Thinkport. Think education. Think Maryland.
Home |  Log In |   |  Register
 
Search  
  Content  Relatives  More Info  PrintClose

Lesson Plan   



 
    Lesson Information
     
 
    Outcomes and Standards
    Objectives
    Assessment
     
   
    Resources
    Materials
    Vocabulary
    Procedures
    Day Plans
    Enrichment Options
     
   
    Teacher Reflection
     



Stage 1
Identify Desired Results


Catchy Title: Could There Be Cancer in My Classroom? Part II
Theme/Topic of Lesson: To determine the type of childhood cancer and treatment using a case study
Time Commitment: Four 90-minute blocks
Subject Area(s):
    Science - Technology
    Science
Grade Level(s): 6,7,8
Standards Alignment:
Class Challenge Question: What are the various types of childhood cancer and what are the treatments for them?
Overview:

One out of 600 young people develop one form of cancer.  The cancers generally are leukemia, brain tumors, lymphoma or sarcomas.  This lesson helps teach students about cancer by investigating the symptoms of a young girl named Tanya. Teams of 3 take on a task in order to make a decision about the type of cancer Tanya has and how it should be treated.  The first block is spent on reading about Tanya and her visit to her doctor.  The teacher will then need to break the class into groups of 3 and explain the tasks that need to be done so that the groups can make a decision on Tanya's case; type of cancer, and the treatment. Each student in the group will have their own task and worksheet to complete for their group.  The second block is spent on researching the task each student is doing.  Some students will be doing internet searches, and others will be reviewing a video. During the 3rd block, students will regroup and share their information to complete a worksheet on a doctor's report.  The teacher will then have them work on a power point presentation that will be presented to the class during the second half of the 4th block class.


Teachers should have completed "Could There Be Cancer in my Classroom?-Part I" with the class prior to this lesson.  Students will then have a better understanding of what cancer is and the types and causes of cancer for this lesson's case study.  The teacher divides the class into cooperating groups of 3 students but the research part would be in larger groups.  All the students of the groups doing the same task would be working on their worksheet.  A class of 30 would have 10- 3 student groups, but, for example, 10 students would be working on one research task, and the other 10 on another research task, and still another 10 on the third research task for their group.  These groups of 10 can be broken down into pairs or more depending on the availability of computers.  The video research group can be shown to the entire group of 10. The teacher, in this case, needs to have a good background in cooperating education for the management skills necessary to work for this lesson and for this to be successful for the student.  Knowledge of the use of a video, accessing internet sites and using PowerPoint is a prerequisite skill for the teacher. Students should have the computer skills necessary to do a search and create a PowerPoint presentation. 



Stage 2
Determine Acceptable Evidence


Skills and Processes
(6-8)
Maryland Content Standards
Students will explain how the nature of science has affected scientific inquiry, technology, and the history of science.
Maryland State Indicators
1.8.1
access and process information from readings, investigations, and /or oral communications. (MLO 1.1.1.)
Skills and Processes
(6-8)
Maryland Content Standards
Students will explain how the nature of science has affected scientific inquiry, technology, and the history of science.
Maryland State Indicators
1.8.3
use observations, research, and select appropriate scientific information to form predictions and hypotheses. (MLO 1.1.3.)
Skills and Processes
(6-8)
Maryland Content Standards
Students will explain how the nature of science has affected scientific inquiry, technology, and the history of science.
Maryland State Indicators
1.8.14
provide supporting evidence when forming conclusions, devising a plan or solving a practical problem. (MLO 1.2.4.)
Skills and Processes
(6-8)
Maryland Content Standards
Students will explain how the nature of science has affected scientific inquiry, technology, and the history of science.
Maryland State Indicators
1.8.9
interpret and communicate find-ings (i.e., speaking, writing, and drawing) in a form suited to the purpose and audience, using developmentally appropriate methods including technology tools and telecommunications. (MLO 1.1.8.)
Technology research tools
(Gr. 6-8)
ISTE Technology Standards

5. Technology research tools

  • Students use technology to locate, evaluate, and collect information from a variety of sources.
  • Students use technology tools to process data and report results.
  • Students evaluate and select new information resources and technological innovations based on the appropriateness for specific tasks.
ISTE Technology Performance Indicators
Use content-specific tool

Use content-specific tools, software, and simulations (e.g., environmental probes, graphing calculators, exploratory environments, Web tools) to support learning and research.

