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Wipf Cancer Discussion LP - Bio
Wipf Cancer Discussion LP - Bio
Contextual factors/learner characteristics: (What do you need to keep in mind as you plan and deliver
this lesson? About the students? The facility? Time restraints? Technology? Group formation? Etc?)
After watching a video and reviewing cell cycle regulators, students will discuss a proposed statute
regarding skin cancer.
1. Introduction (Engage) (Script what you plan to say – include how you plan to get attention,
access prior knowledge, assess knowledge, create a need to know and share the objective)
5 min
Good morning!
Yesterday we talked about cell cycle regulators and how they are important to mitosis.
Who can tell me why the cell cycle needs to have regulators and checkpoints? (So cells don’t divide out
of control and possibly lead to cancer.) Good!
What is the difference between an internal and external regulator? (Internal - inside the cell, external -
outside the cell)
What was an example of an external regulating process we talked about yesterday? (cuts and your skin
cells stop dividing when they meet.) Right!
Who remembers why? (the substances on the membrane of other cells triggers the “stop” mechanism.)
Right! We’re going to watch a short video about skin cancer before we start our discussion.
https://www.mayoclinic.org/diseases-conditions/skin-cancer/multimedia/melanoma/vid-20084739 (1:40)
Now it’s your turn to do some research on skin cancer. I have some questions
that I want you to research so we can discuss them as a class. Take your
computers out. Wikepedia is NOT an acceptable resource. You’ll have a
couple minutes to find answers to these questions I have for you.
15 min Discussion Questions:
https://docs.google.com/presentation/d/1Yf9ceHGY-
a63tITs7giIF7MxAYZl0lcVc-XCpkxcY_I/edit?usp=sharing
I am going to read this aloud for you so you can hear it as well as see it. We
are going back in time to the year 2000 and will be looking at the data from
1999 about certain cancer statistics. As we read this, it is your job to keep an
open mind, that’s what scientists do when they evaluate information. That
doesn’t mean you have to accept everything you hear is true, but it does mean
that you listen willingly and consider arguments and ideas that may be
different from your own. You’ll see the word “whereas” in this statute. It
means like “because of the fact that…”
- mediate as necessary
https://www.google.com/search?q=timer&rlz=1C1GCEA_enUS761US761&o
q=timer&aqs=chrome..69i57j0l5.2072j0j7&sourceid=chrome&ie=UTF-8
(timer)
Time’s up! Opposing team; what are your thoughts on the supporting team’s
reasons?
- mediate
Okay, now the supporting team; your thoughts on the opposing team’s
reasons?
- mediate
Both teams made some valid points. Now that we’ve examined the statute and
done some research, it’s time to answer a few questions!
Turn to the last page of your packet. We are going to work through these
questions together to come up with the best answers. Remember, the more you
talk, the less we get done and the more homework you have.
20 min
What does the first question say?
3. (continue your “actor’s script”) Closure (3 min) (A good closure includes allowing students to
gage if they met the lesson objectives, reviewing the lesson objectives, and possibly hinting about
what is to come.)
It’s about time to wrap up, so let’s recap; we’ve learned about the cell cycle and its regulators. Why are
these regulators important? (so cells don’t divide out of control) Yes!
How do they relate to what we discussed today? (cancer is out of control cells) Awesome!
Isn’t it kind of cool to see how what you’re learning right now applies to stuff that actually happens in the
world?
Remember you have things you should get done this weekend! The homework 10.3 is due Monday and
there is a test on Tuesday!
You have one minute left. Go ahead and pack up and remember to push your chairs in before you leave!
4. Back Pocket Idea (What are your plans if the lesson is running long? What are your plans if the
lesson is running short?)
short: review the cell cycle AGAIN (as a class, as partners with the cards)
Resources: (What resources did you use which would be of interest to the classroom teacher? You most
likely did not create this lesson from scratch?)
Video: https://www.mayoclinic.org/diseases-conditions/skin-cancer/multimedia/melanoma/vid-20084739
Discussion:https://docs.google.com/presentation/d/1Yf9ceHGY-a63tITs7giIF7MxAYZl0lcVc-
XCpkxcY_I/edit?usp=sharing
Timer:https://www.google.com/search?q=timer&rlz=1C1GCEA_enUS761US761&oq=timer&aqs=chrom
e..69i57j0l5.2072j0j7&sourceid=chrome&ie=UTF-8