the online Reference Database to help them develop
their lists of reasons (Acting on Information About Cancer
http://science.education.nih.gov/supplements/cancer/student).
For classes using the print version of this activity:
Give each student one copy of Masters 5.3, The People
Respond, and 5.4, Reference Database. Students should read the scripts on Master 5.3 and use resources in Master 5.4 to
help them develop their lists of reasons.
101
Student Lesson 5
Cell Biology and Cancer
Give the groups 30 minutes to complete their research. Reasons
that students may identify include those in Table 8. Emphasize that
wherever possible, students should offer evidence in support of their
reasons. For example, the statement that skin cancer is the most
common type of cancer in the United States would be strengthened
by citing statistics (available in the Reference Database online and in
Master 5.4) about the incidence of skin cancer.
Table 8. Reasons to support or oppose the statute.
Support the Statute
Oppose the Statute
• Skin cancer, including basal
• The statute unreasonably reduces
and squamous cell cancers
personal freedom and may even
and melanoma, is the most
create undue hardship.
common type of cancer in the
• Although the statute applies to
United States. When basal and
everyone, the risk of skin cancer
squamous cell skin cancers are
is not equal for everyone.
excluded, prostate, breast, lung, • It is not clear who would enforce
and colorectal cancers are the
the law or what the penalties
most common.
would be.
• Protection of the type described • It is not clear who is responsible
likely would reduce the incidence
for making sure that individuals
of UV damage that can lead to
under the age of 18 comply
the development of skin cancer.
with the law.
• The incidence of melanoma in
• There are other ways to reduce
the United States has more than
the incidence of skin cancer.
doubled in 25 years (1979–2004). • Skin cancer is easily detected
• Skin cancer carries costs for
and cured; the money that
individuals and society. Potential
would be spent to enforce
costs include emotional costs,
this statute might be better
costs associated with the loss
spent on widespread screening
of productivity, insurance costs,
programs to detect skin cancer
direct costs for treatment, and
as early as possible.
costs associated with the loss
of life.
• As the ozone layer continues
to deteriorate, the chance
of experiencing harmful UV
exposure increases. Although
most types of skin cancer are
easily detected and cured,
melanoma is less easily detected
in people with heavily pigmented
skin and can lead to serious
consequences and even death.
102
4. Direct the groups to identify their three strongest reasons in support
of or against the statute and to designate a spokesperson to articulate
those reasons.
Give the groups 5 minutes to complete this task.
5. Announce that the hearing is about to begin and explain that at the
end of the hearing, the class will vote on whether to recommend the
statute for enactment. Emphasize that students are not required to
vote for the position they were assigned to research. Instead, students
should listen carefully to the discussion and decide how they will
vote based on the strength of the reasons that are presented.
6. Begin the hearing by inviting one group that was assigned to identify
reasons in support of the statute to present its position. Then, ask a
group that was assigned to oppose the statute to present its position.
Follow this pattern until all groups have presented their positions, then
open the floor to comments and questions raised by other students.
Instruct students to continue filling in the table on Master 5.2 as each
group presents its position. In this way, each student develops a list of
reasons for and against the statute that he or she can compare prior to
the class vote (Step 8).
If a group has no new reasons among its “strongest reasons” to add
to the discussion, allow it to add other reasons that have not yet been
presented.
7. When it appears that students have made all the points they are
prepared to make, announce that discussion on the issue is about
to close. Give students 2 minutes to organize their thoughts and
ask questions about any issues that they need clarified.
8. Designate one corner of the classroom as the area for opponents
of the statute to assemble and another corner for proponents of
the statute to assemble. Ask students to vote by taking a position
in the corner that reflects their position on the statute.
This “cornering” technique, more dramatic than voting by a show
of hands, is a powerful strategy for helping students learn to take
a public position on a controversial topic.