Technology productivity tools
(Gr. 6-8)
ISTE Technology Standards

3. Technology productivity tools

  • Students use technology tools to enhance learning, increase productivity, and promote creativity.
  • Students use productivity tools to collaborate in constructing technology-enhanced models, prepare publications, and produce other creative works.
ISTE Technology Performance Indicators
Apply productivity/multim

Apply productivity/multimedia tools and peripherals to support personal productivity, group collaboration, and learning throughout the curriculum.



Learning Objectives:

The Students will:
  • Use data collected to solve a problem
  • Record data from a variety of Web sites
  • Gather information from a video
  • Identify types of cancer and treatments
  • Use Power Point to communicate results

Assessment
All formative assessments are based on the Scoring Rubrics for the worksheets- "Treatments and Side Effects," and "A Doctor's Report", and the web searches worksheets- "Childhood Cancers-What are They?" and "Cancer's Symptoms."  The summative assessment  will be based on a rubric for the integration of content and technology in the student's PowerPoint presentation.



Stage 3
Plan Learning Experiences


Resources

Other TechnologyTelevision/VCR
Overhead projector
Computer and projector
SoftwareMicrosoft PowerPoint
  http://www.microsoft.com
Video(s)Newton's Apple: Cancer Treatments Show 905 

Some of the methods for treating cancer.
  http://www.ktca.org/newtons/9/cncrtrts.html
Internet SitesYour Cancer Health Risks This site was created by the Harvard Center for Cancer Prevention. It provides very good background information for both students and teachers. A risk assessment geared towards adults is available on this site.
  http://www.yourcancerrisk.harvard.edu/index.htm
Meeting Tanya This Web site is your students' introduction to their case study.
  http://members.aol.com/teacher643/cancer.html
Kidshealth.org An incredible resource for information on cancer and cancer treatment. Check out sections specifically designed for parents and for kids.
  http://kidshealth.org
Children's Cancer Web This site is a good resource for childhood cancers; types, statistics, etc.
  http://www.cancerindex.org/ccw/guide2c.htm
BBC News on Cancer Facts This web site offers information on the different types of cancers, their symptoms and treatments.
  http://news.bbc.co.uk/hi/english/static/in_depth/health/2000/cancer/default.stm
National Cancer Institute This web site offers all information on types of cancer, symptoms, and treatments.  A good site to compare information gotten from other sites.
  http://www.cancer.gov
Research, Resources, Information This site gives you a good reference for terms you might not understand or need defined.
  http://www.abta.org/information/dictionary.htm
American Cancer Society A good resource on cancers.
  http://www.cancer.org

Materials
Per class
  • Computer with Internet access and projection device
  • Television/VCR
  • Video Projection Device
Per student team/group of 3
  • Computer with Powerpoint software installed
  • Computer with Internet access
  • Computer disks to save on
  • "A Doctor's Report" Worksheet  (View)
  • Cancer Symptoms Web Investigation  (View)
  • "Childhood Cancers - What are They?" Worksheet  (View)
  • Treatments and Side Effects Chart  (View)
Per Student
  • "Meeting Tanya" Worksheet  (View)
Not Specified

Vocabulary
  • 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 which can often spread to other areas and may eventually cause death, e.g. a cancer.
  • Metastasis - Transfer of a disease-producing agency from the site of disease to another part of the body. A secondary metastatic growth of a malignant tumor.
  • 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 which does not spread.
  • Cancer - The growth of abnormal cells in epithelial or 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.
  • Chemotherapy - The use of drugs to treat cancer.

Procedures

This lesson employs cooperative learning . The students are broken down into groups of 3.  Initially the 3-student groups all listen to the case study together.  They then discuss and divide tasks among themselves.  Students assigned to the same task will work together to gather data and information either by worksheet led internet research or by a teacher led video presentation appropriate for that task.  Ultimately, the original 3-student groups regroup to make a decision that will be used in their Power Point presentation.

Teachers should prepare folders for each group with the materials they will need to complete and to use as a place to store the collected information.  All folders should be returned to the teacher at the end of each class period with all collected information so that it will always be available despite a student’s absence from the group. In general, the class should know which students in the room are working on a certain task.  Teacher made lists can be posted in the classroom.  This will enable those students that missed the day for completing the task the ability to get the material from someone else.

Prior to this lesson, students should know what cancer is, its causes, and types.  Students should have a good background in handling computer internet searches and creating PowerPoint presentations.  Teachers should be able to mentor the students if they have a deficit in learning the uses of the internet and/or creating PowerPoint presentations.  When students are broken up into completing their tasks, the teacher should try to pair lower achieving students with higher level students so that the task can be completed and all students will be bringing back quality information when their 3-student team regroups.

