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Stage 1 – Desired Results (What the students will know, do, and understand)

Enduring Understandings :

Students will understand that …

1. normal cell division is regulated by genes – the

“proto-oncogenes” and “tumor suppressor genes”;

2. changes in these genes (mutations) result in uncontrolled cell division which leads to the

development of cancer; and 3. environmental (mutagens) and genetic factors cause

the mutations of proto-oncogenes and tumor

suppressor genes.

Essential Questions :

1. How does cell division proceed at a normal rate?

2. What happens when cells “lose control” as they divide?

3. How is the control of cell division lost?

Students will know …

1. the complementary functions of proto-oncogenes and tumor suppressor genes in cell division;

2. the series of events which lead to the development of cancer, including the occurrence of mutations;

and

Students will be able to ...

1. identify factors/agents which cause the development of cancer; and

2. design a comic strip which promotes awareness about cancer, its causative factors and stages of

development.

UbD-based Lesson Plan

Subject : Science II (Biology) Level : Second Year

Unit : Cell Reproduction and Inheritance Time Frame : 1meeting

Lesson : Mutations and Cancer Designed by : Raquel E. Lizardo

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3. the difference between a “benign” tumor and a “malignant” tumor.

Stage 2 – Assessment Evidence (Forms of assessment that will guide instruction)

Performance Task :

“Comic strip design”

Goal – Design a comic strip aimed at increasing public awareness about cancer (its causes and develop-

ment) Role – Graphic artist-writer

Audience – key officials of the Dept. of Health (DOH),

including the Secretary

Situation – You have been commissioned by the DOH to design a comic strip which presents simple, easy-to-understand, and interesting information

about cancer

Product – Comic strip Standards for evaluation – Informative value (50%),

Visual and content appeal (30%), Creativity (20%)

Other Evidence :

1. Observations 2. Question and answer

3. Written exercises

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Stage 3 – Learning Plan (Learning activities aligned with goals and assessment)

Introduction : Students will share their prior knowledge and conceptions about cancer in a form of a thought balloon.

Interaction :

Through direct instruction, students will learn about (a) the series of events which lead to the development of cancer, including mutations, and (b) the different factors/agents which cause cancer. They will then answer a set of questions in

a worksheet and analyze brief case studies to gauge their understanding of the concepts learned.

Integration :

Students will complete a concept map to link the knowledge and ideas learned from the lesson.

Values Integration :

Students will be asked to complete the following prompt :

I commit myself to the fight against cancer by …

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Closure Statement :

Cancer results from the accumulation of damages to genes that control cell division, across time; these damages are caused by environmental agents (mutagens) and/or genetic predisposition.

Materials : Charts, worksheets

References/Weblinks :

Purves, W.K., et al.2001. Life : The Science of Biology (6th Edition). W.H. Freeman and Company : Massachusetts, USA.

http://learn.genetics.utah.edu/archive/proteinrole/ http://learn.genetics.utah.edu/archive/sloozeworm/

http://learn.genetics.utah.edu/archive/sloozeworm/scenario.html http://learn.genetics.utah.edu/archive/sloozeworm/scenans.html

http://learn.genetics.utah.edu/archive/sloozeworm/mutationbg.html http://info.cancerresearchuk.org/youthandschools/teachersresources/ ys_lesson_whatiscancer/

http://cancer.stanford.edu/information/geneticsAndCancer/genesCause. Html.