What is the Relationship between Smoking & Cancer?

From Inside Cancer Wiki

What is the Relationship between Smoking & Cancer? I created a presentation with a question bank for the students to work on independently, either in the computer lab or as a homework assignment.

Lesson Overview: This presentation begins with linking smoking to lung cancer by taking the students through the periods of history of increasing and decreasing and shows the relationship to lung cancer. The students will then understand how cancer is spread and the affects on the body. After the students have a background on smoking and cancer, the presentation leads them to how the different cancers are being diagnosed and treated.

Goals and Objectives: Students will be able to make connections between smoking and lung cancer

Students will observe trends though history that affected the number of people that smoke

Students will be able to explain how cancer is spread

Students will brainstorm why males and females differ in regards to developing lung cancer

Students will be able to explain the available diagnosis and treatments of the different types of cancer

Students will be able to analyze different cells and decide which may or may not be cancerous

Students will brainstorm how to starve cells of estrogen

Common Misconceptions: Even though students seem to understand that smoking does correlate to an increase in lung cancer, I find that students have the “it won’t happen to me” attitude. I think that this presentation will help address this misconception and maybe be a little eye opener to seriousness of smoking and cancer itself.

The Lesson:

Preparation Before class: Prepare a handout for the students that includes the link to the presentation, an explanation of the words in the glossary, and the questions that go along with the presentation Describe any pre-class preparation necessary for the lesson. Students should have basic knowledge of how normal cells appear and function, including the cell cycle, the function of cell receptors and the basic concept of cancer. If the topic of cancer has not been covered as of yet, then you should go through the section Hallmarks of Cancer with them first to give them some initial understanding.

During class: The students will work independently in the computer lab or at home and watch the presentation and answer the questions. The presentation and the questions would probably take about 30 minutes or more depending on if you need to go through Hallmarks of Cancer with them first. Time will probably also depend on the quality of internet connection!

Student Handouts for the Lesson Plan This is the link to the presentation http://teachercenter.insidecancer.org/p/46 This is the ink to the worksheet Image:Worksheet.doc

Alternative Assessments: Have the students create brochures detailing how smoking may attribute to cancer.

Have the students’ research mutagenic agents and how they lead to different types of cancers.

Have the students’ research skin cancer and do an experiment on the competency of sunscreen.

Suggestions for Extended Learning: Students can be assigned different types of cancer as a project. Each student can be assigned a specific cancer, describe the cause, the affects of the body and the treatment that may be available. Students can either make poster boards, pamphlets, Power Points and papers to show their work.

Glossary: Benign- not cancerous or life threatening Malignant- cancerous and life threatening, Polymorphism- the existence of different forms or variations that an organism or organisms in the same species may have in regards to DNA, alleles, proteins, etc. The many different types or forms.

National Education Standards:

• Scientists rely on technology to enhance the gathering and manipulation of data. New techniques and tools provide new evidence to guide inquiry and new methods to gather data, thereby contributing to the advance of science. The accuracy and precision of the data, and therefore the quality of the exploration, depends on the technology used.

• Mathematics is essential in scientific inquiry. Mathematical tools and models guide and improve the posing of questions, gathering data, constructing explanations and communicating results.

• Cell functions are regulated. Regulation occurs both through changes in the activity of the functions performed by proteins and through the selective expression of individual genes. This regulation allows cells to respond to their environment and to control and coordinate cell growth and division.

• Science often advances with the introduction of new technologies. Solving technological problems often results in new scientific knowledge. New technologies often extend the current levels of scientific understanding and introduce new areas of research.

• Personal choice concerning fitness and health involves multiple factors. Personal goals, peer and social pressures, ethnic and religious beliefs, and understanding of biological consequences can all influence decisions about health practices.

Teacher Answer Key Include a teacher answer key when applicable.