Inside Cancer Wiki - New pages [en]

Causes and Prevention Quiz

Nash — Fri, 06 Aug 2010 18:10:13 GMT

Nash:

'''Causes and Prevention'''

'''Lesson Overview'''

The attached word documents are meant as a companion to ''INSIDE CANCER: Causes and Prevention.''

[[Media:Causes and Prevention Student Sheet 2010.docx]]

The Cell Cycle and Hallmarks of Cancer

Mwitecki — Fri, 02 Jul 2010 08:24:57 GMT

Nash:

'''Lesson Overview'''

This is a lesson to teach students about the life cycle of a cell and cellular functions including growth, division (mitosis), repair, and cell death (apoptosis). It is intended for use in an introductory high school biology class. The cell processes are taught through a disease theme, in this case, exploring cancer.
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'''Description of Activity'''

The lesson has 3 parts to it. It begins with a writing prompt to engage students in a class discussion about aging and death. From that the Hayflick limit idea is introduced – that cells have a limited number of times they can divide. This idea is compared to cancer cells which are essentially immortal. Students then explore the Inside Cancer website to learn about the Hallmarks of Cancer. Next, the students explore the events of mitosis and the cell cycle by constructing a simple mitosis puzzle and taking notes on the events happening at each stage. Finally, students revisit the Inside Cancer site to find where disruption of the normal life cycle occurs in cancer cells.

For details, please open the accompanying file.
[[Media:The_Cell_Cylce_and_Hallmarks_of_Cancer.doc‎]]

An Intro to Disease

Mwitecki — Fri, 02 Jul 2010 08:20:39 GMT

Mwitecki: New page: [[Media:An Intro to Disease[[Media:An Intro to Disease]]]]'''Blank lesson''' To use this template, click edit, then copy the content of in the edit window box to the edit window of your n...

[[Media:An Intro to Disease[[Media:An Intro to Disease]]]]'''Blank lesson'''

To use this template, click edit, then copy the content of in the edit window box to the edit window of your new lesson. You can then edit as needed. Please do not save changes to a new lesson in this page.

'''Lesson Overview'''

Briefly describe the lesson here.

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'''Goals and Objectives'''

Briefly outline the goals and objectives

'''Common Misconceptions'''

Describe any common misconceptions this lesson may address

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'''The Lesson'''

Preparation Before class:''' (materials, handouts etc.)'''

Describe any pre-class preparation necessary for the lesson.

'''During class'''

Describe the activity.
'''
Time required'''

Estimate the amount of time for each part of the lesson.

'''Student Handouts for the Lesson Plan'''

Describe any handouts and provide links to documents that include the handouts. Remember to upload the handouts to the wiki before linking to them.

'''Alternative Assessments'''

Describe any alternative activities or assessments you may have developed.

'''Suggestions for Extended Learning'''

Suggest any extensions to the lesson.

'''Glossary'''

Define any terms that may need elaboration.

'''Education Standards'''

Please align your lesson plan with any education standards that apply.

'''Teacher Answer Key'''

Include a teacher answer key when applicable.

Inside Cancer Webquest 2010

Mwitecki — Mon, 28 Jun 2010 15:10:26 GMT

Mwitecki: In this Webquest you will find questions and answers that correspond with the content in the Inside Cancer website. It is divided into four sections that correspond with the four tabs on the homepage

[[Media:Inside Cancer Webquest 2010]]'''Blank lesson'''

To use this template, click edit, then copy the content of in the edit window box to the edit window of your new lesson. You can then edit as needed. Please do not save changes to a new lesson in this page.

'''Lesson Overview'''

Briefly describe the lesson here.

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'''Goals and Objectives'''

Briefly outline the goals and objectives

'''Common Misconceptions'''

Describe any common misconceptions this lesson may address

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'''The Lesson'''

Preparation Before class:''' (materials, handouts etc.)'''

Describe any pre-class preparation necessary for the lesson.

'''During class'''

Describe the activity.
'''
Time required'''

Estimate the amount of time for each part of the lesson.

'''Student Handouts for the Lesson Plan'''

Describe any handouts and provide links to documents that include the handouts. Remember to upload the handouts to the wiki before linking to them.

'''Alternative Assessments'''

Describe any alternative activities or assessments you may have developed.

'''Suggestions for Extended Learning'''

Suggest any extensions to the lesson.

'''Glossary'''

Define any terms that may need elaboration.

'''Education Standards'''

Please align your lesson plan with any education standards that apply.

'''Teacher Answer Key'''

Include a teacher answer key when applicable.

The Complete Inside Cancer Webquest

Mwitecki — Mon, 28 Jun 2010 14:59:21 GMT

Mwitecki: New page: [[Media:InsideCancerWebquest.ogg]]'''Blank lesson''' To use this template, click edit, then copy the content of in the edit window box to the edit window of your new lesson. You can then ...

[[Media:InsideCancerWebquest.ogg]]'''Blank lesson'''

To use this template, click edit, then copy the content of in the edit window box to the edit window of your new lesson. You can then edit as needed. Please do not save changes to a new lesson in this page.

'''Lesson Overview'''

In this Webquest you will find questions and answers that correspond with the content in the Inside Cancer website. It is divided into four sections that correspond with the four tabs on the homepage. Use this document to find out what type of information is available on the Inside Cancer site as well as to pick and choose which portions of the site you want your students to focus their attention. Many questions include graphics and are written almost exclusively from the information available in the text, animations, and expert interviews..

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'''Goals and Objectives'''

Students will learn about cellular processes such as protein synthesis, signally pathways, and the cell cycle.

'''Common Misconceptions'''

Describe any common misconceptions this lesson may address

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'''The Lesson'''

Preparation Before class:''' (materials, handouts etc.)'''

Describe any pre-class preparation necessary for the lesson.

'''During class'''

Describe the activity.
'''
Time required'''

Estimate the amount of time for each part of the lesson.

'''Student Handouts for the Lesson Plan'''

Describe any handouts and provide links to documents that include the handouts. Remember to upload the handouts to the wiki before linking to them.

'''Alternative Assessments'''

Describe any alternative activities or assessments you may have developed.

'''Suggestions for Extended Learning'''

Suggest any extensions to the lesson.

'''Glossary'''

Define any terms that may need elaboration.

'''Education Standards'''

Please align your lesson plan with any education standards that apply.

'''Teacher Answer Key'''

Include a teacher answer key when applicable.
[[Media:Example.ogg]]

Bad title

Mwitecki — Mon, 28 Jun 2010 14:34:48 GMT

Mwitecki: New page: [[Media:InsideCancerWebquest.ogg] In this Webquest you will find questions and answers that correspond with the content in the Inside Cancer website. It is divided into four sections tha...

[[Media:InsideCancerWebquest.ogg]

In this Webquest you will find questions and answers that correspond with the content in the Inside Cancer website. It is divided into four sections that correspond with the four tabs on the homepage. Use this document to find out what type of information is available on the Inside Cancer site as well as to pick and choose which portions of the site you want your students to focus their attention. Many questions include graphics and are written almost exclusively from the information available in the text, animations, and expert interviews.

Lung cancer and smoking

Nash — Sat, 17 Apr 2010 18:38:40 GMT

Nash:

'''Lung Cancer and Smoking'''

'''Lesson Overview'''

This lesson explores lung cancer causes using [http://www.insidecancer.org Inside Cancer]Inside Cancer.

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'''Goals and Objectives'''

Briefly outline the goals and objectives

'''Common Misconceptions'''

Describe any common misconceptions this lesson may address

--------------------------------------------------------------------------------

'''The Lesson'''

Preparation Before class:''' (materials, handouts etc.)'''

Describe any pre-class preparation necessary for the lesson.

'''During class'''

Describe the activity.
'''
Time required'''

Estimate the amount of time for each part of the lesson.

'''Student Handouts for the Lesson Plan'''

Describe any handouts and provide links to documents that include the handouts. Remember to upload the handouts to the wiki before linking to them.

'''Alternative Assessments'''

Describe any alternative activities or assessments you may have developed.

'''Suggestions for Extended Learning'''

Suggest any extensions to the lesson.

'''Glossary'''

Define any terms that may need elaboration.

'''Education Standards'''

Please align your lesson plan with any education standards that apply.

'''Teacher Answer Key'''

Include a teacher answer key when applicable.

