GENA Partnership Learning and Implementation Plan

Transcription

1 Dr. Beverly Yashar Dusti Vincent GENA Partnership Learning and Implementation Plan Background: Skyline High School is one of three comprehensive high schools in Ann Arbor, Michigan. The school opened during the school year with only freshmen students. Biology is part of the Michigan Merit Curriculum and, as such, is required for graduation. At Skyline, all students take Accelerated Integrated Science (ACIS), which is a 2-year, 5-trimester program that covers biology and physics standards. Biology is taught during the first year of this integrated program. Because all students take this course, the classes have a wide range of abilities and prior knowledge. Students take life science in 7 th grade, so there has been some exposure to biology concepts, but very little emphasis on genetics or, specifically, cell division. Name of Lesson: Mitosis and Cancer What happens when you party? Topics Addressed: Mitosis/Cell Division Phases of the cell cycle Chromosome structure Disease susceptibility as a consequence of cell division Environmental risk factors leading to cancer Reproduction Misconceptions: Diseases only have a genetic basis All mutations are bad; all mutations lead to disease All cancers are inherited Mitosis and meiosis occur in all cells Growth is the result of an increase in cell size Misunderstandings and Questions How does cancer develop? What is mitosis? Where does it occur in the body? State standards to be addressed by the intervention: Michigan High School Content Expectations (HSCE s) B4.3A Compare and contrast the processes of cell division, particularly as those processes relate to production of new cells and to passing on genetic information between generations. B4.4b Explain that gene mutation in a cell can result in uncontrolled cell division called cancer. Also know that exposure of cells to certain chemicals and radiation increases mutations and thus increases the chance of cancer.

2 Justification for implementing the plan: Students understand cancer from the point of view of its risk factors (smoking, sun exposure), tumor development, and treatment. However, students don t know that cancer develops because cells are not dividing properly and that genes regulate the process of mitosis. Some students learned about mitosis in 7 th grade life science, so there is some background knowledge. Additionally, students don t realize that cells, just like every other living thing, go through a life cycle and that our growth and development is dependent upon the increase the number of cells and the removal of old cells. Partnership Planning: A goal was set to implement the plan in late January/early February This is the timeframe in which the planning occurred: September 2008 Beverly and Dusti discussed over the plan that would be submitted September 12. A date was set to meet in October to review the plan and collaborate on ideas for the plan. October 2008 Met at a coffee shop to review the plan and discuss each person s role in the plan. A date of January 30 th was set for bringing Dr. Yashar s graduate students in to address Dusti s students. It was decided that the plan would focus on how errors in mitosis can lead to cancer and that there is a genetic basis for these mistakes. November correspondence continues. Dr. Yashar sends cell growth curves that were collected from a graduate student in genetics research at the University of Michigan. These growth curves will be used as an inquiry activity for the students to see how genes regulate growth of cells. December 2008 Continue with correspondence. Confirm January 30 th date for two graduate students to visit Skyline High School. January 2009 A graduate student in genetic counseling and a graduate student in genetic research (with an emphasis on cancer) will visit Skyline on January 30 th. They will discuss their respective career choices and provide some related activities for the students to do. The genetic counselor activity will look at the pattern of inheritance for a polygenic trait and developing a pedigree. The genetic research activity will allow students to look at chromosomes extracted from cancerous tissue and count the chromosomes. ***Due to an unfortunate mishap, the two students were unable to make it on the 30 th. Dr. Yashar and Dusti rescheduled this visit to April 23 rd (the only date that worked with everyone s schedule). April 2009 Bethany Parks and Esther Peterson visited Skyline High School during 2 nd and 3 rd periods. Bethany is a graduate student in genetic counseling and Esther Peterson is a graduate student in genetic research. Dr. Yashar and Dusti discussed the final plan submission during this visit.

