Description

This jigsaw assignment is designed to increase students’ understanding of phage immunity systems. In this activity, each student researches one concept associated with phage immunity, working in groups to learn background information about that concept. The groups are then mixed so there is a student representing each concept in each group. Students then share what they know about that concept, so that the group learns about the larger topic.

Learning objectives: 

After completing this module, students should be able to:

• Explain the basics of phage immunity systems, especially superinfection immunity.
• Critically evaluate, select, and organize scientific information
• Communicate scientific concepts in a cogent and effective manner.

How is the module structured to promote student development as a scientist?
This  instructional module encompasses 9 of the 10 student learning outcomes outlined in a “Model for Becoming a Scientist” (Hanauer, unpublished) and allows students to practice skills key to being a scientist: ownership of a project, creating effective presentations, public speaking and audience engagement, fielding questions and thinking critically about topics they may not have considered. The project design fosters collaboration and interdependence, and a variety of assessments promotes a layered and integrated approach to learning phage immunity systems.

Intended Teaching Setting

Course level:  This activity can be used with students at any level. It may be most beneficial prior to genome annotation, to provide background information about immunity system components that will assist students in identifying these genes when annotating their genomes.
Instructional Setting:  This activity can be completed in person, or online using breakout groups. Shared document programs can be used for group completion of the final presentations.
Implementation Time Frame:  approximately 3 hours, divided into three class days; it could also be assigned as an out-of-class project spread out over a few weeks, with class time used for groups to check in

Project Documents

Facilitator document:
Jigsaw activity 1F-Fundamental Concepts Facilitator Guide.docx
Learning activity document(s): 
Jigsaw activity 1-Fundamental Concepts Student Activity.docx
Assessment document(s):
Assessment 1-Presentation Rubric;
Assessment 2-Rubric for PowerPoint Presentations

Acknowledgments:  We thank Denise Monti, University of Alabama-Birmingham, Viknesh Sivanathan, Howard Hughes Medical Institute, and the SEA-PHAGES team for organizing and supporting this project.

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