Genes and Medicine

Lisaorenstein — Thu, 15 Apr 2010 22:32:04 GMT

Lisaorenstein:

'''Genes and Medicine: Family History, Inheritance, and Breast Cancer'''

Cancer is a genetic disease. It is a disease that results from the accumulation of mutations that leads to uncontrollable cell growth. However, only about 10% of all cancers are inherited. This lesson asks students to apply their understanding of classical genetics to familial breast cancer, breast cancer that begins with the inheritance of a mutated gene. Through the investigation students will develop an understanding of the strategy that was used to identify the genes responsible for this form of breast cancer and of the nature of the genes themselves. After exploring the molecular biology of the disease, students will examine the role of genetic testing in the diagnosis of this form of breast cancer and evaluate the ethics associated with this diagnostic tool.

'''Lesson Overview'''

Description of Activity
Students begin the activity by evaluating the pedigrees of a small portion of two families in which many of the women have been diagnosed with breast cancer. Applying their understanding of inheritance patterns, the students are asked to consider whether the incidence of the breast cancer in these families is just chance or follows a predictable pattern. With their conclusions in place the students move on to review the methodology used by Mary-Claire King and her colleagues to discover the genetic link to a certain form of breast cancer. The students will read an article explaining the relationship between family history and breast cancer risk, answering questions to ensure their understanding of the relevant biology is in place. From here students move on to examine the nature of the two genes identified as playing key roles in the inheritance of breast cancer. Finally, they examine the power of genetic testing and consider the ethics associated with this diagnostic tool.

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'''Goals and Objectives'''

Students will be able to:

• construct and interpret a family pedigree.

• evaluate a family pedigree to determine the pattern of inheritance for a specific genetic disorder.

• distinguish between familial and sporadic breast cancer.

• understand the nature of the BRCA 1 and BRCA 2 genes and the role they play in the incidence of familial breast cancer.

• recognize and evaluate the methodology involved in a large scale scientific study.

'''Common Misconceptions'''

Students often think:
• that the presence of many afflicted individuals in a family indicates the trait being followed is dominant.

• that most incidences of cancer are the result of inheritance.

• that they are too young to develop cancer.

• that if a mutated gene has been inherited it is a guarantee that cancer will develop.

• that only women can develop breast cancer.

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'''The Lesson'''

Preparation Before class:''' The lesson handout can be accessed here: [[Media:Genes_and_Medicine.doc]]. '''

Describe any pre-class preparation necessary for the lesson.

Begin the lesson by ensuring that the student’s understanding of the fundamental principles of genetics is in place. This is done by completing the first activity in Part A of the lesson. Have students listen to the interview with Denise (either individually, in small groups, or as an entire class), then present the pedigree provided as a summary of the information she has provided. It is important to note that Denise has provided only a small bit of information about her family, so the pedigree is not very complete. But, there is enough information for the students to deduce an inheritance pattern, although not the right one (as they will find out as they move through the exercise). Also, be aware that are two individuals on the pedigree who are not mentioned by Denise, her sister Vicky and another sister not afflicted with breast cancer. These sisters are included because they will come up again later in the lesson.
The first section in Part A has students evaluate a pedigree presented to them, in Section 2 they will construct their own pedigree from a family medical history that has been provided. Once constructed, the students will evaluate their diagrams in an attempt to deduce the inheritance pattern for breast cancer in this family. A discussion of the accompanying questions can focus on both the genetics of the family, as well as the advantages this pedigree might have over the first one presented.
Once students realize that adequate determination of the inheritance pattern for a particular genetic disease is dependent upon having a significant amount of data, in other words, an extensive family history, they can listen to the interview with Mary-Claire King linked to the document. This will give them insight into the process that must occur in order to make these sorts of determinations. It will also emphasize the genetic link to breast cancer that Dr. King discovered.
The article “Family History, Inheritance, and Breast Cancer Risk,” found in Part B, Section 1, is best read at home. The students should bring in the answers to the accompanying questions for discussion at the next class meeting. It is important to review these answers to ensure that the necessary background on breast cancer is in place.
Part B, Section 2 has the students investigating the biology of breast cancer, focusing on the nature of the mutations that give rise to the familial form of the disease. The slides and interviews found at Inside Cancer will provide students with details on the molecular biology of disease. As they work through the slides, they should answer the accompanying questions. In addition to developing an understanding of the nature of the types of mutations that lead to cancer, this part of the web site also gives students the opportunity to see how the “scientific process” is executed in the context of a real problem. It is recommended that students be engaged in a discussion of the methodologies employed, the successes experienced, and the “competition” aspect of science today.
The last section of the activity concerns the impact of genetic testing. Here the students listen to the interview with Dr. Barbara Weber. The beginning of the interview may confuse the students as it starts midstream, with Dr. Weber discussing a family with whom she has been working. The key person highlighted in the interview is Vicky. Vicky has been diagnosed with breast cancer and Dr. Weber is analyzing her family history to determine the risk for other members of Vicky’s family. As the interview proceeds Dr. Weber discusses a sister of Vicky’s who has not been diagnosed, but who is considering a preventative bilateral mastectomy. This woman is Denise, the subject of the interview at the beginning of the lesson. This brings the lesson “full-circle” and allows students to see the impact of genetic testing on individuals, as well as families. The critical point of Part C concerns the ethical aspects of genetic testing. Students are asked to consider whether or not they would want access to personal genetic information. They are directed to some reading from The Mayo Clinic to help them see the scope of this issue and then asked to address the issue for themselves, in writing. After completing the questions in Section 2 of Part C, an in class discussion, or even a debate, can serve as a wrap-up for the lesson.

'''
Describe the activity'''.
'''
Time required'''

Time allotment for this lesson is dependent upon the extent to which at-home time is used to complete various sections. Below is a list of those components of the lesson that can effectively be completed by the students at home and those best suited for in-class work.

At-Home Work

• Part A: Family Pedigrees: Section 2, Breast Cancer Study – constructing the pedigree and answering the accompanying questions (40 minutes)

• Part B: Identifying the Gene: Section 1: Family History, Inheritance, and Breast Cancer – Read the article and answer the accompanying questions ( 45 minutes)

• Part C: Genetic Testing: Section 2: Complete the assignment at home, bringing ideas into class for discussion (45 minutes).

In-Class Work

• Part A: Family Pedigrees: Section 1 – listen to the interview with Denise, evaluate the family pedigree presented, and answer the accompanying questions (15-20 minutes)

• Part A: Family Pedigrees: Section 3 – listen to the interview with Mary-Claire King about how she used a pedigree for the history of breast cancer in an extended family to determine the genetic link to the disease. A discussion of the methodology she used to make this determination can then take place. Students can compare and contrast the activity they did to the scope of the evaluation needed to determine the genetic link to breast cancer. (15 minutes)

• Part B: Identifying the Gene: Section 2 – work through the Inside Cancer web site as instructed, answering the questions that accompany the slides (30 minutes)

• Part C: Genetic Testing: Section 1 – listen to interviews on slides 1 – 9 and then answer the accompanying questions. Once completed a debriefing on the value of genetic testing can be done. Students can begin to think about and discuss the value of having these sorts of diagnostic tests available, as well as the ramifications of having access to the information that results from these sorts of tests. (40 minutes)

'''Student Handouts for the Lesson Plan'''

Photocopy student worksheets: [[Media:Genes_and_Medicine.doc]] document can be printed out for students prior to class and handed out for them to work on. However, because the links to the necessary online sites are embedded in the text, it may be easier to have students access the document electronically so navigation to the required sites is made easier.

'''Alternative Assessments'''

• Teachers may choose to collect and evaluate the answers generated by students to questions asked throughout the activity.

• A short quiz on the information found in the article and at Inside Cancer could be used to assess student understanding of biology of familial breast cancer.

• A formal debate could be organized to present and consider the issues related to genetic testing.

'''Suggestions for Extended Learning'''

• While familial breast cancer afflicts 25% of women diagnosed with breast cancer, the remaining 75% of women are diagnosed with sporadic breast cancer. Students could move on from this lesson to investigate the causes associated with this more common form of breast cancer.

'''Glossary'''

• Breast Cancer Families - families in which breast cancer is inherited and family members are at greater than average risk of breast cancer.

