Mitosis: Cell Cycle Regulation: Cancer (Day 7 of 9)

Name: Kayla Wipf

Grade Level: 10
School: Sioux Valley HS
Date: 12-1-17
Time: 1 (8:20-9:14), 4 (11:05-11:56), 5 (12:51-1:42)

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?)

● available to me: projector, computer, lab, printer, internet

● available to students: computers (1:1), internet
● time: 54 min periods
● group info: 1st hour works faster than 4th and 5th hour; 4th hour asks lots of questions; 5th hour
has 3 ELL students
● 2 students with 504s; 1 on IEP
Standards: (Include the information that tells what the student is to master)

Performance Expectation HS-LS1-4

Science and Engineering
Practice
Disciplinary Core Idea
Crosscutting Concepts
CCSS ELA / Math
Use a model to illustrate the role of cellular division (mitosis) and
differentiation in producing and maintaining complex organisms.
Developing and Using Models
Use a model based on evidence to illustrate the relationships between
systems or between components of a system.
LS1.B: Growth and Development of Organisms
In multicellular organisms individual cells grow and then divide via a
process called mitosis, thereby allowing the organism to grow. The
organism begins as a single cell (fertilized egg) that divides successively
to produce many cells, with each parent cell passing identical genetic
material (two variants of each chromosome pair) to both daughter
cells. Cellular division and differentiation produce and maintain a
complex organism, composed of systems of tissues and organs that
work together to meet the needs of the whole organism.
Systems and System Models
Models can be used to simulate systems and interactions - including
energy, matter, and information flows - within and between systems at
different scales.
SL.11-12.5; HSF-BF.A.1; HSF-IF.C.7; MP.4

ABCD Objective Assessment I Can / Target Statement

Audience After reading about and
Behavior discussing cancer, students
Conditions will understand that science
Degree can help us improve personal
and public health by
identifying facts that support
and oppose a proposed statute
with ⅚ being valid reasons.

Materials and Resources needed:

A Proposed Statute reading and worksheet, Internet, YouTube, Video Link, computer, projector,
discussion questions, students need computers, timer

The Lesson – (Provide a brief summary here)

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

(pledge & announcements)

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)

2. (continue your “actor’s script”) Core of the Lesson

What you Tell what me what you are doing, what you will say or ask.
are doing / If you are asking a question put in acceptable student responses.
Methodology Tell me what the students are doing. This is the area for your script.
(time
allotment)

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

- What is skin cancer and who is most at risk?

- What outcomes can people who develop skin cancer expect?
- How can people reduce or prevent dangerous exposure to UV
radiation?
- How effective are these different methods of protection?
- Is UV exposure really a risk factor related to skin cancer?
- When and where does most exposure occur?
- Are there other important sources of UV exposure?
You’ve done the research. Now, you are going to be the scientists that
10 min legislators consult when they review this proposed statute regarding UV
exposure.

- hand out worksheets

What needs to be on this for it to be graded? (Name, date, bio __)

Where does it need to be? (upper right corner)

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…”

- read statute aloud

Now you know what is being proposed. Turn to the 2nd page in your packet.
You are going to be split into 2 sides: those that support the statute and those
that oppose the statute. (split class down the middle) This half of the class will
 be supporters and this half will be the opposers. Take a few minutes to discuss
with your “team” reasons to support or oppose it. You need to come up with at
least 6 reasons as a team for your side. You have 7 minutes. Go!

- 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)

- While they’re discussing, write “support” and “oppose” on the board.

Alright, now that our 2 sides have established their reasonings, let’s share! The
supporting team will go first. What are your reasons for supporting this
statute?
5-7 min
- write them down as listed
Now for the opposing team. Your reasons?

- write them down as listed

Keeping an open mind, discuss with your team for one minute the other team’s
reasons for supporting or opposing the statute.

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?

- proceed through all of the questions, taking time to discuss possible

answers and work on breaking down the questions to see what is being
asked (help with their study skills) - also work on constructing solid
answers and not half-hearted ones.

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!

Have a good day!

4. Back Pocket Idea (What are your plans if the lesson is running long? What are your plans if the
lesson is running short?)

long: assign the questions on the back as homework

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?)

NIH Curriculum Resource

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