3 GENA Project Final Report, Academic Year Learning Cycle: Genetics in 9 th grade Accelerated Integrated Science (ACIS) Dusti Vincent, Skyline High School Dr. Beverly Yashar, University of Michigan Rationale: To address misconceptions in genetics, specifically those related to cell division, cancer, and the cell cycle. Our goal was to emphasize that cells have a life cycle that is regulated by genes. The common theme with this learning plan was the role of genes in maintaining both normal cell growth and abnormal cell growth (cancer). The following is a record of strategies and activities utilized to address these concepts and misconceptions. Note: This unit was implemented with the students having little prerequisite knowledge about the structure of DNA or chromosomes. Students understood that DNA carries genetic information (covered during an earlier unit on cells), but few students knew about the structure of DNA and how chromosomes are assembled. This topic was infused into the lessons on mitosis and DNA structure was covered in more depth following this learning plan. 1. Cell Cycle Introduction The lesson began with a brainstorming session around the question, Do your cells have a life? This was a way to qualitatively assess students knowledge of cell division. Following this activity was a brief discussion. Next, students read a New York Times article titled, Your Body is Younger Than You Think, which addressed the common misconception that the cells of the body don t regenerate or go through a life cycle. 2. Analyzing Growth Curves Students observed growth curves of real cells from data collected at the University of Michigan. This activity emphasized that different cells of the body grow at different rates and introduced the concept of genes controlling cell growth. Students also compared how normal cells grow compared to cancerous cells. 3. Mitosis and the Cell Cycle To establish and develop background knowledge of mitosis and the cell cycle, students read a passage from their textbook, BSCS Level 1 and took notes using a format called the Metacognitive Log. Following a discussion of the reading, students viewed a PowerPoint presentation to emphasize certain aspects of the reading, especially the structure of a chromosome, the stages of the cell cycle and mitotic phases. Because students have not learned about DNA and chromosome structure yet, they were also asked to complete a coloring sheet that shows chromosome structure so they can better understand the mitotic phases and what they will observe once they get to the Time for Mitosis lab. Reading, Cells Divided w/metacognitive Log from BSCS Biology An Inquiry Approach Level 1 Textbook Coloring Sheet, DNA and Chromosomes Mitosis Intro PowerPoint (included) Mitosis History Video Bill Nye (included)

4 Mitosis Notes (included) Reading, Development: Growth and Differentiation in Living Systems from BSCS Biology A Human Approach 4. Cell Cycle Wheel To visualize the cell cycle, what occurs during each stage, and the order in which the events of the cell cycle occur, students constructed a cell cycle wheel out of a paper plate and construction paper. Students used these cell cycle wheels as a way to review the stages of the cell cycle in preparation for the unit assessment. 5. Time for Mitosis Lab Students observed prepared slides of onion root tips undergoing cell division under the microscope and counted how many cells they saw in each phase of mitosis. This lab was important for students to understand that the length of time cells spent in each stage of mitosis correlated to the importance of that stage and the events that occur during those stages. Students also compared data of cancerous cells in mitosis versus normal cells in mitosis to emphasize that cancerous cells divide more quickly and spend less time in each phase. As students worked on their lab, a PowerPoint presentation of larger images of onion root tips going through mitosis was shown so students had a better idea of what they were looking at under the microscope. 6. Mitosis Internet Lesson Students visited the website, Cells Alive, which offers animations of various biological processes. Students observed animations of mitosis and the cell cycle and took guided notes on each animation. Alongside both animations were images of real cells undergoing division, which offered students to see a real-life image of what cell division looks like. 7. Mitosis and the Cell Cycle Review Several review activities were done in class and for homework in preparation for an assessment on mitosis and the cell cycle. One such review activity was called Putting a Finger on Mitosis or affectionately called Mitosis Hand Demo. The students used their hands to represent the various stages of mitosis. (Interphase both hands clasped together, Prophase hands flat and palms together, Metaphase fingers interlocking and hands flat, Anaphase hands separated and fingers spread, Telophase 2 fists). Ch. 6 Science Skills Worksheet (included) Mitosis and the Cell Cycle Review Guide (included) 8. Mitosis and the Cell Cycle Assessment For the unit assessment, students took a quiz comprising of 22 true/false, multiple choice, and short answer questions. Quizzes are used for assessment of the Michigan High School Content Expectations (HSCE s) and must be completed with a score of 70% or better, otherwise it is expected that students retake those quizzes. 9. Controlling Growth Students read an article from the BSCS Biology textbook about how cell growth is controlled and what happens when cell growth is not controlled. Students have some knowledge at this point about the difference between cancerous cells and normal cells in terms of cell division, so this reading provided more background on how regulation of growth occurs. 10. Faces of Cancer As an introduction to types of cancers, risk factors, and development of the disease, students participated in an activity developed by the National

