Friday, December 03, 2010

Why Is Evolution Important Now? Understanding Predator Prey Relationships

Natural Selection has resulted in a fascinating relationship between a toxic newt and a garter snake.
http://www.sciencedaily.com/releases/2005/04/050411095753.htm
What is Natural Selection? and Why is the relationship between the toxic newts and the garter snakes considered an evolutionary arms race? Watch a video called Toxic Newts that can be found at this link:
http://www.pbs.org/wgbh/evolution/library/01/3/l_013_07.html
For the orginal scientific publications on this subject, visit this web site:
http://faculty.virginia.edu/brodie/pubs.html

For more reasons to understand evolution, the following posts also address the question: Why is Evolution Important Now?

 Why Is Evolution Important Now? Understanding Extinction and Our Environment
http://cavalierscience.blogspot.com/2009/03/why-is-evolution-important-now.html

Why Is Evolution Important Now? Disease Prevention
http://cavalierscience.blogspot.com/2009/02/why-is-evolution-important-now-disease.html

Why Is Evolution Important Now? Antibiotic Resistance
http://cavalierscience.blogspot.com/2009/02/why-is-evolutions-important-now.html

Why Is Evolution Important Now? Understanding Diseases and Food Production
http://cavalierscience.blogspot.com/2009/02/why-is-evolution-important-now.html

Why Is Evolution Important Now? Understanding Predation
http://cavalierscience.blogspot.com/2010/07/why-is-evolution-important-now.html

Why Is Evolution Important Now?  Battling the Bedbug Epidemic and Cockroach avoidance of bait - Pesticide Resistance
http://cavalierscience.blogspot.com/2011/03/why-is-evolution-important-now-battling.html

Why Is Evolution Important Now?  Invasive Species
http://cavalierscience.blogspot.com/2013/05/why-is-understanding-evolution.html  

Friday, August 13, 2010

The Life Cyle of the Jelly Fish "Box Jelly" - Graphic Organizer - Storyboarding Example

I use storyboarding to teach the processes of protein synthesis, photosynthesis, and cellular respiration. I introduce my students to the concept of storyboarding by showing them this American Film Institute video, which can be found at either of these three web sites:
http://www.youtube.com/watch?v=pWPjjoOFIu8 
http://www.afi.com/education/screened/demo/screened_tables_student.aspx

For the storyboarding graphic organizers you may visit my previous posts:
http://cavalierscience.blogspot.com/2010/06/protein-synthesis-graphic-organizer.html
http://cavalierscience.blogspot.com/2010/06/cellular-respiration-graphic-organizer.html
http://cavalierscience.blogspot.com/2010/06/photosynthesis-calvin-cycle-graphic.html
http://cavalierscience.blogspot.com/2010/06/photosynthesis-light-reactions-graphic.html

Here is an example of a storyboard for the Life Cycle of the "Box Jelly" Jelly Fish:



Here are some examples of books that utilize graphics to teach:
http://www.powells.com/book/manga-guide-to-molecular-biology-9781593272029/2-2
Also, Larry Gonick's cartoon guides are fun and informative:
http://www.powells.com/SearchResults?kw=title:larry%20gonick

If you find links in my blog that do not work, please let me know by submitting a comment.  I would like to keep everything up-to-date and relevant.

Wednesday, July 07, 2010

Delaware Record Summer Heat -103 degrees 070610

Delaware Record Summer Heat -103 degrees 070610
Delaware Record Summer Heat -103 degrees 070610
Originally uploaded by sneakerdoggy

A photo-record of a very hot day, July 6, 2010, in New Castle County, Wilmington, Delaware. The thermometer reads 103 degrees and this matches the official high as recorded as the airport.  A high temperature record was also broken for July 7, when the high temperature was again 103 degrees.  The airport recorded it as 101 degrees.  This record is mentioned in an article about heat waves in wikipedia:
http://en.wikipedia.org/wiki/Heat_wave
https://en.wikipedia.org/wiki/List_of_heat_waves

Interested in weather?  Here's book that I enjoy reading:
http://www.powells.com/book/weather-a-guide-to-phenomena-forecasts-golden-2221199413598/1-3

If you find any links on my blog that are not working, please let me know by making a comment, so that I can fix or eliminate the bad links.

