Jennifer Rutter - Andrew Jackson Middle School
Overview: This unit is designed to allow the teacher to gain information and ideas about the topic of cancer. It will introduce the user to general information on cancer and more specific information on lung cancer and colon cancer. The most appropriate time to use this plan would be as a follow up to the unit on animal and plant cells and cellular organization.
Teacher Background: The following web addresses are suggested to find accurate and helpful information on the topis of cancer in general, the three major causes of cancer (genes, environment and viruses), and specific information on colon cancer and lung cancer:
American Cancer Society http://www.cancer.org/specific.html
The Johns Hopkins Oncology Center http://www.med.jhu.edu/cancerctr/colon/colonrec.htm
Scientific American http://www.sciam.com/0996issue/0996trichopoulos.html
Class Objectives:
#1 The student will be able to identify the variables that can cause a person to become infected with cancerous cells.
#2 The student will be able to compare and contrast normal lung and colon cells with cancerous lung and colon cells.
Engagement (warm-ups):
#1 Imagine that you are a normal cell located in the lungs or in the colon. You have received a special code that tells you to mutate(change) your structure immediately. You wonder why it is necessary for you to do this. List 5 causes that could have led to your mutation.(Example: smoking)
#2 Students are to answer the
following questions. (answers in white) Colon Lungs What is the leading factor which contributes to these
cancers? diet and lack of
exercise smoking Are males or females at a higher
risk of developing these cancers? females males Can either of these cancers be passed on through
genes? yes yes
Exploration:
#1 For the first day of exploration activities, the students should be introduced to the key statistics surrounding colon cancer and lung cancer. They will then have a basis for understanding how these two diseases effect the population of people in the United States. The following information gives data for both colon cancer and lung cancer.
Present the students with copies of the information. They will then
construct a data table using all of the statistics from the given
page. Allow them to decide what information would be appropriate for
their table. Be sure that they have made a neat table and have titled
and labeled their table.
#2 Microscope Activity
The following is a planned activity for viewing slides of normal colon and lung cells and cancerous colon and lung cells.
The preview of the
slides are actual pictures of prepared slides from Carolina
Biological Supply Company. The pictures were captured with a video
microscope set from VideoLabs. Each picture is labeled and includes
the magnification used for best viewing
results.
Explanation:
#1 At this time, the students should have completed their data tables. By using their data tables, the teacher will begin a class discussion with the students about these statistics. This is an excellent chance to make the students aware of the amount of the population which is affected with lung cancer and colon cancer. This is also the best time to help the students to understand that each type of cancer is separate from other types of cancer and should not be lumped together. It is important that they understand that concept.
#2 After the students have actually viewed cancer cells vs. normal cell under the microscope, it will be easier for them to understand what causes normal cells to mutate. This can be done in one of two ways. The students can be given a copy of the causes of cancer from the "Scientific American" article which is listed above and highlight to pull out important points to construct an outline. The alternative would be for the teacher to construct their own outline and share it with the students on the overhead. It is the teacher's choice because there is so much information each individual teacher needs know what would be a comfortable level to reach with each of their classes.
Elaboration:
#2 After going over the causes of the cancerous mutations, it would be helpful to the students to view the prepared slides on a video microscope setup. That way the teacher can explain each slide on the video screen and each group can compare their drawings to the ones on the screen. They should now be able to compare and contrast normal cells to mutated cells.
Evaluation:
#2 Without any labels put the slides on the video microscope and have the students identify what they are looking at. If a video microscope is not available, then set up five microscopes with each different slide on them and have the students identify them.