Computer access in the media center or computer lab should be available on the second through fourth day.  If only one computer is available, the teacher may want to have everyone in the 3-student group do each task as she/he leads the technology for them. Instead of a Power Point presentation, students would put together a presentation with constructive materials.


Day 1: Meeting Tanya
Daily Challenge Question: What are the symptoms Tanya has that causes us to think she has cancer?
1 Day
Set-up Directions:
Prior to this lesson, the teacher should decide how the class will be divided into 3 student teams.  The teacher should prepare enough folders for the number of groups there will be.  Each folder should include the worksheets-"Treatments and Side Effects," "Childhood Cancers - What are They?" ,"Cancer Symptoms - A Web Investigation" and  "A Doctor's Report".  The teacher should make enough copies of the worksheet-"Meeting Tanya" for the whole class.  A computer with internet access and a projection device should be set up.  The teacher should be prepared to read the story about Tanya to the class. 


Teacher Presentation & Motivation:
The teacher should begin the class by telling students that today they are going to be "meeting" a young person named Tanya through the Internet. Tell them that for the next few days they will be gathering information about different types of cancers that affect young people. Tell your students that they will be working in three-person research teams to try and figure out what is wrong with Tanya and what treatment should be offered. The culminating activity will be to create a Power Point presentation of your findings.  Divide the students into 3-student teams.  Give each group a prepared folder and tell them to place their names on the front face of the folder.  Inform them that the folder will hold their information and that they will be collected at the end of the period each day by the teacher. No worksheets or collected information should go home at the end of the class but is placed in the folder. 


Activity 1 - "Meeting Tanya" Internet Reading (80 minutes)
For this activity the teacher can have each group at a computer or do this as a class activity with a class computer with internet access and a projection device.

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 for the "Meeting Tanya" site, is to learn of the symptoms that prompted Tanya to see a doctor.

Viewing Activities
What will your students be responsible for while viewing this piece of multi-media or video?
Once students are arranged, the teacher gives out the worksheet "Meeting Tanya" to each student.  Students should be instructed to go to the internet site-
http://members.aol.com/teacher643/cancer.html
and read about Tanya.  If this is a whole class activity, the teacher may want to read the story aloud or have some students do it.  Students should be instructed to complete the worksheet.

Post Viewing Activities
How will students utilize the information they gathered while viewing the multi-media or video?
After completing the worksheet from the reading, the teacher should bring the class together to review their information.  Students should be told that their 3-student group is a research team that will try to answer the following questions:
1. Do Tanya's symptoms point to any specific type of cancer?
2. What types of cancers are most common for young people to get?
3. What treatments are available for the different types of cancers and how successful are those treatments?

Wrap Up:
Teacher should preview each one of the worksheets in the folder with the class.  The "Doctors Report" worksheet which summarizes their findings and makes a recommendation for treatment will be the last to complete.  The teacher should have the student's in each group decide who is going to be responsible for each task/worksheet in the folder and place the task next to their name on the front of the folder.  Students should also choose one person in the group to be in charge of the folder and the paperwork within it. This student should be both organized and have good attendance. A teacher should keep a list of those students.

Day 2: Gathering Information
Daily Challenge Question: What are childhood cancers and what is the best way to treat them?

Set-up Directions:
Prior to the class, arrangements should be made for computers with internet access either in the media center or the computer lab to be available.  In a corner of the room, the television/VCR should be ready for a third of the students to view.


Teacher Presentation & Motivation:
At the beginning of class, all students should be sitting with their group members.  Teacher will have students brainstorm the information they remember from "Meeting Tanya."  Teacher distributes the folders and the student in charge of the folder should give out the tasks to the proper people in their group. Tell those students who have the task of completing the worksheet, Treatments and Side Effects, to go to the corner of the room where the television/VCR setup is.  Divide the rest of the class into those doing research for the worksheet, Childhood Cancers-What are They? and the worksheet, Cancer Symptoms.  Depending on the number of students, subdivide each group and send to a computer to do the Internet research.


Activity 1 - Internet Research ( 60 minutes)
In this activity, students doing the same task will use the Internet to gather information to complete their worksheet.

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 information that will help decide on the cancer and treatment for Tanya.

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 onto their worksheet.