Saturday, July 03, 2010

Why Is Evolution Important Now? Understanding Predation

Why Is Evolution Important Now?  Understanding why some chili peppers are hot and some are not
http://www.sciencedaily.com/releases/2008/08/080811195315.htm

WHY IS EVOLUTION IMPORTANT NOW? Understanding Predator-Prey Relationships – An Evolutionary Arms Race
Read the following article:

University of Washington (2008, August 12). Bugs Put The Heat In Chili Peppers. ScienceDaily. Retrieved July 2, 2010, from http://www.sciencedaily.com/releases/2008/08/080811195315.htm

Name _______________________________ Period _______________
Note-taking Worksheet

Chili peppers have these predators:

__________________

__________________

__________________

__________________

Predators are attracted to and eat peppers because of these biochemicals:

__________________

__________________

This is the predator that helps disperse the pepper seeds:

__________________

This is the predator that kills the pepper seeds:

__________________

Chili peppers produce this biochemical as a defense against attack of a microbe predator:

__________________

This predator does not sense and is not harmed by eating capsaicin:

__________________

This predator is inhibited by capsaicin:

__________________

These predators can sense “heat” of the capsaicin, but still eat the peppers without being harmed:

__________________

Hot peppers are most often found growing in areas with larger populations of:

__________________

When you have filled in all the blanks in the note-taking worksheet, you can design a concept map, or chart that contains the important facts about the peppers and bugs being part of an evolutionary arms race within a food web.

This video clip shows another predator-prey evolutionary arms race that is demonstrated by the relationships between garter snakes and toxic newts:
http://www.pbs.org/wgbh/evolution/library/01/3/l_013_07.html


The following posts also address the question: Why is Evolution Important Now?

Why Is Evolution Important Now? Understanding Extinction and Our Environment
http://cavalierscience.blogspot.com/2009/03/why-is-evolution-important-now.html

Why Is Evolution Important Now? Disease Prevention
http://cavalierscience.blogspot.com/2009/02/why-is-evolution-important-now-disease.html

Why Is Evolution Important Now? Antibiotic Resistance
http://cavalierscience.blogspot.com/2009/02/why-is-evolutions-important-now.html

Why Is Evolution Important Now? Understanding Diseases and Food Production
http://cavalierscience.blogspot.com/2009/02/why-is-evolution-important-now.html

The Human Environment (McGraw-Hill series in population biology)

Why Is Evolution Important Now?  Battling the Bedbug Epidemic and Cockroach avoidance of bait - Pesticide Resistance
http://cavalierscience.blogspot.com/2011/03/why-is-evolution-important-now-battling.html 

Friday, June 25, 2010

Paper Model of DNA - 2009-2010


If you are looking for the patterns and some pictures for the paper DNA model, please look at my April 8, 2007 posts! Starting with:


http://cavalierscience.blogspot.com/2007/04/how-to-make-paper-model-of-dna.html


http://cavalierscience.blogspot.com/2007/04/cut-out-pattern-for-making-paper-model_08.html


http://cavalierscience.blogspot.com/2007/04/cut-out-pattern-for-making-paper-model.html
They include the directions and templates for making the model.
 
Here are the pictures of the DNA model that was made by my students for the school year 2009-2010.  The sections of blue and gold DNA were the result of instruction by my student teachers from the University of Delaware and are the school's colors.
 