• BRCA1 and BRCA 2 – Tumor suppressor genes that when mutated are the genes that cause familial breast cancer.
• Familial Breast Cancer – A form of breast cancer that is inherited. The mutation in the genome is present before birth, passed down through the germ line.

• Genotype – Identification of the actual alleles present.

• Oncogene - A mutated gene that promotes uncontrollable cell growth. Prior to mutation the gene (known as a proto-oncogene) serves to ensure that cell reproduction only occurs in the presence of appropriate signals.

• Pedigree – A diagram depicting a family’s history with respect to a particular genetic disease that allows the inheritance pattern of the disease to be determined.

• Penetrance – describes the likelihood that a woman who inherits a mutated gene will develop breast cancer. “High” penetrance means a high chance that breast cancer will develop and that there is a high incidence of the disease in the family. “Low” penetrance is characterized by the few occurrences of the disease in a family where the mutated gene has been inherited.

• Sporadic Breast Cancer – A form of breast cancer that results from mutation sustained after birth.

• Stability Gene – Gene that function to control the rate of mutation in other genes in the genome. A mutation in a stability gene leads to enhanced an increased mutation rate in other genes.

• Phenotype – the physical appearance of an individual as a result of the combination of alleles present.

• Tumor Suppressor Gene – A gene whose protein product serves to regulate cell growth by detecting damage to DNA. When mutated, the protein is no longer functional and the cell is allowed to reproduce with damage in place.

'''Education Standards'''

• Understanding Scientific Inquiry

➢ Identifying questions and concepts that guide scientific investigations

➢ Formulating and revising scientific explanations and models using logic and evidence

➢ Communicate and defend a scientific argument

• Developing an understanding of Heredity

➢ Heredity information is carried on genes.

➢ The characteristics of an organism can be described in terms of a combination of traits.

• Developing an understanding of the cell and molecular basis of heredity

➢ Genetic information is carried in DNA molecules.

➢ Changes in DNA occur that result in changes to cell structure and function.

• Science as a human endeavor

➢ Individuals and teams have contributed and will continue to contribute to the scientific enterprise.

'''Teacher Answer Key'''

Answer key can be accessed here: [[Media:Genes_and_Medicine_+_answers.doc]]

Cancer Epidemiology

Lisaorenstein — Thu, 15 Apr 2010 21:33:44 GMT

Lisaorenstein:

'''Cancer Epidemiology'''

Epidemiology is the study of disease distribution and the factors that influence the health of human populations. Cancer epidemiology focuses specifically on factors that influence the distribution of cancer in the population with the hopes of determining the cause of the disease. This module investigates the distribution, factors, potential causes and possible modes of prevention of prostate cancer.

'''Lesson Overview'''

The activity begins in Part A by engaging students in an examination of hallmarks of cancer by having them work through that section of the Inside Cancer web site. This section then introduces the students to the epidemiology of the disease by working through the “Causes and Prevention” section of the web site.
Part B focuses on the epidemiology of prostate cancer by having students investigate diet as a potential factor leading to this type of cancer. With diet established as a key factor in the high incidence of prostate cancer in the western world, students move on to Part C to consider the role of diet in the biological process that lead to the development of this type of cancer.
Finally, students synthesize the knowledge they have obtained into a pamphlet that includes information on the epidemiology of this disease and a set of recommendations for its prevention.
The parts of this lesson may be conducted sequentially or independently from one another.

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'''Goals and Objectives'''

Students will be able to:

• develop a familiarity with and understanding of the hallmarks of cancer.

• recognize that the worldwide distribution of different types of cancers provides insight into the causes of the specific diseases.

• explain the role diet plays in the influencing the frequency of prostate cancer.

• develop an understanding of how specific carcinogens from food lead to the development of prostate cancer.

• synthesize the information provided to propose a prevention plan that emphasizes consideration of lifestyle choices.

'''Common Misconceptions'''

Students often think:

• that all cancers are the same.

• that exposure to synthetic chemicals or pollutants is a major cause of cancer.

• lifestyle, including diet, has little impact on the chance of developing cancer.

• that dietary supplements taken orally work in the same manner as when these chemicals are found in food.

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'''The Lesson'''

Preparation Before class:''' (materials, handouts etc.)'''

Print out or post the lesson handout and the accompanying Powerpoint slide slow

Lesson handout:[[Media:Cancer_epidemiology.doc]]

Powerpoint slide show: [[Media:Background_for_Cause_of_Prostate_Cancer_part_1.pdf]], [[Media:Background_for_Cause_of_Prostate_Cancer_part_2.pdf ]], [[Media:Background_for_Cause_of_Prostate_Cancer_part_3.pdf]]

'''During class'''

In order for students to investigate the epidemiology of cancer, it is necessary for them to have a firm understanding of the hallmarks that characterize the disease. Have the students read through the “Hallmarks of Cancer” section of the Inside Cancer web site and construct a table as instructed in the section 2 of Part A. For more efficient use of class time it is suggested that this be done as an at-home assignment. When the students return to class, have them complete steps (ii) and (iii) of section 2, part b. If computers are available, you may choose to continue to work in groups of 2, having the students complete sections 3 – 4 of this section, convening the class as a whole for periodic discussion of the questions they are addressing.
The “take-home” lesson from the previous work is the impact that factors such as culture and lifestyle choices can have on the incidence of cancer. In Par B of this part of the lesson students will focus their study of the epidemiology of cancer on the influence of diet on the incidence of prostate cancer. They will begin this examination by gathering information on different regional diets. Direction for gathering this sort of information has been provided, although numerous sources exist. Depending on the school or wider community, this information can be obtained through personal interviews, although this may require more time in order to complete the activity. It is important to recognize that all that is needed here are examples of representative foods from these diets. With examples of traditional foods in hand the table provided in the lesson can be completed.
As students move on to Part C, an in-depth study of the cause of prostrate cancer as a result of the chemical composition of food or its preparation technique is presented. The biology here can get complicated, so a PowerPoint presentation is included to provide additional background. This PowerPoint can be read by students independently or presented by the teacher in the form of class lecture.
The goal of Part D is for students to synthesize the information they have acquired into a pamphlet directed at the general public informing them of the epidemiology of prostate cancer. The pamphlet should present information on the worldwide distribution of the disease, the correlation with diet, the molecular biology of the genesis of the disease, and suggestions for prevention. Guidelines for executing the pamphlet assignment are provided in the lesson.

'''
'''Time required''''''

Time allotment for this lesson is dependent upon the extent to which at-home time is used to complete various sections. Below is a list of those components of the lesson that can effectively be completed by the students at home and those best suited for in-class work.

• Part A

➢ Sections 1-2, 40 minutes at home, 15 minutes in class

➢ Sections 3-4, 15 minutes at home, 20 minutes in class with associated discussion

• Part B

➢ Section 2 – this may take more than one night if students choose to complete interviews with community members. (45 minutes)

• Note, the groups listed are just suggestions. Substituting ethnic/cultural groups more representative of your classroom works perfectly, but it is important to include the classic “western diet” in the comparison study.

➢ In-class comparison of diets researched – 15 – 20 minutes depending upon number of groups.

• Part C

➢ Section 1 – this can be tackled both at home and in class

• Both the powerpoint slide show and the Inside Cancer slides will take about 20 minutes to complete.

➢ Section 2

• Part a - reading the articles associated with the 5th bullet point (45 minutes).

➢ Final Assignment – Adequate completion of the pamphlet will most likely take 2 days. This could, therefore, be a week-end assignment.

'''Student Handouts for the Lesson Plan'''

[[Media:Cancer_epidemiology.doc]] document can be printed out for students prior to class and handed out for them to work on. However, because the links to the necessary online sites are embedded in the text, it may be easier to have students access the document electronically so navigation to the required sites is made easier.

The Powerpoint slide should be downloaded prior to beginning the lesson. The slide can be printed out for students or they can read through the material online. It may also be appropriate for the teacher to present this information to the class via a short lecture. The slide show can be accessed here : [[Media:Background_for_Cause_of_Prostate_Cancer_part_1.pdf]], [[Media:Background_for_Cause_of_Prostate_Cancer_part_2.pdf ]], [[Media:Background_for_Cause_of_Prostate_Cancer_part_3.pdf]]

'''Alternative Assessments'''

• Teachers may choose to collect and evaluate the answers generated by students to questions asked throughout the activity.