9. Record the results of the class vote on the board.
10. Ask the original groups to reconvene to develop written answers
to the questions on Master 5.5, Analyzing the Results of a Public
Policy Discussion.
Give the groups about 5 minutes for this task.
103
Student Lesson 5
Cell Biology and Cancer
11. Close the lesson by inviting responses to the questions on Master 5.5.
Question 1. What revisions, if any, would you make to the statute in
light of the reasons you heard?
Look for evidence that
students understand the
Answers will vary. Some students may suggest that the percentage
importance of balancing the
covered be reduced to make compliance less onerous and, in cases such
as lifeguards, safer. Other students may suggest that certain locations,
need for protection against
such as beaches, and certain activities, such as those that require
the value of autonomy in
unrestricted movement to be safe, be made exempt from the law. Still
personal decision making.
others may propose that the law apply only to people located within
Expect students to recognize
certain bands of latitude and/or at certain elevations.
that understanding the
causes of cancer helps
If students have difficulty suggesting reasonable changes, you may
people make decisions about
wish to ask them questions such as, “Is there any way this law could be
a variety of cancer-related
changed to make it acceptable to you?” or “Can the statute be modified
activities, from prevention to
to reduce or eliminate some of its disadvantages while keeping its
reducing risk to detection
important benefits?”
and treatment.
Question 2. What other suggestions can you make about reducing the
incidence and impact of skin cancer in the United States?
Encourage students to think creatively here and to use all they have
learned as a result of completing the activities in this module. You may
wish to point out that if they are unhappy with the proposed statute,
a positive approach to defeating the measure would be to propose
alternate courses of action that would have equal or greater benefits
at lower cost. Students may suggest aggressive educational campaigns
to alert the public, including children, to the dangers of UV exposure.
They may also suggest research to develop more-effective sunscreens
or materials for canopies at playgrounds and beaches that let warmth
and light through but block harmful UV radiation. Other possible
suggestions include making annual skin cancer screening mandatory
for adults over a certain age, research to develop less expensive and
more effective treatment for all types of skin cancer, and even more
aggressive research and policy making directed at slowing or reversing
the loss of the Earth’s ozone layer, which is becoming an increasingly
important factor in UV exposure in certain parts of the world.
Question 3. How does this activity illustrate that
• good choices can reduce a person’s chance of developing cancer?
Questions 3 and 4 on
People have many choices available to them that can significantly
Master 5.5 focus students’
reduce their chances of developing skin cancer and can even increase
attention on the activity’s
their chances of surviving should they develop it. Some of these
major concepts.
choices include avoiding being outdoors during hours of peak UV
exposure, wearing sunscreen and protective clothing when outdoors,
practicing regular self-examination to detect unusual changes in the
skin, and seeking immediate medical care if any such changes occur.
104
• values sometimes conflict in debates about laws related to
personal and public health?
This activity illustrates the tension between trying to preserve
the value of personal and public health and well-being and the
value of individual autonomy.
• it is possible for people to hold different positions on a
controversial topic and still participate in a reasoned discussion
about it?
Students should recognize that the requirement to research their
assigned position, provide evidence to support their claims, and
offer their ideas in a structured manner helped them discuss this
issue in a rich and meaningful way. Some students may say that
the discussion did not change how they voted, but most students
should recognize that they have a much better understanding of
the issues involved as a result of their participation.
Question 4. How has research about cancer helped improve personal and
public health in the United States? Answer specifically, using examples
drawn from all five lessons in this module.
Answers will vary.
Extend or enrich this activity in the following ways.
Potential
Extensions
• To help students understand how complex policy making can be,
suggest that they rewrite the statute in light of the class discussion.
The new statute should address the growing problem of skin cancer
in a meaningful and effective way, but should also be acceptable to
most students in the class.
• Invite interested students to develop, implement, and analyze the results
of an informal survey that determines people’s understanding or attitudes
about skin cancer. Different groups of students may wish to develop
quite different instruments. Be sure that students follow established
practice by preserving the privacy of the survey participants.