5 Institutes of Health (NIH) that asked each student to play the role of a person who develops cancer at some point in his/her life. The profiles of the cancer victims differed in their ethnicity, socioeconomic status, family history of cancer, and type of cancer. Data was collected for each class on how many people at each age were diagnosed with cancer and what type of cancer was diagnosed. Statistically, the class data followed data collected nationally regarding the frequency of different types of cancers. Students also had to analyze risk factors that contributed to each person s cancer. 11. Cancer and the Cell Cycle Students watched 4 animations offered by the NIH Website, Cell Biology and Cancer that discussed different factors that are known to lead to cancer and scientific evidence supporting each factor. Also, students looked at animations that demonstrate and explain different genes that regulate cell growth and can lead to cancer when not functioning properly. This activity served to emphasize that while cancer occurs because cells divide uncontrollably, ultimately the genes that regulate growth are affected. 12. Cancer Assessment To assess their knowledge of cancer, students took a quiz comprised of 10 true/false, multiple choice, and short answer questions. As in the previous quiz, students must pass the quiz with a score of 70% or better to demonstrate mastery of the Michigan HSCE s. 13. Mitosis Outta Control This was the final project for the unit. Students had to apply all of the information they learned about the cell cycle, mitosis, regulation of growth, and cancer into a public health campaign that sought to increase awareness around a particular type of cancer. Students chose a cancer to research and created a public health poster, pamphlet, or video that educated the public about their cancer. Students were asked to answer such questions as How is the cell affected by cancer? and What are the risk factors? Following the conclusion of this unit, Beverly brought 2 graduate students to my classes to share information about their careers and lead some activities with the students. One graduate student was seeking a PhD in genetics research and studied cancer. She had students observe the chromosomes of cancerous cells and count how many chromosomes were visible. The other graduate student was seeking a Masters in Genetic Counseling. She led an activity with students addressed polygenic traits and constructing pedigrees. Ideas for future improvements: 1. In the future, I will definitely consider offering a more quantitative preassessment. This will allow me to better understand students background knowledge and truly measure growth as compared to the post-assessment. 2. It might be helpful in the future that students learn the structure of DNA before learning about the cell cycle. I have taught the DNA unit prior to the cell cycle unit in the past, so I wanted to observe any difference in students understanding of the HSCE s by changing the sequence. I felt it was very important to cover chromosome structure because students have to know what they re looking at during the Time for Mitosis lab and when they view images of cells undergoing division. Students generally understand that DNA controls the activities of the cell and learned a little of its function during the cells unit earlier in the term.

6 Ultimately, the change in sequence didn t appear to make much difference based on the level of success observed on assessments. References Alcamo, PhD, I. Edward. Biology Coloring Workbook. 1. New York, NY: Princeton Review Publishing, Print. Bilash II, Borislaw. A Demo A Day: A Year of Biological Demonstrations. 1. Batavia, IL: Flinn Scientific Inc., Print. BSCS Biology: A Human Approach. 3. Dubuque, IA: Kendall/Hunt, Print. BSCS Science An Inquiry Approach. Dubuque, IA: Kendall Hunt, Print. "Cell Biology and Cancer." National Institutes of Health National Institutes of Health, BSCS, VideoDiscovery. 5 May r/default.htm. Greatest Discoveries With Bill Nye: Biology. Perf. Bill Nye. DVD. Discovery Education, DVD. "Pick The Risks." Genetic Science Learning Center University of Utah. 6 May ivities/. Sullivan, Jim. "Mitosis & Cell Cycle." Cells Alive! Web.6 May Wade, Nicholas. "Your Body Is Younger Than You Think." New York Times Web

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8 5/27/2009 HCT116 growth curve cells/ml Human colon cancer cell line hours Cells 10X4 Human breast cell line plncx2-vector control Days SEPT9_v3-decreases cell proliferation SEPT9_v1-increases cell proliferation MCF10A plncx2 SEPT9_v3 SEPT9_v1 Cells 10X M DA-M B M DA-M B-231 -sirna control 12 M DA-M B-231-siRNA- SEPT Days 1

