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National Academies Summer Institutes for Undergraduate Education in Biology
Teachable Unit Framework
Learning Goals:
what students will
know, understand,
and be able to do;
includes content
knowledge,
attitudes, & skills
Learning
Outcomes:
Student behaviors
or performances
that will indicate
they have
successfully
accomplished the
goals
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Teachable Unit Framework
Understand the flow of information from the outside of a cell to the inside –
eliciting a response
Understand the diversity of inputs and outputs in cell signaling
Understand how signaling affects protein structure/function
Interpret an unfamiliar signal transduction pathway
Understand how signal pathways integrate
Describe the ‘three boxes’ involved in cell signaling
List the steps of the major pathways (GPCR, RTK, Steroids, ion channels, etc)
Give examples of major cellular responses to signal reception
Compare and Contrast between the following different receptor types:
o G protein coupled
o Receptor tyrosine kinases
o Ion channels
o Steroid receptors
Compare and Contrast between different signal types:
o Organic
o Inorganic
Compare and Contrast between different cellular responses:
o Short term
 Protein function
o Long term
 Gene expression
Provide examples of signaling across biological species diversity
Describe how proteins are activated/deactivated as a consequence of
signaling
o GTP binding
o Phosphorylation
o Calcium/Calmodulin
o cAMP
o IP3/DAG
Evaluate an unfamiliar or novel signal transduction pathway
Model an hypothetical signal transduction pathway to elicit a specific cellular
response
Dramatize the concept of cell signaling and/or ‘crosstalk’.
Validate the evolutionary significance of integrated signal pathways
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National Academies Summer Institutes for Undergraduate Education in Biology
Teachable Unit Framework
Incorporation of Scientific Teaching Themes
Active Learning
How students will engage actively
in learning the concepts
Activities outside of class:
Review assigned text and
complete the handouts
Activities in class:
Introduction to class
Tidbit
Activities during tidbit:
Demonstration – skittles (2 mins)
Split into groups of 4-5 each group
works review/evaluate homework
(randomly returned).
(5 mins)
Combine two groups = 4 groups
X4 GPCR
Compare data collected.
Put together their ‘drama’ (13
mins)
Pair receptor groups from the ‘big’
groups for presentation and
critique (5 mins)
Wild card HOC activity
Assessment
How teachers will measure
learning; how students will selfevaluate learning
Diversity
How the unit is designed to
include participants with a variety
of experiences, abilities, and
characteristics
Pre-assessments:
Completed handout homework
The participants are all involved in
small group work
Post-tidbit assessments:
Dramatization of pathway (5
mins)
Combination of groups expands
and this to discussion with new
members of the class
Critique (student based) rubric
given upon time presentation will
start
Use of the handout enhancing
visual learners ability to build a
conceptual framework of the
content
Re-dramatize with novel
interventions (HOC)
Final exam requiring same skills
to build a pathway and
demonstrate the stepwise
information flow
The handout also allows those
students with creative skills
(artistic, visual/spatial, leadership)
to add to the group
Discussion facilitates auditory
learning and peer learning
Dramatization of the pathway
enhances retention for kinesthetic
and visual learners
The critique piece develops
analysis skills and learning to
participate in the peer review
process
Wild card experimental
intervention encourages HOC
Teachable Unit Framework
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National Academies Summer Institutes for Undergraduate Education in Biology
Teachable Unit Framework
Sample Presentation Plan (general schedule with approximate timing for unit)
Session 1
Time (min) Learning Outcome(s)
Preclass Compare and contrast
the different signaling
molecules, receptors,
and cellular outcomes.
Preparatory
Material.
5 minutes
Activity/assessment
Review cell signaling
(text, notes and previous
class content) and turn in
written responses to
LOC/HOC questions.
Completed homework and
rubric is handed back to
students.
Explanation, notes, suggestions,
tips
Consider encouraging students to
discuss the concepts and
questions via an online discussion
board and turn in written
responses to LOC/HOC questions
to on line grade book.
Students receive a homework
sheet that was not theirs.
Learning
Activity #1
(Skittles
Demo)
5 minutes
Provide an example
of signaling across
biological species
diversity. Evaluate
the end effect of a
novel cell signaling
pathway.
Introduce the tidbit
and demonstrate
olfactory cell signal
detection and
transduction using the
Skittles “nose-pinch”
skittles.
Ask students to vocalize what
they are experiencing when they
release the nose pinch.
Learning
Activity #2
(Group
Share)
5-10
minutes
Evaluate a model of
an unfamiliar or
novel signal
transduction
pathway
Students assemble
into learning teams (26) to discuss the cell
signaling homework
sheets and identify
alternative responses.
Teaching assistants or instructor
should circulate amongt the
learning teams to ensure each is
on track to developing a
complete signaling pathway for
use in the skit.
Learning
Activity #3
(Skit
Dramatize the
concept of cell
signaling.
Two learning teams
merge and plan the
skit. One member
Merge the learning teams so that
the diversity of the merged
learning team.
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National Academies Summer Institutes for Undergraduate Education in Biology
Teachable Unit Framework
planning)
15-20
minutes
Learning
Activity #4
(Act out the
skit)
5-10
minutes
serves as a Directors
and the remaining as
actors.
Dramatize the
concept of cell
signaling.
Two learning teams
from the skit planning
merge. One team is
selected to act the skit
and the other critique
it using the printed
rubric.
Instructor should select which
group acts based upon
observations of which would
provide the best learning
experience for the entire class.
Learning
Activity #5
(“Wild-cad
task” to
inhibit the
actors in
the skit)
5-10
minutes
Evaluate an
unfamiliar or novel
signal transduction
pathway
Teaching assistants or
instructor insert “wild
card” that blocks a
step (actor) in the
pathway and ask
students to vocalize
how that inhibition
would affect the
entire signal
transduction pathway.
Consider caffeine (inhibits
phosphodiesterase), beta blocker
(blocks the receptor (antagonist),
or anthrax (inhibits the kinase).
Assembling
the
resources
and
materials
needed for
the skit.
1 hour
Identifying inhibitors
that would be
appropriate for each
course.
1 hour
LOC and
HOC clicker
questions
during
subsequent
class
meeting.
5 – 10
minutes
Compare and contrast
the different signaling
molecules, receptors,
and cellular outcomes.
LOC and HOC clicker
questions (3-5) followed
by Think-Pair-Share if a
low retention of the
concepts are apparent.
Evaluate a model of an
unfamiliar or novel signal
transduction pathway
Teachable Unit Framework
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National Academies Summer Institutes for Undergraduate Education in Biology
Teachable Unit Framework
Add additional activities information as needed for the unit.
Resources for Teaching the Unit
Details of various signal pathways and pathway agonist/antagonist are readily available by searching the
internet. Some examples of sites include: http://www.niaid.nih.gov, http://www.nature.com, or
http://www.abcam.com.
A homework assignment that requires that students construct a pathway.
A rubric for peer assessment of the dramatization.
Instructions for the Skittles demo
Effectiveness of unit (if you have used it in your own teaching)
Haven’t used this unit yet
Acknowledgements
Margaret Blankenbiller – The Evergreen State College - Facilitator
Ken Hayes – University of Hawaii – Manoa – Facilitator
Members of Group 1: Jessica Renault, Justin Siegel, Dean Tantillo, Amanda Brindley, Renee Link, Mike Stekoll
Members of Group 5: Kevin Bennett, Yvonne Chan, Floyd Reed, David Marcey, Chad Barber, Bruno Pernet
Teachable Unit Framework
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