Sunday, June 20, 2010

How Long Will It Take To Clean Up the Oil Spill in the Gulf of Mexico? - An Engineering Calculation

Click on each page to view the calculations.  Here is the summary, or conclusion that can be inferred from the calculations:
If the oil reservoir contains 2 billion gallons and the well leaks at a rate of 1 million gallons/day, it will take 2000 days (5.47 years) to empty the reservoir. If the rate of shoreline fouling is 100 cubic inches of tar and oil per square yard of beach per every 10 days, then it will take 26,260 days to clean the Gulf (71.9 years) if the only method of tar and oil removal is to clean the beach.  Read the details below:

Protein Synthesis - Graphic Organizer - Storyboarding

I use storyboarding to teach the processes of protein synthesis, photosynthesis, and cellular respiration. I introduce my students to the concept of storyboarding by showing them this American Film Institute video, which can be found on these two web sites:

http://www.youtube.com/watch?v=pWPjjoOFIu8
or
http://www.afi.com/education/screened/demo/screened_tables_student.aspx

I introduce this lesson by telling students that the class will be playing the roles of the molecules involved in the process of protein synthesis.  Before we can play the roles, we need to familiarize ourselves with the story and the characters of the story.
Here we talk about the characters by using this handout (example key follows):

THE STORY OF PROTEIN SYNTHESIS
THE CHARACTERS


Next, we begin to visualize the characters in the story of protein synthesis by drawing cartoon pictures of them on a storyboard hand-out that can be obtained from this American Film Institute web site:
Here is an example:

Here are some examples of storyboards for the process of protein synthesis:

After composing the storyboards for the process of protein synthesis, students "act" out the process by participating in the Protein Synthesis and Words Activity, which was designed by Lynn Marie Wartski, that is on the Access for Excellence Web Site:  http://www.accessexcellence.org/AE/ATG/data/released/0247-LynnWartski/index.php    I created a playbill and I display it in the classroom, during the activity.  It illustrates the characters and describes the activity.
My previous posts have the storyboards for respiration, the Calvin cycle, and the light reactions of photosynthesis.

Here are some examples of books that utilize graphics to teach:
http://www.powells.com/book/manga-guide-to-molecular-biology-9781593272029/2-2
Also, Larry Gonick's cartoon guides are fun and informative:
http://www.powells.com/SearchResults?kw=title:larry%20gonick

If you find links in my blog that do not work, please let me know by submitting a comment.  I would like to keep everything up-to-date and relevant.


Friday, June 18, 2010

Cellular Respiration - Graphic Organizer - Storyboarding

Biology Inclusion Class Set Includes 3 Student Texts, 1 Student Workbook, Teachers Edition, and Teachers Resource Library (Ags Biology)
I use storyboarding to teach the processes of protein synthesis, photosynthesis, and cellular respiration. I introduce my students to the concept of storyboarding by showing them this American Film Institute video, which can be found on these two web sites:
http://www.youtube.com/watch?v=pWPjjoOFIu8
 or
http://www.afi.com/education/screened/demo/screened_tables_student.aspx

Here is the hand out for Cellular Respiration (see example key at the bottom of this post):

Storyboard - Cellular Respiration
Name _____________________________________________

INSTRUCTIONS FOR STORYBOARDING ACTIVITY – CELLULAR RESPIRATION

1. YOU MUST PUT AT LEAST EIGHT FACTS ONTO YOUR STORYBOARD THAT HELP
EXPLAIN CELLULAR RESPIRATION.
1 PT. EACH

2. YOU MUST USE THE FOLLOWING VOCABULARY WORDS AND MAKE THEM
BOLD:

PHOTOSYNTHESIS
CELLULAR RESPIRATION
ATP
GLUCOSE
MITOCHONDRION
CITRIC ACID CYCLE (KREBS CYCLE)
ELECTRON TRANSPORT CHAIN
½ PT. EACH WORD