Post Viewing Activities
How will students utilize the information they gathered while viewing the multi-media or video?
Students with the same task should regroup in order to share the information that they gathered.  All students with the same task should now have complete and accurate information to take to their original groups.


Activity 2 - Newton's Apple - Cancer Treatment Video (60 minutes)
In this activity, students will learn about cancer treatments.

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 Newton's Apple video is to gain information on the treatment of various cancers.

Viewing Activities
What will your students be responsible for while viewing this piece of multi-media or video?


Teacher begins with, "We have already learned some things about cancer. We have learned for example that cancer happens when cells grow out of control. These cells form a tumor. Some tumors can be easily removed by surgeons, while others must be treated with strong drugs. Sometimes radiation is used to try and kill the cancerous cells. Different types of cancers require different types of treatments."

"Today we are going to watch short video that describes some of the different ways to treat cancer."

"The first section of video describes the two most important factors that determine if someone with cancer will survive. You are responsible for recording what those two factors are."

PLAY

PAUSE when Dr Dan says, "you might have a 100% chance of cure."

Say, "So, what are the two factors that can determine the success of cancer treatment?" Allow students a chance to respond.

Say, "We already know that there are a lot of different types of cancers. Detecting cancer early for some of those types is done by your doctor. Sometimes, a blood test can be done that will determine if your blood is carrying signs of cancer. Other types of cancers can be checked for by you or your parents at home."

"On the tape you are going to hear about three different things that can be done to detect cancers. You are responsible for recording two of those three techniques and what type of cancers they are able to detect."

PLAY

PAUSE when Dr Dan says, "Without doing any harm or pain to the patient."

Review with students the three different types of detection that were given on the tape and the different types of cancers they detect. Say, "Most people think of breast cancer as only happening to women, but actually men are susceptible to breast cancer as well. Self exams should be done monthly and you should ask your doctor how to do one the next time you go for a checkup."

Point out to students the difference between the left side of the brain on the MRI and the right side.

Say, "As you can clearly see, there is a large mass on the left side of the image. This mass is the tumor."

With the video still in pause mode, tape an overhead gel to the screen and use an overhead marker to outline the image of the brain. Ask a student to come up and outline the right and left hemisphere of the brain and then outline the tumor. Take the overhead gel from the television and place it on the overhead. Say, "Before the technology that allowed us to take images of the inside of the brain, doctors needed to open up the human body just to see of there was a tumor. That is before there was even any thought of how to treat it."

Say, "Before we go any further, we are going to see some video images that show the difference between normal cells and cancerous cells. Dr. Dan is also going to describe what the current thinking on cancer development is. Record where cancer begins and how cancer cells are different from normal cells."

PLAY

PAUSE when Dr. Dan shows a cancer tumor going to the brain from the lungs and says, "Now you have a cancer in your brain."

Review general information with students. Allow them to share their observations about the look of the lung cells of a healthy lung and a cancerous lung.

Say, "In that video, Dr. Dan was using a copy machine to demonstrate something. What was he trying to show with the copy machine?" Allow students a chance to answer (He was trying to show that cancer cells reproduce out of control and that the copies they make can be "bad copies" of themselves). Say, "Dr. Dan described how cancer got from one location, where the cancer cells begin to grow out of control, to other areas of the body. Who can recall what was demonstrated?" Allow students a chance to answer.

Say, "The word for when cancer spreads is metastasis. This is one important reason why early detection is so important. If cancer can be caught before it spreads there is a better chance that treatment will be effective."

Say, "We will now hear about some of the different treatments for different types of cancers. You are responsible for recording the different types of treatments, what type of cancers they will be effective for, and some reasons why those specific treatments might not be effective for other types of cancers."

PLAY

PAUSE after each treatment method is discussed. The tape goes through the different methods quickly, so REWINDING the tape will be important to ensure that students record the information.

PAUSE when Dr. Dan says, "Those are some of the ones who have the best cure rates."

Review the three different treatments with students. List each treatment type on the overhead or chalkboard. When reviewing the different types of treatments, here are some questions you might want to pose: 
-What type of cancer could not be treated by removal of the organ affected? 
-What type of cancer is best treated by chemotherapy? 
-What are some side effects that might occur from cancer treatment?

Say, "There are side effects from each treatment for cancer. In this next segment you are going to hear from three people who have each experienced cancer and cancer treatment. Record the side effects that they experienced with the different types of treatments." Student will use the worksheet graphic organizer titled "Treatments and Side Effects."

PLAY

STOP tape when host says, "We'll be right back."

