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Catchy Title: Cancer City USA
Theme/Topic of Lesson: Investigating Cancer Clusters
Time Commitment: two 90 -Minute Periods/Blocks
Subject Area(s):
Mathematics
Science - Biology
Social Studies - Geography
Grade Level(s): 9,10,11,12
Standards Alignment:
Class Challenge Question: How is the incidence of cancer related to our environment?
Overview:
In this lesson, the students will investigate a phenomenon known as the cancer cluster. As our population increases so does the incident rate of cancer, and it is projected to continue to rise to become the leading cause of death in the United States. With movies such as "A Civil Action," the public is becoming increasingly aware of the potential threat of cancer clusters.
Cancer is a common disease that, on average, strikes one out of every three people. It is the second leading cause of death in the United States. It is not unusual for several cases to occur within the same family or neighborhood. It is for this reason that suspected cancer clusters are viewed differently by the public than they are viewed by epidemiologists, the scientists who study suspected disease clusters.
A cancer cluster occurs when the number of cancer cases within a geographic area, a particular group of people, or a certain period of time is greater than expected. State/local health departments are responsible for conducting cancer cluster studies and are the agencies to which a suspected cluster should be reported. It is not uncommon for the initial evaluation of a suspected cluster to reveal that the number of cancer cases is not substantially different from the expected pattern in number, type, or age of the cases. More comprehensive evaluations are generally conducted when the state/local health department determines that the pattern of cancer cases is unusual or when the aggregation of cases is associated with a possible source of exposure (e.g., a hazardous waste site or contaminated groundwater). It is somewhat difficult to find data that is easy for students to use in its raw form. This lesson will provide students exposure to the kinds of calculations and studies scientists make in order to determine if a cancer cluster exists.
This lesson requires students to determine potential cancer clusters given real data and to support their findings using mathematical calculations. The challenge question to answer is "Is it a real cancer cluster or simply a result of chance?"
The lesson will engage students to work in pairs to answer true/ false questions about cancer using the Internet as a resource. After the students have completed the true/ false activity they will be engaged in a class discussion on Cancer Clusters; What are they? Who is responsible for identifying them? And what can be done to prevent them? Students will then use calculators to determine the breast cancer mortality rate for various states using the data provided. The students will return to their pairs to discuss their data and decide if a cancer cluster is present in their data. Individually they will graph their data. Once this experience is complete students will apply what they have learned to an analysis of mortality rates for counties within their own state and prepare a color coded map to illustrate their findings.
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Skills and Processes
(9-12) | Maryland Content Standards
Students will explain how the nature of science has affected scientific inquiry, technology, and the history of science. | Maryland State Indicators
1.12.9
interpret and communicate findings through speaking, writing, and drawing in a form suited to the purpose and audience, in a form suited to the purpose and audience, using developmentally appropriate methods including technology tools and telecommunications. (SFS 3.1.) (SFS 4.1.)
The student will demonstrate the ability to summarize data measurements/observations). (CLG 1.5.1.)
The student will explain scientific concepts and processes through drawing, writing, and/or oral communication. (CLG 1.5.2.)
The student will use tables, charts, and graphs to display data in making arguments and claims in both oral and written presentations. (CLG 2.8.3.), (CLG 5.6.4.)
The student will use computers and/or graphing calculators to produce the visual materials (tables, graphs, and spreadsheets) that will be used for communicating results. (CLG 1.5.3.)
The student will communicate conclusions derived through a synthesis of ideas. (CLG 1.5.9.) | Skills and Processes
(9-12) | Maryland Content Standards
Students will explain how the nature of science has affected scientific inquiry, technology, and the history of science. | Maryland State Indicators
1.12.3
use observations, research, and select appropriate scientific information to form predictions and hypotheses.
The student will formulate a working hypothesis. (CLG 1.2.3.) | Skills and Processes
(9-12) | Maryland Content Standards
Students will explain how the nature of science has affected scientific inquiry, technology, and the history of science. | Maryland State Indicators
1.12.1
access and process information from readings, investigations, and/or oral communications. (SFS 3.2.) (SFS 4.1.)
The student will read a technical selection and interpret it appropriately. (CLG 1.5.6.)
The student will learn the use of new instruments and equipment by following instructions in a manual or from oral direction. (CLG 1.3.4.)
The student will use relationships discovered in the lab to explain phenomena observed outside the laboratory. (CLG 1.2.7.)
The student will create and/or interpret graphics (scale drawings, photographs, digital images, etc. (CLG 1.5.4.) | Skills and Processes
(9-12) | Maryland Content Standards
Students will explain how the nature of science has affected scientific inquiry, technology, and the history of science. | Maryland State Indicators
1.12.8
analyze appropriate data to identify trends to form conclusions and apply what has been learned to evaluate the hypothesis.
The student will analyze data to make predictions, decisions, or form conclusions. (CLG 1.4.2.)
The student will use experimental data from various investigators to validate results. (CLG 1.4.3.)
The student will determine the relationships between quantities and develop the mathematical model that describes these relationships. (CLG 1.4.4.)