3. DEFINE EACH OF THE ABOVE VOCABULARY WORDS ON THE BACK OF YOUR
STORYBOARD.
½ PT. EACH WORD

4. YOU MUST DRAW IN THE THREE END PRODUCT MOLECULES.
1 PT. EACH

5. YOU MUST USE THE SUMMARY BIOCHEMICAL EQUATION FOR RESPIRATION.
1 PT. EACH

6. YOU MUST NUMBER THE SIX STORYBOARD SQUARES SO THAT THE READER
WILL BE ABLE TO FOLLOW THEM IN THE CORRECT SEQUENCE.
1 PT. EACH

TOTAL 20 PTS.
Here is the example key for the respiration storyboard:
My previous two posts are the Storyboards for Photosynthesis:  The Light Reactions and the Calvin Cycle.  
My next post will be the storyboards for Protein Synthesis.
Update and enrichment:  Nanomachines in the powerhouse of the cell: architecture of the largest protein complex of cellular respiration elucidated

For some explanatory notes and videos about respiration, visit this web site:

Here are some examples of books that utilize graphics to teach:
http://www.powells.com/book/manga-guide-to-molecular-biology-9781593272029/2-2
Also, Larry Gonick's cartoon guides are fun and informative:
http://www.powells.com/SearchResults?kw=title:larry%20gonick
Comics help teach science:
http://www.boon-dah.com/2017/04/27/engine-stem-gains-steam/

If you find links in my blog that do not work, please let me know by submitting a comment.  I would like to keep everything up-to-date and relevant.



Thursday, June 17, 2010

Photosynthesis - The Calvin Cycle - Graphic Organizer - Storyboarding

I use storyboarding to teach the processes of protein synthesis, photosynthesis, and respiration. I introduce my students to the concept of storyboarding by showing them this American Film Institute video, which can be found on these two web sites: http://www.youtube.com/watch?v=pWPjjoOFIu8
 or
http://www.afi.com/education/screened/demo/screened_tables_student.aspx

Here are the hand outs for Act II of Photosynthesis - The Calvin Cycle (see example key at the bottom of this post):

Storyboard - Act II - The Calvin Cycle of Photosynthesis
NAME__________________________________________________________________


DIRECTIONS FOR STORYBOARD ACTIVITY—PHOTOSYNTHESIS—THE CALVIN-BENSON CYCLE

1. DRAW A RECTANGLE AROUND EACH OF THE FOUR STEPS IN THE
    PROPER SEQUENCE SO THAT THE READER CAN FOLLOW THE STORY.
    1 PT.

2. PUT IN AT LEAST FOUR FACTS THAT HELP EXPLAIN PHOTOSYNTHESIS.
    1 PT. EACH

3. ON YOUR STORYBOARD, USE THESE VOCABULARY WORDS AT LEAST
    ONCE. MAKE THEM BOLD.
    STROMA
    CARBON FIXATION
    ATP
    NADPH
    GLUCOSE
    1 PT. EACH

4. DEFINE THE ABOVE VOCABULARY WORDS ON THE BACK OF YOUR STORYBOARD.
    1 PT.EACH

5. IN THE CENTER OF THE STORYBOARD WRITE DOWN THE TOTAL
    NUMBER OF OUTPUT CARBONS AT EACH STEP OF THE CYCLE.
    1 PT.

6. COLOR THE CARBON “ATOMS” BLACK.
    1 PT.

7. COLOR THE ARROW YELLOW, WHERE THE CHEMICAL ENERGY MOLECULES OF ATP
    ARE USED IN THE CYCLE. ALSO, COLOR THE OTHER ARROW YELLOW, WHERE THE
    MOLECULES OF ATP AND NADPH ARE USED.
    1 PT.

