Teachers notes

The main idea in this activity is to give students sufficient understanding of acetylcholine synapses and the methods of modifying its action in a synapse for them to be able to match the three treatments in Activity 3 with the mechanisms of action.

Activity 1 is a simple reminder of how acetylcholine works.

Activity 2 uses the "what happens if" questioning approach to explore different aspects of neurotransmitter activity, using acetylcholine as an illustration.

Activity 3 asks student to work out for themselves which mechanism each of the treatments use.  This is guided inquiry approach. While there are six videos selected for students to use, any reasearch methods wold be appropriate.

An alternative, or fourth Activity idea

Activity 4 - Understanding chain activity -Three treatments.

This is a method of achieving clear explanations by focusing on the audience for the explanation.

How to Play

1. First get a clear picture of the audience - for each treatment this will be different.
2. Then brainstorm questions - what do these people really want to know and care about?

Questions are best captured in the voice or thoughts of the audience, as they would ask them.

They may sound like:

• “What’s a benefit of this?
•  "Why should I have this treatment?”
• “How is this related to the decline of honey bees?”
• “What makes this a priority?”

Or, they may be more specific:

• “When does the treatment begin to have an effect?”
• “How will it impact my overall health?”

The questions will become the links in the understanding chain.

3. Capture the questions on individual sticky notes. (ref: post up game)
4. Sort the questions in a horizontal line on a wall or whiteboard.

The group may choose to do one of the following:

Arrange the questions in a simple story format. In this understanding chain, the group clusters questions under three headings, from left to right:

• Situation, which sets the stage, introduces a topic and a conflict
• Complication, in which further conflict is endured and decisions are made
• Resolution, in which a course of action is chosen which leads to a result.

Arrange the questions in an educate-differentiate-stimulate format. In this chain, the group arranges the questions from left to right, moving from:

• Educate, in which a topic or idea and its parts are introduced
• Differentiate, in which parts of the topic are contrasted to create a basis of understanding
• Stimulate, in which actions are asked for or proposed.

Strategy

An understanding chain, like any chain, is only as strong as its weakest link. By examining the questions as a whole, the group may uncover an area that needs work or find the “tough questions” that are not easy to answer. A group that tackles the weak questions, and has the courage to answer the tough ones directly and honestly, will have the best understanding.

The Understanding Chain game was developed by Dave Gray as part of XPLANE’s consulting approach.

A point to remember

*Blocking of synaptic transmission at cholinergic synapses in insects occurs by the binding of neonicotinoid pesticides to acetylcholine receptors. While low activation of acetylcholine receptors promotes nerve signalling, overstimulation results in fatal convulsions and paralysis, more toxic to insects

The use of these pesticides has caused concern to bee keepers.