9 Name Hour Date Growth Curve Analysis Standard Covered: B2.1C Explain cell division, growth, and development as a consequence of an increase in cell number, cell size, and/or cell products. Directions: Analyze the growth curves for different cells and answer the following questions with your group members. 1. Approximately how long does it take for the human colon cancer cells to double in number the first time? The second and third time? 2. Approximately how long does it take for the normal human breast cells to double in number the first time? The second time? Compare this to the results from #1. Why do you think there is a difference? 3. What effect does the SEPT9_v1 gene have on breast cells in terms of cell number? 4. The SEPT9_v3 gene is one that is believed to cause cancer in some cells. Explain what effect inserting this gene into normal breast cells has on cell reproduction. 5. Do you think that all cells in all of the body systems reproduce at the same rate? Why or why not? Provide an example.

10 NAME: ACIS Time for Mitosis Lab Do all the phases of the cell cycle require the same amount of time? B2.1C Explain cell division, growth, and development as a consequence of an increase in cell number, cell size and/or cell products This question can be answered by counting the number of onion root tip cells in each of the four phases of mitosis, cytokinesis, and interphase then computing the length of time needed to complete each phase. Pre-Lab Questions: 1. Why do you think we are using onion root tips to help us understand the cell cycle (instead of some other part of the plant)? 2. If you find many cells in one phase, what does that tell us about the time needed for that phase? 3. If you find just a few cells in one phase, what does that tell us about the time needed for that phase?

11 NAME: ACIS Time for Mitosis Lab Materials: Microscope, prepared onion (allium) root tip slide Procedure 1. Using low power, locate an area on your slide with cells in the process of mitosis. 2. After locating the cells under low power, switch to high power. 3. In the space provided, draw 2 cells, each in a different phase of the cell cycle. Be sure to label your drawings! 4. Count and record the number of cells in each phase under high power and record in the table below. Count all cells in the field of view. 5. Move your slide so you are looking at a new area of cells. 6. Count and record the number of cells in each phase for the second area. 7. Repeat for a third new area. Phase Area 1 Area 2 Area 3 Total # of cells in this phase (Area 1 + Area 2 + Area 3) Interphase Prophase Metaphase Anaphase Telophase Cytokinesis

12 NAME: ACIS Time for Mitosis Lab If onion root tip cells require 12 hours (720 minutes) to perform the entire cell cycle, then we can estimate the time spent in each phase using the following equation: Number of cells in a phase Total number of cells counted x 720 minutes = time (in minutes) spent in that phase Using this formula, calculate the time required for each phase of mitosis using your data. Interphase Prophase Metaphase Anaphase Telophase Cytokinesis COLUMN A Total # cells in this phase (copied from previous data table) COLUMN B Total number of cells counted (NOTE: This number should be the same for the entire column!) Column A/Column B x 720 Time (in minutes) spent in this phase ***On a separate sheet of graph paper, make a bar graph of each phase of mitosis (x axis) versus how many minutes are spent in that phase (y axis). Analysis and Conclusions: 1. According to your data, which phase requires the longest time? 2. What important changes are occurring in the nucleus and cell during the longest phase? 3. Does this justify the amount of time spent in this phase? 4. Which phase requires the next longest time for completion? 5. Which phase requires the shortest time for completion?

13 NAME: ACIS Time for Mitosis Lab B4.4b Explain that gene mutation in a cell can result in uncontrolled cell division (cancer). Also know that exposure of cells to certain chemicals and radiation increases mutations and thus increases the chance of cancer. B4.2E Propose possible effects (on the genes) of exposing an organism to radiation and toxic chemicals. PART II: Time for Mitosis versus Cancerous Chicken Stomach Cells Normal chicken stomach cells (in minutes) Cancerous chicken stomach cells (in minutes) Interphase Prophase Metaphase 10 2 Anaphase 3 1 Telophase Which phase for normal chicken stomach cells requires the longest time? 2. Which phase for normal chicken stomach cells requires the second longest time? 3. How do your answers to the above questions about chicken stomach cells compare to your conclusions in the previous part about onion root tip cells? 4. In general, might all cells follow a similar pattern? Why or why not? 5. How do cancer cells differ from normal cells in time spent for each phase? 6. How do cancer cells differ from normal cells in total time required for mitosis? 7. Cancer can be described as mitosis gone wild. Explain this statement.

