Author:
Doug Mossengren
Subject:
Health, Medicine and Nursing, Educational Technology, Life Science
Material Type:
Lesson Plan
Level:
Middle School, High School
Tags:
Biology, Cancer, Iowa K-12 E-Curriculum, iowa-k-12-e-curriculum
License:
Creative Commons Attribution Non-Commercial
Language:
English

Education Standards (3)

4 C's Activity for Biology Cancer

4 C's Activity for Biology Cancer

Overview

This is an extension activity after discussing cancer or lead into discussing about student choices. 

Essential Questions

  • Students will be able to to describe behaviors lead to skin cancer and how can it be prevented.
  • Students will be able to explain the risk and reward behaviors. 

 

Cancer Article

Essential Questions

  • Students will be able to to describe behaviors lead to skin cancer and how can it be prevented.
  • Students will be able to explain the risk and reward behaviors. 

Articles can be printed or viewed online and shared with students. This as an in class activity that can be done  with in pairs writing on large whiteboards or in a think pair share or as an online this activity students can show their learning in an online forum or journal topic. 

With each step have the students share their thoughts and ideas after answering the prompts while justifying their answers. 

Read the following two articles, they are short, and working with your partner white down the your ideas on the whiteboard or answer the prompts in the journal provided

  1. Connections: After reading the articles highlight or note the sections of the readings that you connect with. What from the articles seems fimilar and you can related too. When your shoulder partner is done share your ideas and write them down on the whiteboard. 
  2. Challenges: After reading the article highlight or note sections of the readings that startled or challenged your perspective.With your shoulder partner write down the themes on the whiteboard and put a two sentence explanation with it. 
  3. Concepts: After reading the articles highlight or note the sections of the readings that you identiify the big idea, concept or themes. With your shoulder partner write down the themes on the whiteboard and put a two sentence explanation with it. 
  4. Changes: After reading the articles highlight or note the sections of the readings that caused you to think about changing your thinking or behavior.   With your shoulder partner write down the themes on the whiteboard and put a two sentence explanation with it. 
  5. During the group discussion share your ideas and questions about the readings. 

Assessment

After the discussion have the students goto the Journal (linked in LMS), and have them preform a quick write reflection over the class dicussion. 

The reflection should focus on explaining what they thought about skin cancer before the reading, after the reading and if anything changed. Use the following rubric to assess the quality 

 02.55
CompletedMajority of the assignment is missing parts or incompleteA few of the prompts of the assignment were missing or incompleteAssignment of the prompts are addressed = 100% Complete
QualityAssignment looks to have been completed by putting in random words or nonsense. No effort was put into the assignmentAssignment look to have just been completed to got the assignment "done" and no real reflection based on the activity. Answers don't make sense or not topicAll parts of the assignment were completed to the best of students ability. Appears effort was put into each responce and shows signs of reflection.

Goto your LMS and goto the Cancer Reflection link on the page. Using our quick write guideless for grammar and punction compose a quick reflection based on our class discussion. Your reflection should be longer than 6 sentences and need to address the following

  • What were your thoughts about tanning before and after the reading? 
  • What did the article connect to you on personal level? Explain 
  • How did they article and discussion challenge or change your viewpoint about tanning?