The student will check graphs to determine that they do not misrepresent results. (CLG 1.4.5.)
The student will describe trends revealed by data. (CLG 1.4.6.)
The student will use analyzed data to confirm, modify, or reject an hypothesis. (CLG 1.4.9.) | Life Science
(9-12) | Maryland Content Standards
Students will use scientific skills and processes to explain the dynamic nature of living things, their interactions, and the results from the interactions that occur over time. | Maryland State Indicators
3.12.12
analyze the interdependence of diverse living organisms and their interactions with the components of the biosphere.
The student will analyze the interrelationships and interdependencies among different organisms and explain how these relationships contribute to the stability of the ecosystem (diversity, succession, niche).
(CLG 3.5.2.)
The student will investigate how natural and man-made changes in environmental conditions will affect individual organisms and the dynamics of populations (depletion of food, destruction of habitats, disease, natural disasters, pollution, population increase, urbanization). (CLG 3.5.3.)
The student will illustrate how all organisms are part of and depend on two major global food webs (oceanic food web, terrestrial food web).
(CLG 3.5.4.)
The student will analyze the consequences and/or trade-offs between technological changes and their effect on the individual, society and the environment. They may select topics such as bioethics, genetic engineering, endangered species, and food supply. (CLG 3.6.1.) | Technology research tools
(Gr. 9-12) | ISTE Technology Standards
5. Technology research tools
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Students use technology to locate, evaluate, and collect information from a variety of sources.
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Students use technology tools to process data and report results.
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Students evaluate and select new information resources and technological innovations based on the appropriateness for specific tasks.
| ISTE Technology Performance Indicators
Routinely and efficiently
Routinely and efficiently use online information resources to meet needs for collaboration, research, publications, communications, and productivity.
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Learning Objectives:
The Students will:
- Utilize Internet resources effectively
- Utilize the graphing calculator as a problem solving tool
- Analyze data from a chart to draw logical and meaningful conclusions
- Create a graphical representation of the correlation of cancer to a given area
- Interpret data to draw logical conclusions about how the incidence of cancer is related to our environment
Assessment
The Facts about Cancer handout will be evaluated informally via class discussion. The teacher may choose to assess the accuracy and completeness of the student responses to the Cancer Cluster Investigation handout and results should be discussed as a class. The culminating activity, Is it a Cancer Cluster?, should be evaluated using the scoring rubric provided.
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Resources
| Other Technology | Graphing Calculator TI-83 Graphing Calculators
TI Calculators & Educational Solutions
http://www.ti.com/calc/docs/calchome.html | | Software | HyperStudio Roger Wagner Publishing, Inc. | | http://www.hyperstudio.com | | PowerPoint Microsoft Office | | http://www.microsoft.com/office/powerpoint/ | | Internet Sites | Maryland Department of Health & Mental Hygiene This site provides some basic statistics about cancer in Maryland. | | http://mdpublichealth.org/ | | National Cancer Institute This site provides facts about cancer clusters, causes, and research information. | | http://www.cancer.gov/newscenter | | The American Cancer Society This site gives general information on cancer; types, causes, prevention, etc. | | http://www.cancer.org | | The CDC's Division of Cancer Prevention and Control This site provides general information and statistics on cancer. It also provides resources for further study. | | http://www.cdc.gov/cancer | | The CDC's National Center for Health Statistics This is the Nation's principal health statistics agency. This site provides statistics on various human health topics and resources for further study. | | http://www.cdc.gov/nchswww | | The SEER Program The Surveillance, Epidemiology, and End Results (SEER) Program of the National Cancer Institute is an authoritative source of information on cancer incidence and survival in the United States. | | http://www-seer.ims.nci.nih.gov |
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Materials
Per class- Assorted markers, crayons or colored pencils
Per student team/group of 2- Computer with Internet access
- Calculator
Per Student- The Facts about Cancer handout
- Cancer Cluster Investigation handout
- Is it a Cancer Cluster? handout
Not Specified- Cancer Cluster Investigation (View)
- Is It a Cancer Cluster? (View)
- The Facts About Cancer Quiz and Key (View)
Vocabulary
- Cancer - a term for diseases in which abnormal cells divide without control. Cancer cells can invade nearby tissues and can spread through the bloodstream and lymphatic system to other parts of the body.
- Cancer Cluster - the occurrence of a greater than expected number of cases of cancer within a group of people, a geographic area, or a period of time.
- Epidemiologists - the scientists who study the frequency and distribution of diseases in populations.
- Incidence - the number of new cases diagnosed each year of a specific disease.
Procedures
The students will construct meaning by engaging in thought provoking activities to focus their definition of a cancer cluster. They will begin by addressing any alternative conceptions they may have regarding cancer and its causes by completing The Facts about Cancer activity. First students complete the initial response column at their seats and then transition to computers (working in pairs) to verify answers using the Internet. Following this activity students use calculators to determine mortality rates given data on the Cancer Cluster Investigation handout. Again students refer to Internet sources to obtain local Breast Cancer mortality rates which will be used to generate a graphic representation of the information. Lastly students color code a state map to obtain a visual representation of mortality rates and trends in their state.