14 Name: MITOSIS INTERNET LESSON In this internet lesson, you will review the steps of the cell cycle and mitosis as well as watch video simulations of cell division. Go to the website: On the left side of the screen is a navigation bar. Click on the link to Cell Cycle. Observe the cell cycle animation. Play it through once and then read the text below the animation. Use the text to fill in the following information. Include if there is a CHECKPOINT at the end of each of the following steps. 1. Briefly summarize what happens to the cell during interphase. 2. During Gap0 (G0) 3. During Gap1 (G1) 4. During Synthesis (S) 5. During Gap2 (G2) 6. During Mitosis (M)

15 Name: NEXT: Click on the Mitosis tutorial on the sidebar and answer the following questions. 1. List the stages of mitosis. 2. During which stage does the following occur? a. Chromatin condenses into chromosomes. b. Chromosomes line up in the center of the cell. c. Longest phase of the cell cycle. d. Nuclear envelope breaks down. e. Cell is cleaved into two new daughter cells. f. Daughter chromosomes arrive at the poles. 3. Click on play and watch the animation carefully. a. How many chromosomes are visible at the beginning of mitosis? b. How many chromosomes are in each daughter cell at the end of mitosis? c. The little green T-shaped things in the cell are centrioles. What happens to the centrioles during mitosis?

16 Name: Faces of Cancer- TEAM SUMMARY B4.4b Explain that gene mutation in a cell can result in uncontrolled cell division (cancer). Also know that exposure of cells to certain chemicals and radiation increases mutations and thus increases the chance of cancer. B4.2E Propose possible effects (on the genes) of exposing an organism to radiation and toxic chemicals. *Use the information provided in your team s identity envelopes to answer the following. Section 1: Family History Count the number of people in your team who Have a history of cancer in their family Do not have a history of cancer in their family Section 2: Cancer History Complete this table by writing in the number of people in your team who were diagnosed with cancer during each period of life. Then list the type of cancer each person developed. If no one was diagnosed with cancer, leave the section blank. Team s Cancer History: Type of information Number of people diagnosed with cancer Type of cancer Period of Life 0-19 years years years 60+ years Section 3: Possible Risk Factors Go back through your cards and identify possible risk factors associated with the development of cancer in the people in your team. List those risk factors here.

17 Faces of Cancer- CLASS SUMMARY B4.4b Explain that gene mutation in a cell can result in uncontrolled cell division (cancer). Also know that exposure of cells to certain chemicals and radiation increases mutations and thus increases the chance of cancer. B4.2E Propose possible effects (on the genes) of exposing an organism to radiation and toxic chemicals. *Fill in the following chart based on the class data. Type of Information 1. Family History Number of Class Data Yes No 2. Number of people diagnosed with cancer in each age range 3. Type of cancer (number of each) Period of Life 0-19 years years years 60 and older Bladder Leukemia Prostate Brain Lung Retinoblastoma Breast Oral cavity Skin Cervical Ovarian Uterine Colon Pancreatic Other 4. Possible risk factors (list all)

18 Name: Faces of Cancer- CONCLUSIONS B4.4b Explain that gene mutation in a cell can result in uncontrolled cell division (cancer). Also know that exposure of cells to certain chemicals and radiation increases mutations and thus increases the chance of cancer. B4.2E Propose possible effects (on the genes) of exposing an organism to radiation and toxic chemicals. *Use the CLASS SUMMARY information to answer the following. 1. What conclusion(s) can you draw from the class data on Family History? 2. What conclusion(s) can you draw from the class data on the relationship between cancer and age? 3. What conclusion(s) can you draw from the class data on the types of cancer? 4. What conclusion(s) can you draw from the class data on possible risk factors?

19 5. In this activity, all students in the class assumed the role of someone who developed cancer sometime in his or her lifetime. Is this an accurate representation of the risk of cancer among the American population? Explain your answer. 6. What explanation can you offer for the observation you made about the incidence of cancer compared with age? 7. What is the most interesting or surprising thing you learned from this activity? What is the most important? Why?

