Cancer Research Lesson Plan
Science Grades 9-12

Introduction:
This lesson uses multiple activities which engage students in learning general information about cancer as well as an examination and evaluation of a case study in cancer research.

Estimated Time:
Two 90-minute periods

Lesson Objectives:
Students will

• Develop and discuss an analogy for the relationship between general science and public health
  
• Discuss how cancer has effected most student's lives in some way
  
• Determine some current statistics on the incidence of cancer
  
• Identify basic information about cancer including types, causes and treatments.
• Comprehend the implications involved in cancer research by role playing the experiences of the people involved.
  
• Evaluate cancer research - the need as well as the human and financial cost.

Correlation to National Science Standards:

Materials Needed:
Internet access
Power Point software
Strips of paper
Markers
Scissors

Teaching Strategies:

Part 1: Engage

1. Students will construct a Mobius strip to use as an analogy describing the relationship between general science and public health. A Mobius strip is a one-edged, one-sided loop. The directions for making it can be found at:

http://pbskids.org/zoom/phenom/mobiusstrip.html

http://www.formz.com/web_site_2000/
content_pages/support/tutorials/mobius_strip.html

2. Discuss how a Mobius Strip works together in class. Then in groups of 4 have students determine why it is a good analogy for comparing general science to public health. What are the similarities and what are the differences? Then have the group report out to the whole class.
3. Current research shows that approximately 1 in 3 Americans will have cancer sometime in their life. Thus many students may already be personally involved with it in some fashion. Please realize this may be a delicate subject for some so watch your students for signs of this and then provide appropriate support. Ask students to raise their hands if they have had some experience with cancer with a family or friend. Give any student the opportunity to share it with the class.
4. To show some statistics on cancer, have students number off in sets of 6. Ask all students who number 1 and 2 to stand. Tell them that if this class population is representative of the American population, about 2 in 6 of the people in this room will develop cancer sometime in their life. Does this surprise them? Why or why not?
5. Have students now number in sets of 4. Ask all number 4's to stand. Explain that one-fourth of the American population will die of cancer. Tell students that scientific research over the years has widened the gap between the number of people who get cancer and the number of people who die from it. Discuss with students what other factors might be contributing to this widened gap. Are their also factors which might be narrowing the gap in the other direction?

Part 2: Explore/Explain

1. To allow students to acquire or review the basic, yet essential information about cancer they should access the following Web site:

http://www.nci.nih.gov/cancer_information/
doc_wyntk.aspx?viewid=1a5e47ea-8cdd-4efb-b05c-2988190a8b43

2. Divide the class into groups of 6. Each group will be responsible for researching preparing and presenting a Power Point presentation on basic cancer information using this Web site. In the group of 6, 2 students should be the researchers, two should be the "technos" who prepare the Power Point presentation and the last two should be the presenters. Each group of 6 should be provided a different topic(s) on basic cancer so as to puzzle the information to the class. For example, one group might cover what cancer is and possible causes and prevention. Another group could be assigned screening and early detection as well as symptoms of cancer. Other groups could cover diagnosis and treatments.

Part III: Evaluate/Extend

1. Now that students have this basic background we will look at some current cancer research. Students should access the NewsHour with Jim Lehrer report:

http://www.pbs.org/newshour/bb/health/jan-june01/cancer_01-01.html

2. Assign students to read each of the 8 roles in this discussion and read the selection aloud in class. These roles are:

Lee Ann Mitchell
Donald Mitchell
Elizabeth Brackett
Samuel Berger
Dr. Chris Rossbach
Dr. Judah Folkman
Dr. Gerald Soff
Dr. Ralph Weichselbaum

3. Next, ask each of the readers how they felt about their role and what they read. If time permits go to the link "Preventing Colon Cancer" and do the same strategy with this reading selection.

4. Divide the class into groups of 4. In each group assign a leader. The leader will then assign roles to the other 3. These roles are:

Cancer patient
Family member
Doctor

Using these roles, students should then discuss cancer research from their perspective of their assigned role. When completed the group should complete a Cost/Benefit Analysis chart to be reported out to the class by the leader. To facilitate this assignment, students should visit this Web site:

http://www.nci.nih.gov/clinicaltrials/resources/taking-part-treatment-trials/page2

Assessments:
Discussion participation
Power Point presentation
Cost/Benefit Analysis Chart

Correlation to National Science Standards:
Science as Inquiry
CONTENT STANDARD A: As a result of activities in grades 9-12, all students should develop abilities necessary to do scientific inquiry and understandings about scientific inquiry.

Life Science
CONTENT STANDARD C: As a result of their activities in grades 9-12, all students should develop understanding of the cell.

Science and Technology
CONTENT STANDARD E: As a result of activities in grades 9-12, all students should develop abilities of technological design, understandings about science and technology.

Science in Personal and Social Perspectives
CONTENT STANDARD F: As a result of activities in grades 9-12, all students should develop understanding of personal and community health, natural and human-induced hazards, science and technology in local, national, and global challenges.

History and Nature of Science
CONTENT STANDARD G: As a result of activities in grades 9-12, all students should develop understanding of science as a human endeavor, nature of scientific knowledge.

Author Sue Rippe has taught various science classes at Northwest High School in Wichita, KS for 13 years. She currently serves as department chair. Sue also serves as adjunct professor of science methods at Friends University. In 2000 she was selected as the Kansas Teacher of the Year.

To find out more about opportunities to contribute to this site, contact Leah Clapman at lclapman@newshour.org