• A short quiz on the hallmarks of cancer and the molecular biology of prostate cancer could be used to assess understanding.

• Publish the pamphlets and make them available to the school and greater community.

'''Suggestions for Extended Learning'''

• Why do you think the incidence and mortality data for prostate cancer for Hispanics, Asians, and Native Americans and Alaskans are only provided after 1992?

'''Glossary'''

• Benzo[a]pyrene – A class of Polycyclic Aromatic Hydrocarbon that was first identified carcinogen of its class. This compound in produced as a result of burning organic matter.

• CpG Dinucleotide – A cytosine nucleotide next to a guanine nucleotide on the same strand of DNA.

• CpG Islands – Regions in DNA that have a preponderance of CpG dinucleotides. These regions in the genome tend to be between 150 – 350 kilobases in length.

• DNA Repair Enzymes – A class of enzymes responsible for correcting errors in the nucleotide sequence in DNA. These enzymes function during DNA replication to proofread the newly synthesized strand or work when DNA is damaged by chemical or physical means.

• Epidemiology – the study of the frequency and distribution of disease in a population.

• Glutathione – An anti-oxidant found in the cells that prevents oxidative damage from occurring in cells due to the presence of certain compounds.

• Glutathione-S-Transferase – The enzyme responsible for catalyzing the reaction between glutathione and an oxidizing molecule. The reaction neutralizes the oxidizing capabilities of the compound, preventing it from damaging the cell.

• Heterocyclic Amines – A class of carcinogenic compounds produced through certain food preparation techniques, for example, grilling.

• Methylation – The addition of methyl, -CH3, groups to cytosine residues in a DNA molecule.

• Oxidants – Chemically active compounds typically containing oxygen that promote the loss of electrons in other compounds in the cell. The compounds can be produced as a result of normal metabolic function or as a result of exposure to toxins, radiation, or drugs.

• Polycyclic Aromatic Hydrocarbons – Chemical compounds composed of fused rings of carbon. These compounds are naturally found in oils and fuels and can be the product of chemical reactions such as combustion. The level of their toxicity is dependent upon the structure of the molecule.

• Promoter – the region of a gene where transcription is initiated. It is the site for the binding of RNA Polymerase.

'''Education Standards'''

• Understanding Scientific Inquiry

➢ Formulating and revising scientific explanations and models using logic and evidence

➢ Communicate and defend a scientific argument

• Developing an understanding of the cell and molecular basis of heredity

➢ Genetic information is carried in DNA molecules

➢ Changes in DNA occur that result in changes to cell structure and function

• Developing an understanding of personal and community health and population growth

➢ Living organisms have the potential to produce populations of infinite size, but are limited by resource availability

➢ Carrying capacity is the maximum number of individuals that can be supported in a particular environment

➢ Selection of foods and eating patterns determine nutritional balance and overall health

• Science as a human endeavor

➢ Individuals and teams have contributed and will continue to contribute to the scientific enterprise.

'''Teacher Answer Key'''

Teacher answer key can be accessed here:[[Media:Cancer_Epidemiology_+_answers.doc]]

Cell signaling and cancer

Lisaorenstein — Wed, 14 Apr 2010 17:28:43 GMT

Lisaorenstein:

'''Cell Signaling and Cancer'''

'''Lesson Overview'''

This lesson is designed to introduce students to the principles of cell signaling and its relationship to cancer. Using the Inside Cancer web site students observe the sequence of events that occur as a result of the arrival of a chemical messenger at the external surface of the cell. The animations dramatize the events that lead to the cell’s response to the messenger. After examining the fundamentals of cell signaling pathways, students move on to examine the ramifications of mutations that lead to abnormal functioning of these pathways. In this context, the focus will be on the development of cancer.

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'''Goals and Objectives'''
Students will be able to:

• recognize that cell growth and division occurs in response to specific chemical signals.

• list and describe the sequence of events that occurs in a signaling pathway from the release of the chemical messenger to the initiation of the cellular response.

• characterize and distinguish key proteins involved signaling pathways involved in cell growth and proliferation.

• explain how mutations to some of these proteins can lead to cancer.

• identify specific cancers that result from mutations to signal pathway proteins.

• Explain how targeted therapies can be used to treat cancers that result from aberrations to signaling pathways involved in cell growth.

'''Common Misconceptions'''

• Students often think that cells just “know” when to divide.

• Students presume that mitosis comprises the bulk of the cell cycle.

• Students are unaware of the controls present that regulate cell growth and division.

• Students perceive proteins as working independently.

• Students often think proteins are rigid and don’t realize that changes in protein shape are critical to their activity.

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'''The Lesson'''

Preparation Before class:''' (materials, handouts etc.)'''
Photocopy the [[Media:Cell_Signaling_and_Cancer.doc]] for students so they can write their answer directly in the document. However, because the links to the necessary online sites are embedded in the text, it may also be preferable to have students access an electronic version as well.

'''During class'''
Students will be working through the document and the web page during class, allowing the teacher to circulate, addressing any questions or conceptual difficulties the students may be having. It is also suggested that at various intervals during the class session time-out is taken from individual work to have a brief class discussion on what has been discovered. This provides more opportunity for student questions and more in-depth examination of the topic. (See resources section for additional sources of information on cell signaling). Class time should also be allocated for the “talks.”
'''
Time required'''

Cell Signaling Mechanisms – 1 class session. If students do not complete the activity during class time, it can be finished at home, with the answers to the questions brought to the next class session for review.

Cell Signaling and Cancer - 1 class session. If students do not complete the activity during class time, it can be finished at home, with students bringing their notes to the next class session for discussion.
Final Assignment – Students should be provided adequate time to research and prepare their talk and poster. It is suggested that 1 class session be devoted to student research so any questions they may have can be addressed.

'''Student Handouts for the Lesson Plan'''

[[Media:Cell_Signaling_and_Cancer.doc]]

'''Alternative Assessments'''

Recommendations for Evaluation:

• Teachers may choose to collect and evaluate the answers generated by students to questions asked throughout the activity. The answers can be found here: [[Media:Cell_Signaling_and_Cancer_answers_to_questions.doc]]

• A quiz on the nature of signaling pathways could be used to assess student understanding of biology of familial breast cancer.

• Assessment of the talk and poster should be done. It is suggested that a rubric for assessment be passed out ahead of time to help students recognize the standards that must be met when giving an oral presentation.

'''Suggestions for Extended Learning'''

This lesson can be augmented by investigating specific signaling pathways. In this lesson a generalized version of the pathway is studied, however studying specific types of cell receptors and the pathway mechanisms they are involved with can be done. An investigation into Tyrosine Kinase Receptors, G- Protein Linked Receptors, and Gated Ion Channels will lead student to discover the extent to which signaling pathways are used by cells to carry out myriad cell functions.

'''Glossary'''

Cell Receptor – A protein that binds with a specific chemical signal. The receptor may be an integral membrane protein that extends from the external surface of the cell or found in the cytoplasm

Chemical Signal (Messenger) – A chemical compound synthesized by cells and released into the environment that binds to specific receptors found on or in a target cell. Commonly known as a ligand.

Chronic Myeloid Leukemia – A form of blood cancer that results from the excessive activity of a protein kinase involved in a signaling pathway that leads to cell growth and proliferation. The kinase causing this cancer is produced from the fusion of two genes, BCR and abl. The fusion occurs as a result of a reciprocal chromosomal translocation.

Estrogen - A hormone of the female reproductive system. Certain types of breast cancer require this hormone in order to grow.

Fos - A protein, found in the nucleus that is activated during a cell signaling pathway. It operated in conjunction with Jun and serves to “turn on” the expression of specific genes needed in the cell response to the chemical signal received by the cell.

Gleevac – A drug that binds to the active site of the BCR-abl kinase. This binding blocks the ability of the enzyme from activating other proteins in the signaling pathway where it works. This restricts cell growth and division and the cell eventually dies. Gleevac is a targeted drug therapy used to treat Chronic Myeloid Leukemia.

Growth Factor - A protein that acts as a chemical messenger to promote cell growth and division.

Growth Factor Receptor – Protein receptor found on the external surface of cells that specifically binds a growth factor to initiate a signal pathway that leads to cell growth and proliferation.

Her-2 – A specific example of a growth factor receptor found on the cells of breast tissue. Certain types of breast cancer are characterized by cells that have excessive expression of the Her-2 receptor.