105
Student Lesson 5
Cell Biology and Cancer
Lesson 5 Organizer: WEB VERSION
What the Teacher Does
Page and Step
Explain that students will act as elected federal legislators and members Page 101
of a special committee that will study the feasibility of enacting
Step 1
legislation to reduce the incidence of skin cancer among U.S. citizens.
Give each student a copy of Master 5.1. Ask students to organize
Page 101
into their groups to read and discuss the statute.
Step 2
Assign equal numbers of “pro” and “con” groups to identify reasons
Page 101
to support or oppose the statute. Give one copy of Master 5.2 to each Step 3
student and explain that groups have 30 minutes to study resources
that will help them answer their questions and identify the key reasons
to support or oppose the statute in a hearing. Have students watch
the videos A Proposed Statute and The People Respond and use the
Reference Database to help them develop their lists of reasons.
Direct groups to identify their three strongest reasons in support of
Page 103
or against the statute and to designate a spokesperson to articulate
Step 4
those reasons.
Explain that at the end of the hearing, the class will vote on whether
Page 103
to recommend the statute for enactment. Students should decide how Print
to vote based on the strength of the reasons that are presented.
Step 5
Begin the hearing by inviting one group assigned to identify reasons
Page 103
in support of the statute to present its position. Then ask a group
Step 6
assigned to oppose the statute to present its position. Follow this
pattern until all groups have presented their positions. Then, open
the floor to comments and questions raised by other students.
Announce that the discussion is about to close. Give students 2 minutes Page 103
to organize their thoughts and ask questions about any issues that
Step 7
need to be clarified.
Designate one corner of the classroom as the area for opponents of
Page 103
the statute to assemble and another corner for proponents of the
Step 8
statute to assemble. Ask students to vote by taking a position in the
corner that reflects their position.
Record the results of the class vote on the board.
Page 103
Step 9
Give each student a copy of Master 5.5. Ask the original groups
Page 103
to reconvene to develop written answers to the questions. Close by
Steps 10
discussing the questions on Master 5.5.
and 11
= Involves copying a master.
= Involves using the Internet ( http://science.
education.nih.gov/supplements/nih1/
106 cancer/activities/activity5_statute.htm).
Lesson 5 Organizer: PRINT VERSION
What the Teacher Does
Page and Step
Explain that students will act as elected federal legislators and members Page 101
of a special committee that will study the feasibility of enacting
Step 1
legislation to reduce the incidence of skin cancer among U.S. citizens.
Give each student a copy of Master 5.1. Ask students to organize
Page 101
into their groups to read and discuss the statute.
Step 2
Assign equal numbers of “pro” and “con” groups to identify reasons
Page 101
to support or oppose the statute. Give one copy of Masters 5.2, 5.3,
Step 3
and 5.4 to each student and explain that groups have 30 minutes to
study resources that will help them answer their questions and identify
the key reasons to support or oppose the statute in a hearing.
Direct groups to identify their three strongest reasons in support of or against Page 103
the statute and to designate a spokesperson to articulate those reasons.
Step 4
Explain that at the end of the hearing, the class will vote on whether
Page 103
to recommend the statute for enactment. Students should decide how Step 5
to vote based on the strength of the reasons that are presented.
Begin the hearing by inviting one group assigned to identify reasons
Page 103
in support of the statute to present its position. Then ask a group
Step 6
assigned to oppose the statute to present its position. Follow this
pattern until all groups have presented their positions. Then, open
the floor to comments and questions raised by other students.
Announce that the discussion is about to close. Give students 2 minutes Page 103
to organize their thoughts and ask questions about any issues that
Step 7
need to be clarified.
Designate one corner of the classroom as the area for opponents of
Page 103
the statute to assemble and another corner for proponents of the
Step 8
statute to assemble. Ask students to vote by taking a position in the
corner that reflects their position.