8. COLOR ALL OTHER ARROWS BLACK, TO SHOW THE CYCLING OF THE
    ORGANIC CARBON MOLECULES.
    1 PT.

9. SHOW, ON THE STORYBOARD, AT LEAST TWO POLYMERS THAT ARE
    MADE, IN THE PLANT, FROM THE GLUCOSE MOLECULES.
    1 PT.

10. DRAW OR PASTE A PICURE OF THE STRUCTURE OF A GLUCOSE
      MOLECULE ON YOUR STORYBOARD.

Here is an example of a completed storyboard:

The storyboard for the light reactions of photosynthesis is in the previous post of this blog.  When you are through with your storyboards, then you should listen to and sing the Photosynthesis Song; there is a link to it on the right column of the Science Tutor blog in the "links" section.  In my next post,  I will include the storyboard for cellular respiration, and then I will post the storyboards for protein synthesis.
Here is a link for some lecture notes on the topic: http://chemistry.about.com/od/lecturenotesl3/a/photosynthesis_4.htm
Another great teaching link:
http://ed.ted.com/lessons/nature-s-smallest-factory-the-calvin-cycle-cathy-Symington

Here are some examples of books that utilize graphics to teach:
http://www.powells.com/book/manga-guide-to-molecular-biology-9781593272029/2-2
Also, Larry Gonick's cartoon guides are fun and informative:
http://www.powells.com/SearchResults?kw=title:larry%20gonick

If you find links in my blog that do not work, please let me know by submitting a comment.  I would like to keep everything up-to-date and relevant.

Photosynthesis - The Light Reactions - Graphic Organizer - Storyboarding



I use storyboarding to teach the processes of protein synthesis, photosynthesis, cellular respiration.  I introduce my students to the concept of storyboarding by showing them this American Film Institute video, which can be found at either of these two web sites: http://www.youtube.com/watch?v=pWPjjoOFIu8  or
http://www.afi.com/education/screened/demo/screened_tables_student.aspx

Here are the hand outs for Act I of Photosynthesis - The Light Reactions (see example key at the bottom of this post):
Storyboard - Act I - The Light Reactions of Photosynthesis
NAME__________________________________________________________________

DIRECTIONS FOR STORYBOARD ACTIVITY—PHOTOSYNTHESIS—THE LIGHT REACTIONS

THE SAMPLE PICTURE BELOW IS AN EXAMPLE FOR SOME IDEAS IN PRESENTING YOUR INFORMATION.

1. NUMBER EACH STORY SQUARE IN THE PROPER SEQUENCE SO THAT
    THE READER CAN FOLLOW THE STORY.
    1 PT.

2. PUT IN AT LEAST EIGHT FACTS THAT HELP EXPLAIN PHOTOSYNTHESIS.
    1 PT. EACH

3. ON YOUR STORYBOARD, USE THESE VOCABULARY WORDS AT LEAST
    ONCE. MAKE THEM BOLD.
    PIGMENT
    CHLOROPHYLL(S)
    CHLOROPLAST(S)
    THYLAKOID(S)
    STROMA
    GRANA
    PHOTOSYSTEM(S)
    PHOTOSYNTHESIS
    1 PT. EACH

4. DEFINE THE ABOVE VOCABULARY WORDS ON THE BACK OF YOUR
    STORYBOARD.
    1 PT.EACH

5. IN THE FIRST SQUARE, INCLUDE THE SUMMARY CHEMICAL EQUATION
    FOR PHOTOSYNTHESIS.
    1 PT.

6. IN THE LAST SQUARE, INCLUDE THE THREE MOLECULES THAT ARE THE
    END PRODUCTS OF THE LIGHT REACTIONS OF PHOTOSYNTHESIS.
    1 PT.EACH

Here are the example storyboards:



In my next post, I will upload the graphic organizer for the Act II - Calvin Cycle of Photosynthesis.  And after that, I will be uploading the graphic organizers for cellular respiration and protein synthesis, as I get them completed.