Herceptin – An antibody that is manufactured to compete with growth factors that bind to the Her-2 receptors found on cells from breast tissue. The binding of Herceptin to Her-2 prevents the binding of the growth factor, thus inhibiting growth of the cell.

Hormone - A chemical substance produced in the body that controls and regulates the activity of certain cells or organs.

Jun - A protein, found in the nucleus that is activated during a cell signaling pathway. It operated in conjunction with Fos and serves to “turn on” the expression of specific genes needed in the cell response to the chemical signal received by the cell.

Kinase - An enzyme that phosphorylates its substrate. The source of the phosphate is ATP.

Ras – A key protein found in signaling pathways. Ras is found in the cytoplasm and activated early in the pathway. It, in turn, activates a protein known as Raf, to transmit the signal through the cell. A number of cancers are characterized by mutations that leave Ras in the “on” position so that it is constantly activating protein of the signal pathway. This results in uncontrollable growth of the cells.

Transcription – The process of synthesizing an RNA molecule from a DNA template.

Translation - The process of synthesizing a protein from the instructions carried on an mRNA molecule.

Signal Transduction – Another name for “cell signaling” or “signaling pathway.”

'''Teacher Answer Key'''
[
Cell Signaling and Cancer - teacher pages]

Role of Nutrition in Cancer

Dnalctest — Mon, 22 Mar 2010 20:10:04 GMT

Dnalctest: New page: '''Lesson Title''' "Role of Nutrition in Treating Cancer" '''Lesson Overview''' This lesson will give students a basic introduction to cancer. It will also allow students to investiga...

'''Lesson Title'''

"Role of Nutrition in Treating Cancer"

'''Lesson Overview'''

This lesson will give students a basic introduction to cancer. It will also allow students to investigate a few of the causes and ways to prevent certain cancers. Sometimes the introduction of the topic causes a lot of worry and concern - due to the fact that so many students will know someone that currently has cancer or has died of cancer.

--------------------------------------------------------------------------------

'''Goals and Objectives'''

1. Students will learn about the hallmarks of cancer.
2. Students will have opportunity to explore some of the causes and ways to prevent certain cancers.
3. Create a forum in which students can share information and stories in a seminar format.

'''Common Misconceptions'''

I have had students in the past explain on tests that you "catch" cancer.....I'm not sure if they think that you can catch it like a cold - or that they are still unsure of what cancer actually is.

--------------------------------------------------------------------------------

'''The Lesson'''

Preparation Before class:''' (materials, handouts etc.)'''

TBD

'''During class'''

Students will view the presentation: http://teachercenter.insidecancer.org/p/197 (Class Discussion) and http://teachercenter.insidecancer.org/p/214 (Research Portion)

'''Time required'''

[http://teachercenter.insidecancer.org/p/358]
time with discussion is estimated at 30 minutes. Time spent in the library might be 40 minutes. The rest of the research would be at home.

'''Student Handouts for the Lesson Plan'''

TBD

'''Suggestions for Extended Learning'''

TBD

'''Glossary'''

Define any terms that may need elaboration.

'''Education Standards'''

Please align your lesson plan with any education standards that apply.
[[http://teachercenter.insidecancer.org/p/358]
[http://www.example.com link title]]

Intro Biology Inside Cancer Web Guide Worksheet

Nash — Sat, 13 Mar 2010 23:42:08 GMT

Nash: New page: '''Intro Biology Inside Cancer Web Guide Worksheet''' This worksheet should help your students explore accessible parts of Inside Cancer. [[Image:Cancer intro wkst.doc]]

'''Intro Biology Inside Cancer Web Guide Worksheet'''

This worksheet should help your students explore accessible parts of Inside Cancer.

[[Image:Cancer intro wkst.doc]]

HPV and cervical cancer

Nash — Sat, 13 Mar 2010 21:36:14 GMT

Nash: New page: '''Blank lesson''' To use this template, click edit, then copy the content of in the edit window box to the edit window of your new lesson. You can then edit as needed. Please do not save...

'''Blank lesson'''

To use this template, click edit, then copy the content of in the edit window box to the edit window of your new lesson. You can then edit as needed. Please do not save changes to a new lesson in this page.

'''Lesson Overview'''

Briefly describe the lesson here.

--------------------------------------------------------------------------------

'''Goals and Objectives'''

Briefly outline the goals and objectives

'''Common Misconceptions'''

Describe any common misconceptions this lesson may address

--------------------------------------------------------------------------------

'''The Lesson'''

Preparation Before class:''' (materials, handouts etc.)'''

Describe any pre-class preparation necessary for the lesson.

'''During class'''

Describe the activity.
'''
Time required'''

Estimate the amount of time for each part of the lesson.

'''Student Handouts for the Lesson Plan'''

Describe any handouts and provide links to documents that include the handouts. Remember to upload the handouts to the wiki before linking to them.

'''Alternative Assessments'''

Describe any alternative activities or assessments you may have developed.

'''Suggestions for Extended Learning'''

Suggest any extensions to the lesson.

'''Glossary'''

Define any terms that may need elaboration.

'''Education Standards'''

Please align your lesson plan with any education standards that apply.

'''Teacher Answer Key'''

Include a teacher answer key when applicable.

Adeno

Nash — Sat, 13 Mar 2010 20:50:50 GMT

Nash:

'''Blank lesson'''

To use this template, click edit, then copy the content of in the edit window box to the edit window of your new lesson. You can then edit as needed. Please do not save changes to a new lesson in this page.

'''Lesson Overview'''

Briefly describe the lesson here.

[[Image:adeno.gif]]
--------------------------------------------------------------------------------

'''Goals and Objectives'''

Briefly outline the goals and objectives

'''Common Misconceptions'''

Describe any common misconceptions this lesson may address

--------------------------------------------------------------------------------

'''The Lesson'''

Preparation Before class:''' (materials, handouts etc.)'''

Describe any pre-class preparation necessary for the lesson.

'''During class'''

Describe the activity.
'''
Time required'''

Estimate the amount of time for each part of the lesson.

'''Student Handouts for the Lesson Plan'''

Describe any handouts and provide links to documents that include the handouts. Remember to upload the handouts to the wiki before linking to them.

'''Alternative Assessments'''

Describe any alternative activities or assessments you may have developed.

'''Suggestions for Extended Learning'''

Suggest any extensions to the lesson.

'''Glossary'''

Define any terms that may need elaboration.

'''Education Standards'''

Please align your lesson plan with any education standards that apply.

'''Teacher Answer Key'''

Include a teacher answer key when applicable.

Homer

Nash — Thu, 12 Mar 2009 18:21:51 GMT

Nash:

'''Homer'''
[[Lessons]]
[http://teachercenter.insidecancer.org/p/426 Promoting mutations presentation]
Homer was a good guy.

'''Lesson Overview'''

Briefly describe the lesson here.
[[Image:Example.jpg]]

--------------------------------------------------------------------------------

'''Goals and Objectives'''

Briefly outline the goals and objectives

'''Common Misconceptions'''

Describe any common misconceptions this lesson may address

--------------------------------------------------------------------------------

'''The Lesson'''

Preparation Before class:''' (materials, handouts etc.)'''

Describe any pre-class preparation necessary for the lesson.

'''During class'''

Describe the activity.
'''
Time required'''

Estimate the amount of time for each part of the lesson.

'''Student Handouts for the Lesson Plan'''

Describe any handouts and provide links to documents that include the handouts. Remember to upload the handouts to the wiki before linking to them.

'''Alternative Assessments'''

Describe any alternative activities or assessments you may have developed.

'''Suggestions for Extended Learning'''

Suggest any extensions to the lesson.

'''Glossary'''

Define any terms that may need elaboration.

'''Education Standards'''

Please align your lesson plan with any education standards that apply.

'''Teacher Answer Key'''

Include a teacher answer key when applicable.

Cancer and Me

Nash — Thu, 19 Feb 2009 22:47:07 GMT

Nash:

Cancer effects everybody in some form

One of the biggest concerns for many people is a diagnosis of cancer. Until recently, it was almost certainly a death warrant

'''Lesson Overview'''

Briefly describe the lesson here.