Day 1: Just the Facts
Daily Challenge Question: What do you know about cancer?
1 Day
Set-up Directions:
The teacher will need to have sufficient copies of the Facts about Cancer handout prior to beginning class and Internet access for each pair of students.
Teacher Presentation & Motivation:
The teacher will pre-assess student knowledge on cancer, its causes, who is more likely to get it, etc. by administering the Facts about Cancer handout. The teacher should not be judgmental and allow free exchange of ideas and thoughts during class discussion. The teacher may want to ask higher order thinking questions in response to student generated opinions, but do not provide answers to the questions as students will investigate their questions using the Internet.
Activity 1 - Facts about Cancer (90 minutes)
Pre-Viewing Activities:
The teacher engages the students in discussion on cancer via pre-assessment of their knowledge using the Facts about Cancer handout. The teacher should direct students to complete the "Initial Response" column with either true or false. Upon completing this activity the teacher should have the students signify with thumbs up if they selected "true" and thumbs down if they selected "false" as each question is read aloud to the class. Allow discussion on any questions that had a good distribution of responses.
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 using the Internet sites provided and the Facts About Cancer handout is to pre-assess students' prior knowledge on cancer and to dispel any misconceptions they may have.
Viewing Activities
What will your students be responsible for while viewing this piece of multi-media or video?
Once class discussion on each question has completed the teacher should direct students to either computers in the classroom or to the computer lab where they will work in pairs to verify their responses to each question by completing the "Response After Internet Search" column.
Post Viewing Activities
How will students utilize the information they gathered while viewing the multi-media or video?
Upon completing this task each student should individually answer the question, "Which question above most surprised you by its answer?" and "Why?"
Wrap Up:
To bring closure to the lesson the teacher should ask students to share with their computer partner which question most surprised them and why. If time permits the teacher can ask for a few students to share their responses with the entire class.
Day 2: Is it a Cancer Cluster?
Daily Challenge Question: Is the case scenario provided an example of a cancer cluster?
1 Day
Set-up Directions:
For today's activities the teacher needs to have enough calculators for each pair of students, a variety of markers, crayons or colored pencils, Internet access for pairs of two and sufficient copies of both the Cancer Cluster Investigation and Is it a Cancer Cluster? handouts.
Teacher Presentation & Motivation:
To engage students for day two activities the teacher should focus student's attention to the question from the Facts about Cancer handout which reads, "Where you live can determine your risk of developing a certain type of cancer." This question should lead into a discussion of what it means to have a cancer cluster and how scientists evaluate areas and groups of people to determine if a cluster exists.
Activity 1 - Cancer Cluster Investigation (60 minutes)
Using calculators, markers (colored pencils or crayons) and the Internet students should complete the Cancer Cluster Investigation handout with a partner at the computer. They should be directed to take their time and be sure they have accurately collected and reported their data as it will be used in the next activity.
Activity 2 - Is it a Cancer Cluster? (30 minutes)
This is the culminating activity to the lesson. Students evaluate a case scenario to determine if a cancer cluster could exist. They use data collected from the first two activities to help defend their response. If more time is needed this activity may be completed at home.
Wrap Up:
To conclude the lesson a class poll should be taken to see how many students felt a cancer cluster could be present versus those who felt one was not present. The teacher can then take a few volunteers to share their rationale for each position.
Enrichment Options
Parent-Home Connection
A parent letter should be sent home prior to the activities so that parents and families can discuss issues of cancer at home and so that parents can volunteer their expertise or experiences as appropriate in the classroom.
Field Experiences
Teachers are encouraged to get students involved in providing services for cancer patients and their families. There are national and local organizations that always need help. Teachers should call to verify the eligibility of students for such community service. Call 1-800-4-CANCER for information on providing community services for patients and their families.
Guest Speaker:
Teachers could contact their local health department to inquire about a guest speaker list or to seek recommendations for an appropriate speaker to visit the school. Teachers can also send a letter home to parents indicating the topic of study and ask if any one has expertise in the area to contact the teacher if interested in being a guest speaker.
Cross-Curricular Extensions
Art
Students could create and design pieces of art to be donated to a local hospice or cancer recovery center.
Language Arts/Social Studies
Students could write letters or send e-mail to legislators inquiring about local cancer rates by geographic location. Legislators e-mail addresses can be found at the Maryland General Assembly Home Page, http://mlis.state.md.us/.
Math
Students could use probability to create a simulation of the incidence of a specific cancer. The TI-83 calculator can be used to generate the data.
Technology
Students could create a multimedia presentation for the Health Department using HyperStudio or PowerPoint. Take pictures of students visiting the cancer patients and their families with the digital camera. Post student service learning projects on a school web site.
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As a reflective practitioner, note how this lesson could be adjusted after its initial implementation. How successful were the students? What did the assessment demonstrate about the students' learning? What skills do the students need to revisit? What instructional strategies worked and what made them successful? What will you change the next time you use this lesson? Why?
Author: Jeremy Carlino & Bill Barnes
Modified by: Laura Corbin Frazier
Program: BioHealthLink
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