•  Describe the structure of the cell.
• List steps in cell division.
• Differentiate between normal cell division and cancer cell division.
• Gather information about cells, cell structure and cancer from the Internet.
• Construct a model of a cell.
• Collect information on the different types of cancers most likely to affect young people.
• Identify body systems affected by different types of cancers.
• Identify general causes for different types of cancers.
• Identify and compare different treatments available for childhood cancers.

Per class

• Internet ready computer
• Overhead of "Cancer in My Classroom General Information" Worksheet
• Overhead Projector/Overhead Pens

Per student team/group of 3-4

• A zip lock bag containing the following:
  Some colored sprinkles
  4 spiral noodles 
  4 tic-tac mints
  1 drinking straw cut into 2-3 inch pieces 
  3 gummy bears
  1 malted milk ball
• One piece of construction paper
• Scotch or masking tape
• Internet connected computer

Per Student

• colored pencils
• Transparency/Class Worksheet -Cancer In My Classroom

Not Specified

• Cell Model Activity  (View)
• Cells on the Web Webquest  (View)
• Concept Map Transparency  (View)
• From Cells to Cancer Webquest  (View)
• Pre-Assessment Questions  (View)

• Carcinogen - A substance or agent that encourages the growth of cancer cells.
• Carcinoma - A cancer that is a malignant growth of epithelial tissue or the tissue that forms the skin or blood vessels in an organism (e.g., the surface cells of the skin and the inside of the blood vessels).
• Sarcoma - A cancer that is the malignant growth of connective tissue.
• Leukemia - Cancer of the blood-forming tissues.
• Malignant - Describes an abnormal growth that can often spread to other areas and may eventually cause death, e.g. a cancer.
• Tumor - A lump in the body, without inflammation, it is caused by an abnormal growth of cells. It may be due to the presence of an infectious organism or it may occur spontaneously. In the latter case it can be benign or malignant.
• Benign - Describes an abnormal growth that does not spread.
• Cancer - The growth of abnormal cells in epithelial, or in connective tissue. The growth increases with time and eventually may cause death.
• Biopsy - The removal of bits of tissue from the body for diagnostic examination.
• Bone marrow - The inner, spongy tissue of bones where red blood cells and white blood cells are produced.
• Chemotherapy - The use of drugs to treat cancer.
• Chromosomes - Threadlike bodies found in the nucleus, or center part, of a cell that carry the information of heredity.

Set-up Directions:
Teacher should make enough copies to distribute to each student: the pre-assessment questions and the worksheet "A Question of Cancer-Cells on the Web." Prior to the activity, the teacher should have access to the media center or computer lab if possible.  If only one classroom computer can be used, a projection device should be set up and a preliminary review of the sites by the teacher should be done. Students will be placed in pairs or threes and the teacher may want to plan the grouping prior to class.

Teacher Presentation & Motivation:
The teacher should open the class lesson by asking students if they know anyone with cancer. Allow students a chance to share their experiences. Discuss with students what they know about how people get cancer and what they think of when they hear the word cancer. Students will most likely describe older people and may mention cigarettes. Distribute to the students the pre-assessment questions.  Give them some time to complete it.  Go over the questions.  Use the transparency/class worksheet-Cancer in my Classroom to brainstorm information about cancer. Teacher may want students to copy this information into their notebooks.

Activity 1 - Internet Research (40 minutes)
Teacher relates to students that cancer is a general term used to describe a group of cells that are dividing in a way that is not "normal." Tell them that they are going to be using the Internet to gather some general information on cells and cell structures. Because cancer grows at the cell level, it is important to get an understanding of cells, before we discuss cancer.