--------------------------------------------------------------------------------

'''Goals and Objectives'''

Briefly outline the goals and objectives

'''Common Misconceptions'''

Describe any common misconceptions this lesson may address

--------------------------------------------------------------------------------

'''The Lesson'''

Preparation Before class:''' (materials, handouts etc.)'''

Describe any pre-class preparation necessary for the lesson.

'''During class'''

Describe the activity.
'''
Time required'''

Estimate the amount of time for each part of the lesson.

'''Student Handouts for the Lesson Plan'''

Describe any handouts and provide links to documents that include the handouts. Remember to upload the handouts to the wiki before linking to them.

'''Alternative Assessments'''

Describe any alternative activities or assessments you may have developed.

'''Suggestions for Extended Learning'''

Suggest any extensions to the lesson.

'''Glossary'''

Define any terms that may need elaboration.

'''Education Standards'''

Please align your lesson plan with any education standards that apply.

'''Teacher Answer Key'''

Include a teacher answer key when applicable.

California Sun and Cancer

Nash — Thu, 19 Feb 2009 22:29:55 GMT

The Worst 'Mutant'

Judithannejones — Fri, 23 Jan 2009 21:10:09 GMT

Judithannejones:

'''The Worst Mutant'''

'''Lesson Overview'''

This lesson plan is in progress!
The intent of the lesson is to make an analogy using the Hallmarks of Cancer and a mutant (think X-men).

--------------------------------------------------------------------------------

'''Goals and Objectives'''

To engage students in the lesson using a familiar concept (Mutants)
To help students become familiar with the major components that lead to cells becoming cancerous.

'''Common Misconceptions'''

Cancer only affects the old and weak and those who smoke at least one pack of cigarettes a day for a 'long' time.
Cancer is not genetic.
Cancer can not be caused by a virus.
Cancer cells just acquire the ability to grow and divide without control.
Cancer is caused by just one random mutation.

--------------------------------------------------------------------------------

'''The Lesson''' Created Using Inside Cancer Website Presentation Builder
[[http://teachercenter.insidecancer.org/p/310]]

Preparation Before class:''' (materials, handouts etc.)'''

Be sure you go through the slides yourself before you go through them with your students.

'''During class'''

Introduce the concept of 'mutants' by asking students what they think of when they hear the word 'Mutant'. Common replied will include Spiderman, X-Men characters, and other 'mutant' characters found in current media.
'''
Time required'''

Time spent going through the slides will depend on the detail you go into for each slide (whether or not you skip slides) and how many questions come up from the students.

'''Student Handouts for the Lesson Plan'''

Describe any handouts and provide links to documents that include the handouts. Remember to upload the handouts to the wiki before linking to them.

'''Alternative Assessments'''

Describe any alternative activities or assessments you may have developed.

'''Suggestions for Extended Learning'''

Suggest any extensions to the lesson.

'''Glossary'''

Define any terms that may need elaboration.

'''Education Standards'''

Please align your lesson plan with any education standards that apply.

'''Teacher Answer Key'''

Include a teacher answer key when applicable.

Breast cancer

Tdtaylor5 — Fri, 23 Jan 2009 20:50:37 GMT

Tdtaylor5:

'''Breast Cancer diagnosis'''

To use this template, click edit, then copy the content of in the edit window box to the edit window of your new lesson. You can then edit as needed. Please do not save changes to a new lesson in this page.

'''Lesson Overview'''

Briefly describe the lesson here.

--------------------------------------------------------------------------------

'''Goals and Objectives'''

Briefly outline the goals and objectives

'''Common Misconceptions'''

Describe any common misconceptions this lesson may address

--------------------------------------------------------------------------------

'''The Lesson'''

Preparation Before class:''' (materials, handouts etc.)'''

Describe any pre-class preparation necessary for the lesson.

'''During class'''

Describe the activity.
'''
Time required'''

Estimate the amount of time for each part of the lesson.

'''Student Handouts for the Lesson Plan'''

Describe any handouts and provide links to documents that include the handouts. Remember to upload the handouts to the wiki before linking to them.

'''Alternative Assessments'''

Describe any alternative activities or assessments you may have developed.

'''Suggestions for Extended Learning'''

Suggest any extensions to the lesson.

'''Glossary'''

Define any terms that may need elaboration.

'''Education Standards'''

Please align your lesson plan with any education standards that apply.

'''Teacher Answer Key'''

Include a teacher answer key when applicable.

Breast Cancer

Nash — Fri, 23 Jan 2009 20:50:17 GMT

Nash: New page: '''Breast Cancer diagnosis''' To use this template, click edit, then copy the content of in the edit window box to the edit window of your new lesson. You can then edit as needed. Please ...

Houjinjun

Houjinjun — Wed, 10 Dec 2008 15:42:48 GMT

Houjinjun: New page: '''Blank lesson''' To use this template, click edit, then copy the content of in the edit window box to the edit window of your new lesson. You can then edit as needed. Please do not save...

Mitosis, Cell Division, and Cancer Therapies

Connie.kelly — Sun, 02 Nov 2008 23:29:37 GMT

Connie.kelly:

'''Mitosis, Cell Division, and Cancer Therapies'''

'''Lesson Overview'''

This lesson includes selected clips from Inside Cancer and DNAi on mitosis, cell divison, how cell signaling occurs to control cell division, and how cancer cells can evade these controls. After a class presentation, students will design proteins that can prevent cancer cells from evading these controls. Students will compare there cancer "drugs" to known cancer therapies.

--------------------------------------------------------------------------------

'''Goals and Objectives'''

Briefly outline the goals and objectives

'''Common Misconceptions'''

Describe any common misconceptions this lesson may address

--------------------------------------------------------------------------------

'''The Lesson'''

Preparation Before class:''' Materials for student"proteins"--paper, playdough'''

Describe any pre-class preparation necessary for the lesson.

'''I. Presentation of Mitosis and Cell Division II. Presentation of Cell Signaling and Control of Cell Division III.Students design proteins to block action of cancer cell'''

Describe the activity. http://teachercenter.insidecancer.org/p/150
'''
Time required'''

Estimate the amount of time for each part of the lesson.

'''Student Handouts for the Lesson Plan'''

Describe any handouts and provide links to documents that include the handouts. Remember to upload the handouts to the wiki before linking to them.

'''Alternative Assessments'''

Describe any alternative activities or assessments you may have developed.

'''Suggestions for Extended Learning'''

Suggest any extensions to the lesson.

'''Glossary'''

Define any terms that may need elaboration.

'''Education Standards'''

Please align your lesson plan with any education standards that apply.

'''Teacher Answer Key'''

Include a teacher answer key when applicable.

Avoid Cancer, Choose a Healthy Lifestyle And Diet!

Jmarshall1 — Sun, 02 Nov 2008 23:29:18 GMT

Jmarshall1: New page: '''Avoid Cancer, Choose A Healthy Lifestyle And Diet!''' To use this template, click edit, then copy the content of in the edit window box to the edit window of your new lesson. You can t...

'''Avoid Cancer, Choose A Healthy Lifestyle And Diet!'''

To use this template, click edit, then copy the content of in the edit window box to the edit window of your new lesson. You can then edit as needed. Please do not save changes to a new lesson in this page.

'''Lesson Overview'''

Diet and Lifestyle choices can put individuals at greater risk for cancer. Students record their food consumption over a week period. They evaluate their diet for vegetables, processed foods, and fats. Students then complete a survey of lifestyle choices that reflect exposure to sunlight and smoking. With student information available to students,

--------------------------------------------------------------------------------

'''Goals and Objectives'''

Briefly outline the goals and objectives

'''Common Misconceptions'''

Describe any common misconceptions this lesson may address

--------------------------------------------------------------------------------

'''The Lesson'''

Preparation Before class:''' (materials, handouts etc.)'''

Describe any pre-class preparation necessary for the lesson.

'''During class'''

Describe the activity.
'''
Time required'''

Estimate the amount of time for each part of the lesson.

'''Student Handouts for the Lesson Plan'''

Describe any handouts and provide links to documents that include the handouts. Remember to upload the handouts to the wiki before linking to them.

'''Alternative Assessments'''

Describe any alternative activities or assessments you may have developed.

'''Suggestions for Extended Learning'''

Suggest any extensions to the lesson.

'''Glossary'''

Define any terms that may need elaboration.

'''Education Standards'''

Please align your lesson plan with any education standards that apply.

