THIS RESOURCE IS ONLY AVAILABLE TO LOGGED IN USERS. PLEASE LOGIN AND TRY AGAIN. WE APOLOGIZE BUT THIS RESOURCE IS NOT AVAILABLE TO YOU. PLEASE READ BELOW FOR MORE INFORMATION. Resource ID#: 36036Primary Type: Lesson Plan
Learning Objectives: What should students know and be able to do as a result of this lesson?
1. Students will understand the stages of the cell cycle. 2. Students will understand how mutations occur and how cancer spreads. 3. Students will understand that cancer results in uncontrolled cell growth.
Prior Knowledge: What prior knowledge should students have for this lesson?
1. Students should be familiar with the stages of the cell cycle. 2. Students should be familiar with mutations.
Guiding Questions: What are the guiding questions for this lesson?
1. What are the primary stages of the cell cycle? 2. How does cancer relate to the cell cycle?
Teaching Phase: How will the teacher present the concept or skill to students?
The teacher will begin with a pair-share white board activity and then review the stages of the cell cycle with the students, to activate prior knowledge. The teacher will utilize the PowerPoint presentation "Cell Cycle and Cancer." The teacher will then give students a handout to read as a class. The teacher will guide the students in a "Popcorn Read." The teacher will remind students that during the popcorn read, they must read a paragraph or more and then may choose whomever they would like to read next. When everyone is finished reading, the teacher will guide the students into Independent Practice and Closure of the lesson.
Guided Practice: What activities or exercises will the students complete with teacher guidance?
The bellringer will be completed with teacher guidance. The teacher will guide the students through the popcorn reading activity. The teacher will circulate the room and help students where necessary as they answer the questions. Also, the teacher will guide the students through the closure activities.
Independent Practice: What activities or exercises will students complete to reinforce the concepts and skills developed in the lesson?
After completing the teacher-guided popcorn reading activity, students will independently answer questions based on the day's lesson.
Closure: How will the teacher assist students in organizing the knowledge gained in the lesson?
In the last ten minutes of class, the teacher will stop and collect all papers. For closure, the students will do the pair-share activity that they performed in the beginning of class (this time without the white boards). The Closure Question that they will respond to is the open-ended question "Each cell can only divide 50 to 100 times before they make errors. Would you hypothesize that cancer rates were higher or lower 500 years ago?" The teacher will remind students that because of scientific advancements, people are able to live longer, so in turn cancer rates are higher. Another factor is that people are exposed to more carcinogens now than 500 years ago.
Students will answer questions on their own based on what they learned from the lesson. The teacher will measure the impact of this resource on student learning by reviewing with a Closure activity.
Students will be placed in pairs and each provided a white board with marker. They will be instructed to respond to a timed open-ended bellringer question written on the board: "Write out the steps of the Cell Cycle. How many times would you guess that a cell would be able to divide before mutations would begin to occur?" When time is up, students will have 20 seconds each to share what they wrote with their partner. The students will then share as a class. The teacher uses this information to open discussion and correct any inaccuracies. The teacher can use this to identify prior knowledge on the topic.
Feedback to Students
Students will get feedback after the bellringer when they can see whether or not their answers were correct. They will also get feedback on their Independent Practice during the Closure activities.
Feedback to Students: Students will get feedback after the bellringer when they can see whether or not their answers were correct. They will also get feedback on their Independent Practice during the Closure activities.
Summative Assessment: Students will answer questions on their own based on what they learned from the lesson. The teacher will measure the impact of this resource on student learning by reviewing with a Closure activity.
Accommodations & Recommendations
Larger font copy of notes for visually impaired students.
Have a teacher copy of an English to Spanish Dictionary to accommodate ELL students.
Extended time on questions for ELL and ESE students; perhaps allowing them to finish for homework and turn in during the next class period.
Students may write a summary paragraph describing what they learned about cancer.
Suggested Technology: Computer for Presenter, Internet Connection, LCD Projector
Special Materials Needed:
Whiteboards and markers (1 each per student) "Cancer and Mitosis Handout (1 per student) PowerPoint presentation titled "Cell Cycle and Cancer"
When students are absent, they may make-up the handout and questions to stay on track. Practice the popcorn reading activity prior to this lesson so students understand it as routine.