Article -- Photosynthesis puzzle solved:

Here are some examples of books that utilize graphics to teach:
http://www.powells.com/book/manga-guide-to-molecular-biology-9781593272029/2-2
Also, Larry Gonick's cartoon guides are fun and informative:
http://www.powells.com/SearchResults?kw=title:larry%20gonick

If you find links in my blog that do not work, please let me know by submitting a comment.  I would like to keep everything up-to-date and relevant.

Saturday, April 10, 2010

Human Evolution - Australopithecus sediba - A New Hominid


Information about a new hominin species can be found here:
http://www.sciencemag.org/extra/sediba/
http://blogs.discovermagazine.com/80beats/2010/04/08/9-year-old-kid-literally-stumbled-on-stunning-fossils-of-a-new-hominid/
http://www.sciencedaily.com/releases/2010/04/100408105147.htm

Here is an online video:
http://www.youtube.com/watch?v=VqPWSdYvMXQ

Updated information on how Australopithecus sediba walked, moved around, and ate:
http://www.sciencedaily.com/releases/2013/04/130411142719.htm

More information about human evolution can be found on my blog post:
http://cavalierscience.blogspot.com/2009/03/human-evolution-multimedia.html


If you find links in my blog that do not work, please let me know by submitting a comment.  I would like to keep everything up-to-date and relevant.

Sunday, February 14, 2010

Cancer and Henrietta Lacks - Lesson Plan Resources

For about six years, I have been teaching some lessons about cancer that are culminating lessons for a unit of study on genetics. Here are some teaching resources that I use:

I show students videos from an NIH CDROM and use the Understanding Cancer student worksheets from the following resource materials that can be ordered from NIH.
Cell Biology and Cancer
http://science.education.nih.gov/supplements/nih1/cancer/default.htm

Students are assigned nonfiction reading and answer questions that are designed so that students are reading for information. The first article is:
Henrietta's Dance by Rebecca Skloot
http://www.jhu.edu/jhumag/0400web/01.html

Also, I just finished reading a book, The Immortal Life of Henrietta Lacks, by Rebecca Skloot, which would be of interest to students and teachers. Her web site also has links to some videos, including a video of dividing HeLa cells. http://rebeccaskloot.com/
Update: Here is a link to an interview with Rebecca Skloot about her book that was aired on Book TV on 3/19/2010: http://www.c-spanvideo.org/program/292685-7
Update:  Oprah Winfrey has announced that she is making a film about Henrietta Lacks!
http://www.huffingtonpost.com/entry/hbos-the-immortal-life-of-henrietta-lacks-gets-release-date_us_58a35e8be4b0ab2d2b19b5b2
The HBO presentation of “The Immortal Life of Henrietta Lacks,” based on the book by Rebecca Skloot, is slated to debut Saturday, April 22, at 8 p.m. EST.

Henrietta’s Dance – Reading Questions

Name __________________________

01. What was the symptom that caused Henrietta to go to the doctor?

02. When the doctors examined Henrietta, what did they find?

03. What disease did Henrietta have?

04. What does the term “malignant” mean?

05. What did the doctors use as an attempt to cure Henrietta’s disease?

06. What were Margaret and George Gey looking for, and what did they do with them?

07. What was remarkable about HeLa cells?

08. What was the mystery about the polio virus that had to be solved, before a vaccine
could be developed?

09. What were at least 3 uses that researchers had for the HeLa cells?

10. How did the doctors talk David Lacks into allowing them to take cell samples from
Henrietta?

11. How did the Lacks family find out about the HeLa cells, 24 years later?

12. What had happened with the HeLa cells that made the Johns Hopkins researchers
want to take blood and tissue samples from the Lacks family?

13. What information did the researchers want to get from the blood and tissue samples?

14. How quickly did the HeLa cells reproduce a generation?

15. What are two of the ethical questions that the Lacks case brings up?

16. What are some of the changes in scientific research that have been made, since the
doctors took the cells from Henrietta?