'''Teacher Answer Key'''

Include a teacher answer key when applicable.

Estrogen Linked with Breast Cancer

Laurie Odegaard — Sun, 02 Nov 2008 23:19:02 GMT

Laurie Odegaard:

Estrogen has links with breast cancer.

This lesson will introduce students to the concept that estrogen is linked to some types of breast cancer, and how that may influence treatment and diagnosis of the breast cancer.

--------------------------------------------------------------------------------

'''Goals and Objectives'''
1. Students will be introduced to the Hallmarks of Cancer.
2. Students will see that their can be genes that are linked with breast cancer.
3. Students will see that their seems to be a familial link with breast cancer in some families.
4. Students will see the role estrogen plays with some types of breast cancer.
5. Students will look at how diagnosis and treatments for this type of cancer are decided.
6. Students will look at the ethical and personal issues involved with knowing one has a gene that can determine onset of breast cancer

Briefly outline the goals and objectives

'''Common Misconceptions'''

Describe any common misconceptions this lesson may address

--------------------------------------------------------------------------------

'''The Lesson'''

Preparation Before class:''' (materials, handouts etc.)'''

Describe any pre-class preparation necessary for the lesson.

'''During class'''

Describe the activity.
'''
Time required'''

Estimate the amount of time for each part of the lesson.

'''Student Handouts for the Lesson Plan'''

Describe any handouts and provide links to documents that include the handouts. Remember to upload the handouts to the wiki before linking to them.

'''Alternative Assessments'''

Describe any alternative activities or assessments you may have developed.

'''Suggestions for Extended Learning'''

Suggest any extensions to the lesson.

'''Glossary'''

Define any terms that may need elaboration.

'''Education Standards'''

Please align your lesson plan with any education standards that apply.

'''Teacher Answer Key'''

Include a teacher answer key when applicable.

Cancer: Causes and Prevention

Kbergh — Sun, 02 Nov 2008 23:18:26 GMT

Nash:

'''Lesson Title'''

"Cancer: Causes and Prevention"

'''Lesson Overview'''

This lesson will give students a basic introduction to cancer. It will also allow students to investigate a few of the causes and ways to prevent certain cancers. Sometimes the introduction of the topic causes a lot of worry and concern - due to the fact that so many students will know someone that currently has cancer or has died of cancer.

--------------------------------------------------------------------------------

'''Goals and Objectives'''

1. Give students a basic introduction to the hallmarks of cancer.
2. Provide an opportunity for students to investigate some of the causes and ways to prevent certain cancers.
3. Create a forum in which students can share information and stories in a seminar format.

'''Common Misconceptions'''

I have had students in the past explain on tests that you "catch" cancer.....I'm not sure if they think that you can catch it like a cold - or that they are still unsure of what cancer actually is.

--------------------------------------------------------------------------------

'''The Lesson'''

Preparation Before class:''' (materials, handouts etc.)'''

TBD

'''During class'''

Students will view the presentation: http://teachercenter.insidecancer.org/p/197 (Class Discussion) and http://teachercenter.insidecancer.org/p/214 (Research Portion)

'''Time required'''

Presentation time with discussion is estimated at 30 minutes. Time spent in the library might be 40 minutes. The rest of the research would be at home.
[[Image:Example.jpg]]

What really happens?

RebeccaOgden — Sun, 02 Nov 2008 23:10:49 GMT

Nash:

'''Blank lesson'''

Showing the details of how each of these things (smoking, diet) actually cause cancer- a disease of the genome.

'''Lesson Overview'''

Students complete a chart that isolates the molecules that cause problems, genes that are affected, and the results of these mutations.

--------------------------------------------------------------------------------

'''Goals and Objectives'''

Students will be able to identify the particular molecule(s) that cause cells to become cancerous.
Students will identify which genes are affected by different mutagens.

'''Common Misconceptions'''

Cancer is an inherited disease and is not directly caused by specific molecules.

--------------------------------------------------------------------------------

'''The Lesson'''

Preparation Before class: Students must have prior knowledge of DNA, transcription, and translation; mutations; and the basic knowledge of what cancer is.

Describe any pre-class preparation necessary for the lesson. Students need computer, website information, and handouts.

'''During class'''

Part A: Students will go through a class pre-assessment to introduce topic.
Part B: Students will use computers to view the presentation and answer questions and fill in data table.
Part C: Students will review findings as a class and compare two ways that molecules can affect DNA and cause cancer.
'''
Time required: 55 min.

Estimate the amount of time for each part of the lesson.
Part A: 5 min.
Part B: 30 min.
Part C: 20 min.

'''Student Handouts for the Lesson Plan'''

[[Image:What really happens.doc]]
Describe any handouts and provide links to documents that include the handouts. Remember to upload the handouts to the wiki before linking to them.

'''Alternative Assessments'''

Describe any alternative activities or assessments you may have developed.

'''Suggestions for Extended Learning'''

Students can look at viruses, molds, or uv as an extension and identify how they cause cancer.

Central Dogma

Gballog — Sun, 02 Nov 2008 23:03:24 GMT

Gballog:

Central Dogma -Schmogma

This lesson developed in order to learn how to make lessons
It is what it is
If you can read this then the lesson/evaluation of the lesson was a success

--------------------------------------------------------------------------------

'''Goals and Objectives'''
To make a wiki lesson

'''Common Misconceptions'''

That I can't make a wiki lesson

--------------------------------------------------------------------------------

'''The Lesson'''

Type into the format and see if a product comes out the back end - garbage in, garbage (in a new form) out. This is a link to the atomizer lesson that I also created during this exercise.
[http://teachercenter.insidecancer.org/p/204 Atomizer Link]

'''During class'''

Describe the activity.
'''
Time required'''

Estimate the amount of time for each part of the lesson.

'''Student Handouts for the Lesson Plan'''

Describe any handouts and provide links to documents that include the handouts. Remember to upload the handouts to the wiki before linking to them.

'''Alternative Assessments'''

Describe any alternative activities or assessments you may have developed.

'''Suggestions for Extended Learning'''

Suggest any extensions to the lesson.

'''Glossary'''

Define any terms that may need elaboration.

'''Education Standards'''

Please align your lesson plan with any education standards that apply.

'''Teacher Answer Key'''

Include a teacher answer key when applicable.

Cancer Brochures

Ms.wooten — Sun, 02 Nov 2008 23:00:11 GMT

Nash:

'''Cancer Brochures

'''Lesson Overview'''

Students will learn basic information about cancer. They will build upon that background by researching a specific cancer. They will demonstrate that knowledge by preparing a cancer brochure similar to those found in an oncologist's office that describes the cancer, the affected organ/organ system, symptoms, treatments, causes, risk factors, and available resources.

--------------------------------------------------------------------------------

'''Goals and Objectives'''

Students will be able to:
1. explain the hallmarks of cancer as presented on the Inside Cancer website.
2. describe the symptoms, causes, cell biology, organ/organ system involved, causes, treatment, risk factors and available resources for a specific cancer.
3. using computer graphics, produce a cancer pamphlet on a specific cancer that includes the topics listed above.

'''Common Misconceptions'''

Cancer is not one disease but many diseases with common features.
Cancer involves changes in the genome and expression of the genome.
Cell division and cell processes are highly regulated processes on the molecular level.

--------------------------------------------------------------------------------

'''The Lesson'''

Preparation Before class:''' (materials, handouts etc.)'''

Review and be familiar with the Inside Cancer website.
Prepare worksheet questions which check for understanding for each section (Halmarks, Causes and Prevention, Diagnosis and Treatment, and Pathways to Cancer).
Obtain example brochures from a doctor's office.

'''During class'''
Day 1
Begin class by asking if any students know someone who currently or previously had cancer and allow a couple of students to share experiences.
Ask students what they know about cancer biology.
Have students go on the Inside Cancer website.
Go through the Hallmarks of Cancer as a class. Have students answer the worksheet questions on that section to check for understanding.
Have students go through the remaining 3 sections on their own, and answer the worksheet questions that check for understanding.