Focus for Media Interaction
Focus for Media Interaction: The focus for media interaction is a specific task to complete and/or information to identify during or after viewing of video segments, Web sites or other multimedia elements.
The focus for media interaction is a specific task to complete and/or information to identify during or after viewing of video segments, Web sites or other multimedia elements. The focus for media interaction in this activity is for students to use the designated Internet sites in order to gather information and data that will help them learn the structure of the cell and the function of its parts.
Viewing Activities
What will your students be responsible for while viewing this piece of multi-media or video?
As students view the selected web-sties they will be looking for specific information and recording that information on the worksheet-A Question of Cancer-Cells on the Web.

Please see handout for comments.
Post Viewing Activities
How will students utilize the information they gathered while viewing the multi-media or video?
Students may want to review the information they gathered with other classmates.  All students should now have complete and accurate information on their worksheet.

Wrap Up:
Teacher reviews the last question on the worksheet and discusses what kitchen ingredients could possibly be used in creating a model of a cell. This discussion leads into the next day's activity. Students will building a 3-dimensional diagram of a cell with given materials.

Set-up Directions:
Prior to the class, enough bags for groups of 4 students should be filled with 4 spiral noodles, sprinkles, 4 tic-tac mints, a drinking straw cut into 2-3 pieces, 3 gummy bears, and one malted milk ball. Each group will receive one large piece of construction paper, and scotch or masking tape.  Teacher should have enough copies of the Cell Model Worksheet to give one to each group. All students should have yesterday's worksheet- A Question of Cancer-Cells on the Web or if collected by the teacher, it should be ready to give back to the students.

Teacher Presentation & Motivation:
Students should be told to take out yesterday's worksheet or if teacher collected it, it should be returned. Teacher shows the class what is inside the ziplock bag and tells students that they are going to be constructing models of cells and will use common items to represent the different parts. Ask students to review the function of the different cell parts and to look at the different items you have provided. Students should discuss which items should represent each of the parts and why. Orally review this information with students. The teacher should then divide the class into cooperating groups of 4.  Each group should be given a ziplock bag, construction paper, tape, and the worksheet on the Cell Model.

Activity 1 - Cell Model (25 minutes)
In this activity, cooperative groups will construct a 3-dimensional model of a cell with the given materials and define each part on the construction paper.  The Cell Model worksheet will guide them in accomplishing this task.

Wrap Up:
Display the completed models in the classroom.

Activity 2 - Cancer Cells (30 minutes)
This activity uses the Web site BrainPop.com and the videos found on the Web site about cancer. Students get a basic understanding of what cancer is and how cancer cells are formed.

Focus for Media Interaction
Focus for Media Interaction: The focus for media interaction is a specific task to complete and/or information to identify during or after viewing of video segments, Web sites or other multimedia elements.
The focus for media interaction is a specific task to complete and/or information to identify during or after viewing of video segments, web sites or other multimedia elements.  The focus for media interaction in this activity is for students to be prepared to take notes on the cancer cell and its causes.
Viewing Activities
What will your students be responsible for while viewing this piece of multi-media or video?

Teacher will start by saying "We have already done a Web search to find out information on cells and cell structure. Who can describe one thing they remember from the Web search?" Allow students a chance to answer. Teacher will say "We are going to go back to the Web and use the BrainPop Web site to learn how cancer grows. During this lesson, I will be pausing the BrainPop video and asking you to record specific information. Make sure that you are paying close attention as we go through this activity."
Get students viewing the BrainPop Web site and click on the movie about Cancer.
Say, "Before we begin to watch the movie, I want to tell you that you are going to see Tim and Moby explain some basic information about cancer. How many of you know someone who has cancer?" Allow students a chance to answer. Say, "As we watch this first segment of video I want you to record what happens to cells to make them cancerous."

PLAY VIDEO

PAUSE when Tim says, "To change its reproductive speed."  Allow students a chance to answer. Review with them the steps in mitosis from the previous Web search. Also review with students the information about how one cell divides to become two and so on. Tell students, "Cells, just like all living things have a life cycle. Cells are born, do a job and die. What part of the cell do you think is responsible for making sure that the cell carries out its functions?"  Allow students a chance to answer. Say, "Right, the nucleus is responsible for telling the cell what to do and when to do it.  If you were to write a definition of a carcinogen, what might you say?" Allow students a chance to answer. Say, "In the next section of the video we are going to see what happens to all of the cells that are reproducing too fast. You are responsible for recording what happens to those cells. You are also responsible for recording a definition for the term TUMOR."

