• Collect and organize data
• Identify cancer-protective foods that they have eaten and that they have at home in their refrigerator or pantry.

• Demonstrate how to grow broccoli sprouts using a variety of methods.

• Use a variety of media and formats to communicate information and ideas effectively to multiple audiences.
• Use technology to locate, evaluate and collect information from a variety of sources.

Per class

• Top Cancer-Protective Foods Poster
• Computer with Internet access
• A variety of unique cancer-protective foods for the class to try such as papaya, seaweed salad, guava, kiwi, figs, tofu, sushi and currants.
  
• 2 jars
• 4 pieces of cheese cloth
• 2 plastic flowerpots
• 2 plates
• Cling wrap
• 1 Sprouting Kit
• 2 lbs. of broccoli
• 1 ounce broccoli sprouts
• LCD projector for PowerPoint presentation (optional)
  

Per student team/group of 4

• One set of the Investigator A-D worksheets
• One PowerPoint Presentation guide

Per Student

• "Top Cancer-Protective Foods" worksheet
• "Top Cancer-Protective Foods Family Inventory" homework worksheet
• "Cancer-Protective Foods Writing Activity" worksheet
• Name tag

Not Specified

• Scoring Rubrics for Eat Your Sprouts Part 2  (View)
• Top Cancer Protective Foods  (View)
• Top Cancer Protective Foods Family Inventory Homework  (View)
• Top Cancer Protective Foods Writing Activity  (View)
• Investigator A - D Worksheet  (View)
• PowerPoint Presentation Guidelines  (View)

• Sprouts - newborn plants, the fragile yet hardy tendrils that emerge from a seed.
• Sulforanphane - a chemical that stimulates the body's natural ability to fight cancer. Broccoli is the vegetable with the highest concentration of sulforaphane.
• Cruciferous Plants - plants in the Brassica family which include broccoli, cauliflower, arugula, bok choy, brussels sprouts, cabbage, Chinese cabbage, collards, cress, daikon, kale, kohlrabi, mustard, turnip, and watercress.
• Chlorophyll - The green pigment that is found in all vegetables even if they are not green. Chlorophyll is an antioxidant. Chlorophyll can prevent damage to the DNA in cells, which is the first step in the process by which normal cells transform into cancerous ones.
• Carotenoids - A class of nutrients. Carotenoids are the bright orange, red and yellow pigments that are found in fruits and vegetables such as carrots, grapefruit and tomatoes. The carotenoid class contains more than six hundred members. Carotenoids protect against can
• Antioxidant - any vitamin, mineral or other nutrients that fight and disarm the harmful effects of damaging atoms in the body called free radicals.

Set-up Directions:
For today's activities the teacher will need to duplicate the "Top Cancer-Protective Foods" worksheet, the "Top Cancer-Protective Foods Family Inventory" homework worksheet and the "Cancer-Protective Foods Writing Activity" worksheet for each student. In addition, the teacher will need to have a variety of interesting cancer-protective foods on hand for the activity.  A list of these can be found on the "Top Cancer Preventative Foods" worksheet.  The teacher will also need to make a large poster of each of the top cancer-preventive foods with a space after each food long enough for a name. 


Teacher Presentation & Motivation:
Teacher will say, "In the first part of the 'Eat Your Sprouts' lesson we learned about general healthy eating practices. During 'Eat Your Sprouts Part II' we will learn about eating specifically to protect ourselves from cancer. Remember, about 30% of all cancers are said to be related to your diet. You will explore what kinds of foods help prevent cancer and how many of them are included in your diet."


Activity 1 - Individual survey (5 minutes)
The teacher will hand out the "Top Cancer-Protective Foods" worksheet and will discuss the instructions. The teacher will explain that these foods on the list are considered to be the most effective cancer protective foods. Students are to circle any foods that they have ever eaten and to place a star next to any foods that they eat regularly, at least 2 times per month. Give students about 5 minutes to complete their personal inventory foods.

Activity 2 - Class survey (20 minutes)

Next, we will see how many of these foods, as a class, we have eaten. Our goal as a class will be to have all of the foods tried by at least one member of the class. The teacher will take out the "Top Cancer-Protective Foods" poster. The students will go through each food and will raise one hand if they have ever tried the food and will raise two hands if it is a food that they eat regularly. After each food item, the name of one student who has at least tried the food will be listed. The teacher must make sure to select a variety of students so each student has their name on the poster at least once. Most likely, some of the more unique foods will not have been tried by any students or by many. The teacher will next have a food tasting of some unique cancer-protective foods that the students may not have been exposed to. The teacher will have a variety of these foods for the students to test such as, sushi (seaweed), figs, papaya, tofu, seaweed salad and currants.

Undoubtedly, individual students will have exposure to different foods because they are probably not in charge of grocery shopping and cooking for the family.

