Of Mice and Methyl Groups Teachable Tidbit (Epigenetics)
Synopsis:
This is a one-day teachable unit with pre and post-class activities. Materials in this teachable unit are geared towards introducing epigenetics as a form of non-genetic inheritance to students who have little or no prior knowledge of epigenetics. Students are however expected to have a basic understanding of the central dogma: replication, transcription, translation, and their regulatory mechanisms. Students should also have a background on packaging of DNA into chromatin, and the difference between euchromatin and heterochromatin. In addition, students will be asked to perform a pre-class ‘Lick Your Rat’ activity as an introductory activity to epigenetics.
Scientific Teaching at a Glance...
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Active Learning |
Backward Design |
Assessment |
Diversity |
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Clicker questions are used throughout the activity. Both class and group discussions, worksheets and student presentations are also used in the activity. |
One of the learning goals for this activity is that students will learn and identify examples of epigenetics as a form of non-genetic inheritance. A learning outcome aligned with this learning goal is to give examples of epigenetics inheritance. Students will be assessed through individual work by analyzing how the student’s individual activities over the course of a day influence their epigenome and determining if scientific literature is describing genetic or epigenetic inheritance patterns. |
Clicker questions are used to get immediate feedback of how well students are grasping epigenetics concepts. |
Instructor lectures, in and out of class activities, group and class discussions, and student presentations presents the material a variety of ways to account for students that prefer different learning styles. |
Files associated with this Teachable Tidbit can be downloaded directly using these links:
| Epigenetics Mice and Methyl Groups Tidbit Presentation (activity powerpoint presentation file) | |
| Epigenetics Tidbit Executive Summary.doc | |
| Oh Rats epigenetics.docx | |
| Your Environment Your Epigenome Worksheet.doc | |
Activity Details:
Authors:
- Wilber Ouma (ouma.2@osu.edu)
- Ryan McCarthy (mccarthy.224@osu.edu)
- Owen Miller (miller.7465@osu.edu)
Learning Goal(s):
Science skills
- Students will understand several mechanisms of epigenetic inheritance
- Students will understand the difference between genetic and non-genetic inheritance
- Students will learn and identify examples of epigenetics as a form of non-genetic inheritance
- Students will develop skills for analyzing scientific literature
General skills
- Students will participate in class discussions
Science attitudes
- Students will recognize social and philosophical implications of scientific discovery
- Students will understand and appreciate the potential of science to address contemporary societal problems
Learning Outcomes:
Students should be able to…
- Read scientific literature and differentiate epigenetic from non-epigenetic inheritance
- Give examples of epigenetic inheritance
- Describe natural events and evaluate risk factors that modify epigenetic markers and affect heritable epigenetic changes
Activity Timeline:
At the beginning of class 1, the instructor gives a ‘crash-course’ in epigenetics. This is a lecture that introduces players and mechanisms of epigenetics such as DNA and histone modifications. This will be followed by an in-class activity that simulates changes in rats’ epigome as a consequence of environment (stressful versus non-stressful environment). Students, at the end of the activity, should be able to understand that some epigenetic modifications such DNA methylations can be passed on to the offspring.
At the end of the Day 1 class, each student will be given a copy of the “Your Epigenome, Your Environment” worksheet to fill out. Students will be asked to record, in a 24-hour period, some of the potential epigenome-modifying factors present in their environments. The three factors to be considered are diet, physical activity and stress. Students will then individually review their responses to determine the effect of their lifestyle on their epigenome.
As an additional post-class activity, students will be assigned abstracts of scientific literature reporting on either genetic or epigenetic inheritance, and will be asked to classify the abstracts/articles as reporting either genetic or epigenetic inheritance. Different abstracts will be assigned to different groups and students asked to discuss in each group and determine which abstract/articles report genetic or epigenetic inheritance. As a follow on group discussion on day 2, each group will have one group member present their findings to the class.
In order to summarize the topic, students will be assigned a third post-class activity that involves watching a 13-minute NOVA video The last post-class activity will involve watching a NOVA epigenetics video that illustrates how nurture (environment) can modify the epigenome of identical twins thereby resulting to twins with some phenotypic differences regardless of the twins’ identical genomes.
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