PLAY VIDEO

PAUSE after Tim gives the definition for tumor. Say, "So, when cells grow too fast and have nowhere to go we call that what?" Allow students a chance to answer. Say, "We are going to hear two different terms that doctors use to describe tumors: Benign and malignant. You are responsible for recording the definitions for both of these terms."

PLAY VIDEO

PAUSE when Tim says, "This spreading is called Metastasis."  Say, "Who can describe the difference between benign and malignant tumors?"  Allow students a chance to answer. Say, "We heard about why malignant tumors are so troublesome. Who can describe that for the class?"  Allow students a chance to answer.
Say, "Normally when your body gets invaded by a germ, what keeps you from getting sick?"  Allow students a chance to answer. Say, "Your white blood cells are the infection fighters your body relies on to keep you from getting sick. We are going to hear why cancer is so hard to beat. You are responsible for recording what makes cancer different from other diseases."

PLAY VIDEO

PAUSE when Tim says, "Hey, don't give up. Doctors do have ways for detecting and treating cancers." Review information with students. Say, "What happens when you get the flu?" Allow students a chance to share symptoms. Accept all correct answers.
Say, "Those symptoms are signs that your body is fighting off the infection. A fever for example is your body's way of trying to heat itself up to kill the germs that are making you sick. Since some cancers don't trigger your body's immune system, how can you tell if you have cancer? Tim is about to explain this. You are responsible for recording how doctors find and treat cancer."

PLAY VIDEO

STOP when Tim says, "New and more effective treatments." Review information with students.

Wrap Up:
BrainPop offers a quiz you can take. To access the quiz, click the refresh button (or reload) on your Web browser. This will reload the video, and also allow you to click on BACK TO THE QUIZ. Choose this option and run through the quiz with your students. Have them record their answers and poll the class before making a choice.

Set-up Directions:
Prior to the class, the teacher should have enough copies of the worksheet-Cancer In My Classroom-From Cells To Cancer  to distribute to each student, and colored pencils. Prior to the activity, the teacher should have access to the media center or computer lab if possible.  If only one classroom computer can be used, a projection device should be set up and a preliminary review of the sites by the teacher should be done.

Teacher Presentation & Motivation:
Teacher should review the important points students learned from the Brainpop video.  Students should be told that they received general information about cancer from Tim and Moby (characters on the Brainpop site), and that today their task is to get more in depth information on cancer and the cancers that affect young people.

Activity 1 - Internet Research (45 minutes)
In this activity students will use the Internet to gather data and read for information.  Students will complete the worksheet-Cancer In My Classroom-From Cells to Cancer which identifies childhood cancers and explains in depth the cancer leukemia.

Focus for Media Interaction
Focus for Media Interaction: The focus for media interaction is a specific task to complete and/or information to identify during or after viewing of video segments, Web sites or other multimedia elements.
The focus for media interaction is a specific task to complete and/or information to identify during or after viewing of video segments, Web sites or other multimedia elements.  The focus for media interaction in this activity is for students to use the Internet in order to gather data and information that will answer the daily challenge question.
Viewing Activities
What will your students be responsible for while viewing this piece of multi-media or video?
As students view the selected web sites, they will be looking for specific information and recording that information on the worksheet-Cancer In My Classroom-From Cells to Cancer.
Post Viewing Activities
How will students utilize the information they gathered while viewing the multi-media or video?
All students should now have complete and accurate information.  The drawing of a normal cell and a cancer cell should done and with the use of  colored pencils.

Wrap Up:
Students should regroup into their original cooperative groups. After a group discussion, one person representing the group should show their displayed diagram and relate it to the cancer cell they have just gained information on.