Record the results of the class vote on the board.
Page 103
Step 9
Give each student a copy of Master 5.5. Ask the original groups to
Page 103
reconvene to develop written answers to the questions.
Step 10
Close the lesson by discussing the questions on Master 5.5.
Page 103
Step 11
= Involves copying a master.
107
Student Lesson 5
Masters
Lesson 1, The Faces of Cancer
Master 1.1, The Faces of Cancer. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . classroom set Master 1.2, Group Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . student copies Master 1.3, Drawing Conclusions from the Faces of Cancer . . . . . . . . . . . . . . . . . . . . . . student copies Master 1.4, Summary Profile of the Faces of Cancer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . transparency Lesson 2, Cancer and the Cell Cycle
Master 2.1, Understanding Cancer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . student copies Master 2.2, Transcripts of News Alerts. . . . . . . . . . . . . . . . . . . . . . student copies (print version only) Master 2.3, Resources for Understanding Cancer . . . . . . . . . . . . . . student copies (print version only) Lesson 3, Cancer as a Multistep Process
Master 3.1, Colon Cancer Incidence by Age . . . . . . . . . . . . . . . . . . . .student copies and transparency Master 3.2, Random-Number Tables. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . classroom set Master 3.3, Collecting the Data . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . transparency Master 3.4, Graphing the Data . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .student copies and transparency Master 3.5, Using the Hit Simulator . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . student copies Master 3.6, Print-outs from the Hit Simulator. . . . . . . . . . . . . . . . . student copies (print version only) Master 3.7, Testing an Explanation by Looking at Additional Data. . . . . . . . . . . . . . . . . student copies Lesson 4, Evaluating Claims about Cancer
Master 4.1, Media Item 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .group copies Master 4.2, Media Item 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .group copies Master 4.3, Media Item 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .group copies Master 4.4, Media Item 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .group copies Master 4.5, Using a Model System to Test Claims about UV Light . . . . . . . . . . . . . . . . . student copies Master 4.6, Evaluating Claims about Cancer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . student copies Lesson 5, Acting on Information about Cancer
Master 5.1, A Proposed Statute . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . student copies Master 5.2, Getting Prepared to Support or Oppose the Statute . . . . . . . . . . . . . . . . . . . student copies Master 5.3, The People Respond . . . . . . . . . . . . . . . . . . . . . . . . . . . student copies (print version only) Master 5.4, Reference Database . . . . . . . . . . . . . . . . . . . . . . . . . . . student copies (print version only) Master 5.5, Analyzing the Results of a Public Policy Discussion . . . . . . . . . . . . . . . . . . . student copies 109
The Faces of Cancer
Si Conners
I was born in 1925 in Texas of African American parents. My mother had breast cancer; otherwise there was no history of cancer in my family.
0–19 years
20–39 years
I was a willing, anxious student, hard working and
I went to the university in Houston to earn my
eager to please. I was the last of four children and,
bachelor’s degree in history, then went on to study
early on, developed the skills of getting along with
law. After I passed the bar, I worked as an advocate
others and negotiating for what I want. I was 12
for the NAACP. My wife and I had no children, but I
when my mother was diagnosed with breast cancer,
was active in the church youth group and coached
and I helped with her care when she came home
Little League.
from the hospital. My older sister also had sickle
cell disease. Because I helped take care of her, I was
familiar with the health care system in my community
and understood how to obtain medical advice when I
needed it.
40–59 years
60+ years
My first serious health problem was diagnosed as
Despite my regular check-ups for diabetes and high
diabetes at age 48. Initially, it was hard to control,
blood pressure (I had developed this by age 65), I had
and I saw an internist on a regular basis. Even after
not undergone cancer screening and was beginning
the diabetes was controlled with insulin, there was
to think I should. When the community offered free
some concern about my kidney function, so I
screening, I took advantage of the opportunity and, at