20 ACIS Trimester 2 Cancer Project B4.4b Explain that gene mutation in a cell can result in uncontrolled cell division (cancer). Also know that exposure of cells to certain chemicals and radiation increases mutations and thus increases the chance of cancer. B4.2E Propose possible effects (on the genes) of exposing an organism to radiation and toxic chemicals. B1.2C Develop an understanding of a scientific concept by accessing information from multiple sources. Evaluate the scientific accuracy and the significance of the information. Cite sources appropriately. You are to approach this project from the point of view of a public health notice. You want to educate a general audience about a particular type of cancer, describing how the disease develops, associated risk factors, and the types of treatment available. You will work with a partner to choose and research a particular type of cancer and create a presentation to share with the rest of the class. The following questions should be answered in your presentation: 1. Where does it occur? Description of the organ/tissue that is affected by the type of cancer you have selected. 2. How does it develop? Describe the way in which the cancer develops. 3. How does the cell change? Explain how the cell is affected by cancer. For example, do hormone levels change as a result? 4. What are the symptoms? (Focus on 3-4 major symptoms.) 5. How is it diagnosed? Describe any tests that are used to diagnose this type of cancer. 6. What are the risk factors? Describe any behaviors or environmental toxins that increase a person s risk for this type of cancer. 7. Who does it affect? Show if there are particular groups or people that are at a higher risk of developing this type of cancer. (For example, breast cancer affects more women than men.) 8. What treatments are available and how do they work? (Focus on 1-2 major treatments and how they work.) 9. What is the prognosis? What is the success/survival rate for this type of cancer and its treatments? ***Your presentation may be a public health poster, pamphlet, or video.

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22 Public Awareness Campaign : Mitosis Outta Control! 30 Points Student Names: CATEGORY Students expertly explain Students mostly explain Students inadequately how the mutations in a cell how the mutations in a cell explain how the mutations results in cancer. leads to cancer. in a cell lead to cancer. Standard B4.4b: Explain that gene mutations in a cell can result in uncontrolled cell division (cancer). Students don't explain how mutations lead to cancer. Standard B4.4b (cont'd): Also know that exposure of cells to certain chemicals and radiation increases mutations and thus increases the chance of cancer. Students expertly list and describe the risk factors associated with cancer and how they lead to mutations. Students list and describe most of the risk factors associated with cancer and how they lead to mutations. Students inadequately list Students don't list and and describe the risk factors describe the risk factors associated with cancer and associated with cancer and how they lead to mutations. how they lead to mutations. Standard B4.2E: Propose possible effects (on the genes) of exposing an organism to radiation and toxic chemicals. Students expertly describe the effect of certain behaviors, toxins, or radiation on the function of the cell. Students mostly describe the effect of certain behaviors, toxins, or radiation of the function of the cell. Students inadequately describe the effect of behaviors, toxins, or radiation on the function of the cell. Students don't describe the effect of behaviors, toxins, or radiation on the function of the cell. Standard B1.2C: Develop an understanding of a scientifi c concept by accessing information from multiple sources. Students have fully answered all 9 questions in their final product. Students have fully answered 7 questions in their final product or product contains one or two incomplete/incorrect answers. Students have fully answered 5 questions in their final product or product contains some incomplete/incorrect answers. Students have answered 4 or less questions and/or product contains many incomplete/incorrect answers. Standard B1.2C (cont'd): Students include at least 3 Evaluate the scientific high-quality sources. accuracy and significance of the information. Students include fewer than 3 sources or sources are not high-quality. Standard B1.2C (cont'd): Sources are properly cited in Evaluate the scientific the assigned format. accuracy and significance of the information. Sources are not properly cited or not in the assigned format. Campaign/Product Students create an original, accurate and interesting product that adequately addresses the issue. Students create an accurate product but it does not adequately address the issue. Visual Aids Students choose appropriate Visual aids are present, but graphics and illustrations for they are few in number the product that allow the and/or don't relate to the audience to better topic well. understand the topic. Neatness & Clarity The final product is highly organized, clear, and presentable. The final product is somewhat disorganized and difficult for the reader to follow.

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24 Date Created: January 16, 2009

25 Cancer Quiz Scores % Mastery Score= 7/ Average (out of 10 Points) Class Period