Tell students, "Now that we have identified the first question we want to figure out, it would be helpful to know what we think we know about cells and cancer." Have students individually create a table like the one on slide 5 and record their thinking. It is important to acknowledge and validate what each students bring to the table, but also move the discussion forward. We know that many students have been affected by cancer and want to ensure we are sensitive to their experiences. Students may also bring up ideas of how to "kill" cancerous cells through a variety of different treatment options. For example, students may mention that when cells don't divide the way they're supposed to they can cause a tumor. We want to focus on one question in particular at this point: (slide 4)Ĭonnection Guidance: Students may make connections to previous concepts in other grade levels. What did the doctor mean by cancer "travels through the lymphatic system".Why is she still on medicine if she is cancer-free?. ![]()
0 Comments
Leave a Reply. |
AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |