Transduction Assessment

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'''Blank lesson'''
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To use this template, click edit, then copy the content of in the edit window box to the edit window of your new lesson. You can then edit as needed. Please do not save changes to a new lesson in this page.
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'''Lesson Overview'''
'''Lesson Overview'''
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This lesson is an assessment of students understanding of transduction pathways
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This is an activity to introduce students to microarray technology using online animations.
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'''Goals and Objectives'''
'''Goals and Objectives'''
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In their study of transduction pathways in cells, students will investigate treatments of cancer and prepare a short explanation of how the treatment effects with transduction.  
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In their study of cancer diagnosis and treatment, students will visit websites that animate the general protocol for micrarray technology and prepare a concept map that address the question, "What is microarray assay?.  
'''Assumptions of Prior Knowledge'''  
'''Assumptions of Prior Knowledge'''  
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Students should have had at least one opportunity to engage with the signal transduction content.  
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Students should have exposure to content dealing with the following content:
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Signal transduction mechanisms
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Mitosis
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Respiration vs. Fermentation
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Protein synthsis
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'''Common Misconceptions'''
 
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Students may have simplified explanations of how transduction pathways work based on oversimplified animations that show a single molecular messages simply turning on/off cell processes.
 
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Preparation Before class:''' (materials, handouts etc.)'''  
Preparation Before class:''' (materials, handouts etc.)'''  
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Describe any pre-class preparation necessary for the lesson.  
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Reserve a computer (portable) computer lab for your students to use.
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Collect large white boards and markers for concept mapping
'''During class'''  
'''During class'''  
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PART A
 
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1.Collect information about students preconceptions of cell signaling
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1.Collect information about students preconceptions of cell signaling (Activate prior knowledge)
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a. Commit and toss strategy
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a. Use large white boards and have students work in pairs to draw out what they remember of transduction pathways. 
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b. Debrief students and get their ideas up on white boards
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b. Have several pairs share with the larger group, asking observers to add what they can.
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2. Students use the inside cancer http://www.insidecancer.org [http://www.insidecancer.org] site and navigate through the Pathology portion of the Diagnosis and Treatment segment.
2. Students use the inside cancer http://www.insidecancer.org [http://www.insidecancer.org] site and navigate through the Pathology portion of the Diagnosis and Treatment segment.
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a. Strategy to use: "Multimedia and Say Something" for Pathology
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a. Strategy to use: "Multimedia and Say Something" for Pathology segment.  Instruct students to watch each slide, turn to their table partner and share something that they noticed from the slide.  They could ask a question, summarize, think of examples, make connections to other topics we have studied, etc...
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3. Students use the inside cancer http://www.insidecancer.org [http://www.insidecancer.org] site and navigate through the Pharmacogenetics portion of the Diagnosis and Treatment segment.   
3. Students use the inside cancer http://www.insidecancer.org [http://www.insidecancer.org] site and navigate through the Pharmacogenetics portion of the Diagnosis and Treatment segment.   
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a. During this portion, it may be useful to give a mini-lecture on microarray assays or use the microarray animation site from Davidson University [http://www.bio.davidson.edu/courses/genomics/chip/chip.html] to enhance the inside cancer site:.
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a. During this portion, students should also be directed to another website with a second microarray animation from Davidson University http://www.bio.davidson.edu/courses/genomics/chip/chip.html [http://www.bio.davidson.edu/courses/genomics/chip/chip.html] to enhance the inside cancer site.
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b. Students will work in groups and the strategy would be to create a concept map that address the question, What is a microarray assay?  http://sm.dev.dnalc.org/ [http://sm.dev.dnalc.org/]
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b. Students work in groups and their goal is to create a concept map that address the question, What is a microarray assay?  http://sm.dev.dnalc.org/ [http://sm.dev.dnalc.org/]
c. Exit Ticket:  As you think about all you have learned about microarrays, what are some of the possible ways that you could analyze this image?
c. Exit Ticket:  As you think about all you have learned about microarrays, what are some of the possible ways that you could analyze this image?
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'''Time required'''  
'''Time required'''  
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Part A:  90 Minutes  
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90 Minutes
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'''Student Handouts for the Lesson Plan'''
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Describe any handouts and provide links to documents that include the handouts. Remember to upload the handouts to the wiki before linking to them.
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'''Alternative Assessments'''
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Describe any alternative activities or assessments you may have developed.
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'''Suggestions for Extended Learning'''
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Suggest any extensions to the lesson.
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'''Glossary'''
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Define any terms that may need elaboration.
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'''Education Standards'''
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Please align your lesson plan with any education standards that apply.
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'''Teacher Answer Key'''
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Include a teacher answer key when applicable.
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Current revision


Lesson Overview

This is an activity to introduce students to microarray technology using online animations.


Goals and Objectives

In their study of cancer diagnosis and treatment, students will visit websites that animate the general protocol for micrarray technology and prepare a concept map that address the question, "What is microarray assay?.

Assumptions of Prior Knowledge

Students should have exposure to content dealing with the following content: Signal transduction mechanisms Mitosis Respiration vs. Fermentation Protein synthsis


The Lesson

Preparation Before class: (materials, handouts etc.)

Reserve a computer (portable) computer lab for your students to use. Collect large white boards and markers for concept mapping

During class

1.Collect information about students preconceptions of cell signaling (Activate prior knowledge)

a. Use large white boards and have students work in pairs to draw out what they remember of transduction pathways.

b. Have several pairs share with the larger group, asking observers to add what they can.

2. Students use the inside cancer http://www.insidecancer.org [1] site and navigate through the Pathology portion of the Diagnosis and Treatment segment.

a. Strategy to use: "Multimedia and Say Something" for Pathology segment. Instruct students to watch each slide, turn to their table partner and share something that they noticed from the slide. They could ask a question, summarize, think of examples, make connections to other topics we have studied, etc...

3. Students use the inside cancer http://www.insidecancer.org [2] site and navigate through the Pharmacogenetics portion of the Diagnosis and Treatment segment.

a. During this portion, students should also be directed to another website with a second microarray animation from Davidson University http://www.bio.davidson.edu/courses/genomics/chip/chip.html [3] to enhance the inside cancer site.

b. Students work in groups and their goal is to create a concept map that address the question, What is a microarray assay? http://sm.dev.dnalc.org/ [4]

c. Exit Ticket: As you think about all you have learned about microarrays, what are some of the possible ways that you could analyze this image?

image:Picture_1.png

Time required

90 Minutes

Retrieved from "http://dnalc03.cshl.edu/icwiki/index.php/Transduction_Assessment"
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