17. What was one of the main reasons that this article was written?

18. How does the Lacks family feel about what happened with Henrietta’s cells?

Reading Questions were written by teacher, LaRaine Beckhorn

After students read about the history of Henrietta Lacks and HeLa cells, they read a second article, which is informative about cervical cancer, the human papilloma virus, and the use of vaccines to cure cancer.

Sticking It to Cancer - Nonfiction Reading
http://health.usnews.com/usnews/health/articles/060403/3vaccine.htm


Sticking It to Cancer
Non-Fiction Reading for Information—Questions

1. Do not write on this question sheet.
2. Answer the questions on loose leaf paper.
3. For each question, write down the first four letters of the paragraph(s) where you
found the answer(s).
4. Write in complete sentences and hand in.

Introductory Information:
At the top of your paper write your name, the date, and the period.
Find and write down the name of the magazine, where the article was published.
Find and write down the date that the article was published.

Questions
1. A new vaccine has been developed to prevent infection of what kind of virus (write
down the complete name)?

2. Infection of HPV can lead to what kind of diseases?

3. The U.S. Food and Drug Administration will play what crucial role in the prevention
and possible extinction of cervical cancer?

4. What are the names of the drug companies involved in the effort to prevent cervical
cancer and what roles are the drug companies playing in cancer prevention?

5. Name two cancers, in addition to cervical cancer, that might be prevented by
vaccination.

6. What has DNA analysis revealed about the link between HPV and cervical cancer?

7. How do young men and women get infected with HPV?

8. After the initial infection, how long does it take for cancer to develop?

9. Describe another technique that also involves the immune system in fighting cancer?

10. How does the Merck Guardasil vaccine trigger the immune system to make
antibodies against HPV?

11. How does the Provenge vaccine work against prostate cancer?

12. Why is it recommended that kids, ages 10 to 14 be vaccinated against HPV?

13. What is controversial about vaccinating girls who are ages 11 or 12?

14. Why is it going to be important for women to continue to have regular Pap smears?
(Pap is an abbreviation for Papanicolaou, and is an invention of Dr. Georgios
Papanikolaou (1883-1962), a Greek who later immigrated to the United States; the
father of cytopathology. Cells are scraped from the cervix and examined for
abnormal cell division.)

15. How does the Panvac VF vaccine work to destroy Pancreatic cancer cells?

16. Describe the experimental treatment for melanoma and how it works.

Reading Questions written by teacher, Christine M. Anderson, 3/31/2006, for Middletown High School.


I have found some video resources that may be useful. The first four are about the immortal cells of Henrietta Lacks:

Award-winning Documentary. A Way of All Flesh, about Henrietta Lacks, by Adam Curtis:
http://www.youtube.com/watch?v=C0lMrp_ySg8

The Lacks Family
Part 1
http://www.youtube.com/watch?v=Hnx_D6jHVuk&feature=PlayList&p=0209400EBDACDA1D&index=16
Part 2
http://www.youtube.com/watch?v=VX-JspPN7QI&feature=PlayList&p=0209400EBDACDA1D&index=15
Part 3
http://www.youtube.com/watch?v=mwkcbDjkQwo&feature=PlayList&p=0209400EBDACDA1D&index=17
Part 4
http://www.youtube.com/watch?v=KwMJGRBIFiU&feature=PlayList&p=0209400EBDACDA1D&index=18
This video has a history of the use of stem cells. It was suggested by teacher, Sandra Porto, that this might be a good video for students to use to create a timeline, or as part of a web quest.
A Century of Medicine – Stem Cells – Johns Hopkins Medicine
http://www.youtube.com/watch?v=0r26_S9ykQ4&feature=PlayList&p=0209400EBDACDA1D&index=14
Here is another useful and interesting web site:
http://abcnews.go.com/WN/henrietta-lacks-woman-cells-polio-cancer-flu-research-medicine/story?id=9712579
March 2013 -  Henrietta Lacks' genome has been sequenced:
http://www.nytimes.com/2013/03/24/opinion/sunday/the-immortal-life-of-henrietta-lacks-the-sequel.html?pagewanted=all&_r=1&


The following lesson was used as an assessment/summarizing activity for students, so that they could demonstrate what they had learned about cancer.
Use of Graphic Organizer Introduces Students to New Information in the Subject Area

Purpose Students will practice self-regulated learning by producing a tri-fold brochure that assists them in organizing new information that has been presented. This brochure will be a brochure that can inform and teach others about cancer.