Review information with students.


Post Viewing Activities
How will students utilize the information they gathered while viewing the multi-media or video?
Students complete the "Treatment and Side Effects" worksheet. Students share their information to be sure that their worksheet is complete and accurate.


Wrap Up:
Students return to their original group of three to go over the information they have collected. They place their completed work into the group's folder. The folder is then returned to the teacher.

Day 3: A Doctor's Report
Daily Challenge Question: What cancer does Tanya have; how do we know and how do we treat it?

Set-up Directions:

Today students will be working in their 3-student groups to share information. Students will be trying to answer the original question about Tanya.  Prior to class, the teacher should go through the folders to see if students, did, in fact, have all worksheets completed.  The teacher may want to grade them before the class.  The teacher should have arranged for computer access with Power Point software in a computer lab or media center.  Copies of "Power Point Presentation Instructions" should be placed in each one of the folders. If no computers are available, then groups will need to do a presentation using paper materials and colored pencils/markers/crayons. The teacher should gather those materials to be used in each group. Teacher places the three original questions on the front board prior to class;

-Do Tanya's symptoms point to any specific type of cancer?,
-What types of cancers are most common for young people to get?
-What treatments are available for the different types of cancers and how successful are those treatments?

 



Teacher Presentation & Motivation:

Teacher should direct students to sit with their original groups.  Folders for each group should be distributed.  The teacher will ask the students to look over the information their cooperating teammates have gathered. Ask students to brainstorm the answers to the original questions that have been placed on the board;

-Do Tanya's symptoms point to any specific type of cancer?,
-What types of cancers are most common for young people to get?
-What treatments are available for the different types of cancers and how successful are those treatments?



Activity 1 - A Doctor's Report (30 minutes)
Students work as a group to complete the worksheet "A Doctor's Report." 


Activity 2 - Powerpoint Presentation (50 minutes)
Student groups work at a computer on their presentation.  They use the sheet in their folder on "Power Point Presentation" to guide them.


Wrap Up:
All work is placed in the folder.  Teacher reminds students that the completion of the task worksheets will be individually graded and the Doctor's Report and Power Point presentation will be a group grade.  All groups must save their computer work on a disk that will be placed in their folder and kept by the teacher.

Day 4: Power Point Presentation
Daily Challenge Question: How can the information be placed using 8 slides and cover all the material learned?

Set-up Directions:
Teacher has folders and yesterday's disks ready for the groups.  Arrangements for computer access should be the same as the prior day.  If not using the computer, enough paper materials and color pencils/markers/crayons should be ready for each group to use.


Teacher Presentation & Motivation:
Begin class by once again going over the requirements for the 8 slide Power Point presentation.  Answer any questions of confusion at this time. 


Activity 1 - Power Point Presentation (50 minutes)
Students should be working in their groups to complete the 8 slide Power Point presentation. 


Activity 2 - Presenting the Power Point Slide Presentation (40 minutes)
Students will present their slide shows to each other.


Wrap Up:
Students are told to place all the materials and the disk into their group folder.  All folders are then collected and handed to the teacher for grading.


Enrichment Options
Community Connection

Have students gather cancer brochures from area doctor's offices. Have a cancer awareness day where students present information to other classes. Have students encourage students to tell their parents to do self exams once a month (breast for males AND females, testicular for male members of the family). Also encourage the male members of their families who are over 40 years old to get regular prostate exams.

Have students do "Self Exam" awareness posters. Ask local shop owners if they will display the posters.

Get students involved with the "March for a Cure."

Guest Speaker
Bringing a young person in who has cancer to talk about his/her experience is an invaluable experience and gives a "face" to cancer. Contact the American Cancer Society for names and contact information.



Cross-Curricular Extensions

Language Arts
Have students read A Summer To Die by Lois Lowery. This story is about a young girl who dies from Leukemia. Students can write a book report.
 
Mathematics
Have students research how survival rates have changed in the past twenty years. Have them make a graph showing the percentages of people who are surviving different types of cancers today compared with 20 years ago.
 
Science
Have students make "Cancer Information Brochures." Each brochure should describe one type of cancer and also give information about early detection. Students can make copies of these available in the school office or in a school nurse's office.

Social Studies
Have students research what doctors in other countries do to treat cancer. Have them look at countries that rely on "alternative" methods of treatment, such as countries in Asia.




Stage 4
Teacher Reflection


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: Doug Fireside & Felicity Ross
Modified by: Janice Blitz
Program: BioHealthLink