National Academies Summer Institutes for Undergraduate Education in Biology
Teachable Unit Framework – Group 5
Title of Unit
Date and
Location of SI
Unit Developers &
Contact
Information
Red Light Green Light
July 26th , 2013 Boulder,CO
Add names, emails, institutional affiliations of developers
Paul Ogg – pdogg@mines.edu, Colorado School of Mines
Melissa Krebs – mdkrebs@mines.edu, Colorado School of Mines
Vida Melvin – vmelvin@regis.edu, Regis University
Amanda Charlesworth – Amanda.charlesworth@ucdenver.edu, UC – Denver
Melanie Badtke – mbadtke@regis.edu, Regis University
What kind of course is unit designed for?
Intro Biology/Cellular, molecular bio
How long is unit?
Context
3 lecture hours
When will the unit be used in the course?
Middle of the course
Abstract The larger unit goal is to understand how cells regulate cell division. The focus of our
(< 200 words) tidbit is on how to distinguish proto-oncogenes, oncogenes, and tumor suppressors by
exploring how they can influence cellular division / proliferation. We have the students
come to class with definitions of these written down, and then explore in class the
effect they have on cell division. This is done through some lecture interspersed with
interactive activities including clicker questions, pair/share, and class discussion.
Rationale How did the idea for the unit arise? Students are known to struggle with this topic.
Why was this topic chosen? All participants can utilize this topic in their courses.
What misconceptions or difficult topics are addressed? Replication of DNA is linked to
cell division progression, One-way nature of the cell cycle, Differences of tumor
suppressor and oncogene function
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
Students should understand how a cell regulates division.
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Teachable Unit Framework
Students will be able to evaluate the benefit and risk of cellular division in
multicellular organisms.
Students will construct an illustration of the cell cycle.
Students will propose checkpoints that would protect an organism against the risks
of cell division.
Students will distinguish the difference between an oncogene and tumor
suppressor.
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National Academies Summer Institutes for Undergraduate Education in Biology
Teachable Unit Framework – Group 5
Incorporation of Scientific Teaching Themes
Active Learning
How students will engage actively
in learning the concepts
Assessment
How teachers will measure
learning; how students will selfevaluate learning
Activities outside of class:
Pre-assessments:
Pre-class quiz
Homework
Pre-class quiz
Diversity
How the unit is designed to
include participants with a variety
of experiences, abilities, and
characteristics
Variety of teaching styles to
transmit information in different
ways.
Post-tidbit assessments:
Activities in class:
Discussion of pre-class quiz
Clicker questions
Pair/share
Group discussion
Exam
Homework questions
Exam question(s)
Activities during tidbit:
Clicker questions
Pair/share
Group discussion
Teachable Unit Framework
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National Academies Summer Institutes for Undergraduate Education in Biology
Teachable Unit Framework – Group 5
Sample Presentation Plan (general schedule with approximate timing for unit)
Time (min) Learning Outcome(s)
Preclass
Activity/assessment
Explanation, notes, suggestions,
tips
Pre-Class quiz
Define proto-oncogene,
oncogene, tumor
suppressor and their
functions.
Enter approx.
class time for
learning activity
preparatory
material
presentation
Enter approx.
class time for
learning activity
#1
Go over answers to preclass quiz briefly
3 minutes
Clicker question
2 minutes
Enter
approximate time
for additional
learning activities
13 minutes
and associated
class
Work/preparatory
materials
Enter
approximate time
for post-activity
summing up or 2 minutes
transition
Teachable Unit Framework
Clicker questions
Pair / share
Group discussion
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National Academies Summer Institutes for Undergraduate Education in Biology
Teachable Unit Framework – Group 5
Add additional activities information as needed for the unit.
Resources for Teaching the Unit
(other files and information needed/helpful to teach the unit, including files for papers from which original data
for class activities is taken, supporting information for the instructor, handouts, in class activities materials,
assessments with answer keys, homework assignments, etc.)
Effectiveness of unit (if you have used it in your own teaching)
Acknowledgements
•Molly Bolger and Lianna Etchberger (Facilitators)
•Groups 1 and 6 (provided us substantial input)
Teachable Unit Framework
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