Activity 3 - Writing Activity (25 minutes)
Next, the students will complete the "Cancer-Protective Foods Writing Activity," a short writing activity about their cancer-preventive foods tasting.

Wrap Up:
Teacher will say, "We've learned that some foods help protect us against cancer. Now that you've had an opportunity to see what kind of cancer protective foods you eat, take the 'Top Cancer-Protective Foods Family Inventory' sheet home and compare what you eat to what the rest of your family eats."

Set-up Directions:
The teacher will need to have set up two plates, one with one ounce of broccoli sprouts and another with two pounds of broccoli. (Broccoli sprouts can be purchased at most grocery stores or grown at home from seeds.) Students will need to be broken into groups of four and the Investigator handouts will need to be duplicated so that each group has one each of the "Investigator A-D" worksheets. The classroom will need to be equipped with at least 3 computers.


Teacher Presentation & Motivation:
Teacher will have displayed in the front of the room, where all students can see, a one-ounce pile of broccoli sprouts next to a plate of two pounds of broccoli. The teacher will ask the students, "Given a choice between the two, which would the students rather eat?" Next, the teacher will say, "In the lesson 'Eat Your Sprouts' we will learn that the contents of both of the plates have much in common."  The teacher will place the students in groups of four.


Activity 1 - Internet research (10 minutes)
The students will receive name tags labeled with "Investigator A," "Investigator B," "Investigator C," and "Investigator D." Each student will select a name tag, write their name on it and place it on their shirt.

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 students will use the information from the worksheets they have completed, as well as other data gleaned from their WebWalks, to prepare informative, attractive multimedia presentation using PowerPoint.

Viewing Activities
What will your students be responsible for while viewing this piece of multi-media or video?
The teacher will distribute the "Investigation" worksheets which are labeled A-D. The teacher will direct all of the "Investigator A's" to the correct computer station for an expert conference. If there are several "Investigator A's," two or more A stations should be set up. The B's, C's and D's will be directed to the correct station. They will each receive their specific direction, which in three cases involves a WebWalk, and, in the case of the fourth, requires using books. The students should take about 10 minutes to complete their research.

Post Viewing Activities
How will students utilize the information they gathered while viewing the multi-media or video?
The students will be asked to return with their research to their original groups where they will receive the "PowerPoint Presentation Guide" worksheet. They will then work to plan out their presentation and, when it is approved, they will go to the computer and design the presentation. This presentation will be used during the "Community Anticancer Foods Education Day."

Wrap Up:
Teacher will say, "Today you learned of the incredible cancer protective properties of broccoli sprouts and created a PowerPoint presentation to show what you learned.  We are going to have a Community Anticancer Foods Education Day to share with the community the benefits of eating cancer-protective foods."

Set-up Directions:

The four stations should be in readiness before the guests arrive.  The Tasting Station should be prepared and foods that need to be cooked should have been prepared in advance.  Students handling food should wear plastic gloves.  Napkins, utensils, and plates should be on hand.  Any warming devices should have appropriate power sources nearby.

The PowerPoint Station should be ready with the student presentations either saved to a disk or saved on the computer's hard drive.  The teacher may want to use and LCD projector to project the show onto a suitable surface.

The Broccoli Sprouting Station should be ready.  If visuals (graphs, signs, etc.) are going to be used, they should be ready and displayed.

Teacher Presentation & Motivation:
When the class is ready to receive visitors, the teacher should remind the students of what they have learned about foods that will help prevent cancer.  The teacher should tell the students that they are now the teachers.  The students share with the visitors the health facts that they have learned so that the visitors can start making wiser choices in selecting what they eat.

Activity 1 - Community Anticancer Foods Education Day

The room will need to be equipped with several stations, which will be manned by students. The following stations will be included:  Check station sheet

Tasting Station: At the tasting station, the visitors will first learn about over 50 top Cancer-fighting foods. They will then have an opportunity to try some of the more exotic foods on the list, such as seaweed, tofu, guava, currants and figs. At this station, the students will encourage the adults to incorporate these foods into their everyday meals.

PowerPoint Station: At the PowerPoint Presentation Station, the visitors will see one of the groups' PowerPoint presentations. Either, the best presentation can be selected or each group of visitors can be shown a different group's presentation. Students will be on hand at this station to answer questions and to run the slide show.

Broccoli Sprouting Station: This station will be equipped with everything that is necessary to grow sprouts. The station should also present some sprouts that have been growing for a few days. Probably the easiest method of sprouting is the jar method, which will require jars, of course, a piece of cheesecloth and seeds.

Wrap Up:
The teacher will thank the visitors for taking time out of their busy schedules to attend the presentation.  The teacher should lead the visitors in a round of applause for the students who have worked so hard on the projects.