Our goal here is to promote student thinking about questions they have related to this. This is a critical step in eliciting further questions about cell growth. Have students observe the video above ( slide 2) and write down what they notice and wonder about the phenomenon presented.
This is authentic engagement and a powerful learning process. Presenting a phenomenon and asking students to generate questions about it creates a need to figure out the answer to those questions. Guidance: The goal is to get students thinking about what they know and think they know about of cancer including how it grows. So, How are cancer cells different from normal cells? Let's investigate!
Although cancer can affect different kinds of cells throughout an animal and grows at different speeds, cancers all start the same way - with a mutation.
Today, we look at cancer from a new perspective - how cell regulation affects normal cell division. Many traditional classroom discussions about cancer focus on cause, treatment and prevention. While students could complete this task independently, we encourage them to work virtually with peers or in the home with family members.īefore you begin the task, you may want to access the accompanying How are cancer cells different from normal cells? Google Slides. This task has been designed to be used by students, parents, and teachers in distance and home learning. Students engage in science and engineering practices to figure out what happens in cells that make them grow the way they do. Today's task, How are cancer cells different from normal cells ?, creates an opportunity for students to look at examples of how normal cells divide and compare them to how cancer cells divide. In today's Daily Do, we use the phenomenon of a teen diagnosed with Stage III melanoma (see video below) to prompt students to think about cancer differently than they have in the past. Cancer is a topic often covered in high school biology class at the end of a unit on cells as an example of what happens when cells do not divide properly or divide uncontrollably without regulatory mechanisms. However, when used as a phenomena, it can allow for students to use cancer as a vehicle for understanding cell division.
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