Day 2
In groups of about 4 students, have groups identify 10 important concepts that they learned about cancer, and then have the groups share out.
Introduce the cancer brochure project. In pairs, students will select a specific cancer to research and will prepare a brochure for an oncologist's office on that particular cancer. Show some sample brochures. The brochure must be creative, visually engaging, informative, and professional in appearance. It should include the following:
Engaging front cover
Table of contents
Basic introduction on cancer biology
Description of the cells/tissue/organ/organ system involved
Symptoms
Occurrence
Causes
Risk factors
Treatments
Support resources
References

Day 3
Allow time for student research

Days 4 and 5
Allow time for students to continue research and create their brochures.

'''
Time required'''

This is a two to two and a half week project

'''Student Handouts for the Lesson Plan'''

A worksheet with questions on the different sections of the Inside Cancer website will check for student understanding and provide a launching point for group discussion of important concepts.
A rubric that will be used to assess the brochure will help guide the students in the research, design and creation of their brochure on a specific cancer.

'''Alternative Assessments'''

In addition to the quality and completeness of their brochure, an objective quiz on cancer biology will be given.

'''Suggestions for Extended Learning'''

Students will take a field trip to a local, regional or national meeting of a cancer organization. If available, they will present a poster session on the specific cancer they researched, including the pamphlet they created.

How do cells become cancerous?

Jcasbere — Sun, 02 Nov 2008 22:43:01 GMT

Jcasbere:

How do cells become cancerous?

'''Lesson Overview'''

There are 6 steps that a cell goes through to become a "cancer cell." Students will investigate these steps by navigating through the "inside cancer" site and investigating the "Hallmarks of Cancer" presentation.

--------------------------------------------------------------------------------

'''Goals and Objectives'''

Students will be able explain the requirements to become a cancer cell.

'''Common Misconceptions'''

Students have a connection to cancer by knowing people who have been diagnosed, survived, or died from the disease. Understanding the mechanism to which cells become cancerous will allow for a deeper understanding of the process and how current research is conducted to create better, more specific treatments.

--------------------------------------------------------------------------------

'''The Lesson'''

Copy worksheet questions for students.
Prepare class computers by preparing website access.
Students should have already learned concepts such as the cell cycle, transcription/translation, DNA structure and function.

'''During class'''

Students will investigate a multimedia presentation on "The Hallmarks of Cancer" while answering questions as they naviagate their presentation. Students will be in groups of 3-5, and each group of students will have a different "Hallmark of Cancer" to investigate. After completion of their topic, students will take part in a jig saw activity where they will leave their original group and be put into a larger group that has at least one person from each "hallmark." They will then have to fill in a table that contains information on each "HALLMARK" as they exchange information with others from their new group.

[http://teachercenter.insidecancer.org/view/-955/935/Hallmarks,%20Overview.html]

'''Time required'''

Students will need 20 minutes to investigate and discuss their hallmark with their group so that all individuals within the group are "experts" on their topic. An additional 30 - 60 minutes will be needed within new groups to distribute information among individuals.

'''Student Handouts for the Lesson Plan'''
Each student will have to answer the “overview” handout questions before they begin work with their individual hallmark.

Overview questions that all students will answer.

1. Who gets cancer?
2. Where does cancer occur in the body?
3. Cancer begins with how many cells having mutations?
4. What percent of cancers are inherited?
5. What usually causes cancers?
6. What kind of mutation can lead to a cancer and what does the mutation create?
7. Mutations can disrupt what part of cell life?
8. Define the “hallmarks of cancer.”

There will be a worksheet for each "hallmark" that will be filled out as the initial group navigates the presentation assigned (still in the works). The cumulative handout will be a data table that summarizes information from each hallmark topic. Each student should have their original "hallmark" investigation sheet as well as the summary table sheet attached in their lab notebook by the end of the period.

7 investigations will be

Uncontrolled division

Evading death

Processing nutrients

Becoming immortal

Invading other tissue

Avoiding detection

Promote other mutations

JIG-SAW CONNECTION WORKSHEET

HALLMARK

1. Uncontrolled division

2. Evading Death

3. Processing Nutrients

4. Becoming immortal

5. Invading other tissue

6. Avoiding Detection

7. Promoting other mutations

How do cells become cancerous

Jcasbere — Sun, 02 Nov 2008 22:31:46 GMT

Jcasbere: Lesson on "How cells become cancerous."

How do cells become cancerous?

'''Lesson Overview'''

There are 6 steps that a cell goes through to become a "cancer cell." Students will investigate these steps by navigating through the "inside cancer" site and investigating the "Hallmarks of Cancer" presentation.

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'''Goals and Objectives'''

Students will be able explain the requirements to become a cancer cell.

'''Common Misconceptions'''

Students have a connection to cancer by knowing people who have been diagnosed, survived, or died from the disease. Understanding the mechanism to which cells become cancerous will allow for a deeper understanding of the process and how current research is conducted to create better, more specific treatments.

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'''The Lesson'''

Copy worksheet questions for students.
Prepare class computers by preparing website access.
Students should have already learned concepts such as the cell cycle, transcription/translation, DNA structure and function.

'''During class'''

Students will investigate a multimedia presentation on "The Hallmarks of Cancer" while answering questions as they naviagate their presentation. Students will be in groups of 3-5, and each group of students will have a different "Hallmark of Cancer" to investigate. After completion of their topic, students will take part in a jig saw activity where they will leave their original group and be put into a larger group that has at least one person from each "hallmark." They will then have to fill in a table that contains information on each "HALLMARK" as they exchange information with others from their new group.

'''Time required'''

Students will need 20 minutes to investigate and discuss their hallmark with their group so that all individuals within the group are "experts" on their topic. An additional 30 - 60 minutes will be needed within new groups to distribute information among individuals.

'''Student Handouts for the Lesson Plan'''

There will be a worksheet for each "hallmark" that will be filled out as the initial group navigates the presentation assigned. The cumulative handout will be a data table that summarizes information from each hallmark topic. Each student should have their original "hallmark" investigation sheet as well as the summary table sheet attached in their lab notebook by the end of the period.

'''Alternative Assessments'''

'''Suggestions for Extended Learning'''

'''Glossary'''

'''Education Standards'''

'''Teacher Answer Key'''

Papilloma virus & cancer

Pollys — Sun, 02 Nov 2008 22:17:34 GMT

Nash:

'''Papilloma Virus& Cancer'''

'''Lesson Overview'''
Have students become familiar with the causes and preventive measures for cervical cancer.

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'''Goals and Objectives'''

1. Be able to link Papilloma virus infection with cervical cancer.
2. Demonstrate a knowledge of how cancers are acquired.
3. Be able to discuss preventive measures associated with cervical cancer.

'''Common Misconceptions'''

1. There is nothing that can be done to prevent cervical cancer.

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'''The Lesson'''

Preparation Before class:''' (materials, handouts etc.)'''
1. Poster board paper & materials
2. Alternate/ computers for Powerpoint presentations.
3. Survey handout.

Describe any pre-class preparation necessary for the lesson.
1. Instructor should view the following links. Optional to present students with links or have students research independently.
[http://www.cdc.gov/STD/HPV/STDFact-HPV.htm]
[http://www.cancer.org/docroot/CRI/content/CRI_2_6x_FAQ_HPV_Vaccines.asp]
'''During class'''

Describe the activity.
'''
1. Students will take a brief survey on cancer prior to examination of materials related to cervical cancer.

2. Have small groups of students go over their answers to the survey and discuss any misconceptions they may have had.

3. Research Human Papilloma viruses and how they cause cancers using computer in class.

4. They will then make a school poster board or Powerpoint presentation, educating others about Papilloma virus and cancer.

Time required'''

Estimate the amount of time for each part of the lesson.
1 hr.

'''Student Handouts for the Lesson Plan'''

Survey:
[http://lifesciences.envmed.rochester.edu/curriculum/cancer/Cancer_Truth_or_Myth.pdf]
Student Questions:
[[Image:HPV.pdf]]

Poster Board Requirements:
[[Image:Poster Board Requirements.pdf]]

'''Alternative Assessments'''

Describe any alternative activities or assessments you may have developed.

'''Suggestions for Extended Learning'''
[http://www.cancer.org/docroot/CRI/content/CRI_2_4_1X_What_is_cervical_cancer_8.asp]
Suggest any extensions to the lesson.

'''Glossary'''
[http://www.womenshealthmatters.ca/Centres/cancer/cervical/glossary/index.cfm]

'''Education Standards'''

Please align your lesson plan with any education standards that apply.

'''Teacher Answer Key'''

Include a teacher answer key when applicable.