Goals 1. By the end of the lesson, students will be able to find facts and organize reading material.
2. Students will demonstrate the skill of “reading for understanding and organizing information.”

Activity Pass out a sheet of plain, unlined paper (to be used for the brochure) to each student. Instruct and demonstrate to students how to fold the paper into three sections. Indicate where to put the information in the brochure: Front cover to be labeled Understanding Cancer. Inside front cover to be labeled What is Cancer?, in the middle section label should read, Causes of Cancer, inside right, Types of Cancer, and the remaining section, Treatments for Cancer. The back can be used for additional notes. Students can use the information in their binders, as well as the two reading packets: Henrietta’s Dance, and Sticking It to Cancer. Written information, such as facts and vocabulary should be written under each label in the brochure. There should be at least 10 facts for each section. Have the students write down the facts first and then, they may illustrate their brochure with available materials.

Materials Plain unlined paper
Colored pencils, pens.

Grouping Assignment choice: Assigned by teacher – groups of four
Brochure: individual
Discussion: whole class guided by instructor as coach; students may talk quietly while working, but must stick to the topic of their work and not distract others. Monitor their progress.
Reflection: individual

Learning Dependent: structure assignment
Styles Collaborative: students may talk quietly to each other
Independent: activity can be completed on own
Concrete Experience: activity is hands-on and real-life
Reflective Observation: completing tasks give sense of accomplishment
Abstract Conceptualization: activity demonstrates many new possibilities for learning
Active Experimentation: student explore how to efficiently accomplish tasks

Steps Pre-teach activity
Follow-up so that students complete activity

Follow-up Activity prepares students for organizing and learning new information

Evaluation Brochure will be used for study.

Textbook

Internet Site




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Lesson plan prepared by Christine M. Anderson for Business Ed., Stanton Middle School 11/14/99 and revised for Coordinated Science II, Middletown High School, 11/13/05 and 12/14/09.

Here is a very interesting article about a transmissible cancer in Tasmanian devils:
Nervous culprit found. ScienceDaily. Retrieved July 5, 2010, from http://www.sciencedaily.com/ /releases/2009/12/091231164736.htm
http://www.sciencedaily.com/releases/2009/12/091231164736.htm
and here is a video clip:
http://www.youtube.com/watch?v=j3jy3mzrEe4&ytsession=ZrZfx597QcNM1SxEkTfjnjeTTTHrxZz4OphEnXrod7macd0qjm05Xib4jl7b_lbf2GD2PKuTaRfrEwSpqaxJJcPfvx_BCZKv_F9BERRVRxo2gURT9pdHCaG0K1k9REg46ZZnsPe0TE0n3Gb2WqTIejW0j6YbYn2j7j6mmPR4Oo_eBDRyBt_SWJi6Cz-sC1Vz_sQL65libG713JTsnwoTXWBVJ5unWPvAuWyuV97J7-34ZTyjk2GAim2PozIkBoVl_JOyjIBvquK9Ie54uVPONnJCwZG139yxRKkstOnxXPu_-5NlwSfvLKQvi9SvmyPK

If you are teaching about cancer and would like to use a case study about Cancer and Tasmanian Devils, there is a case study at this link:
http://sciencecases.lib.buffalo.edu/cs/collection/detail.asp?case_id=588&id=588

If you find a link on my blog that is not working, please let me know by leaving a comment.  I would like to keep the resources on my blog up-to-date, correct, and relevant.