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Created byJennifer Raygoza
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Cancer Research Symposium: Seventh Grade Scientists

Grade 7ScienceHealthOther5 days
★★★★★
4.0 (1 rating)
In this project, seventh-grade students take on the role of cancer researchers to develop and present a research symposium. They address common misconceptions about cancer, visually represent their understanding of cancer concepts through a concept map, and explain the development and regulation of cancer at the cellular level by creating a timeline. Students engage in activities such as myth-busting and personalized risk assessments to explore cancer causes, spread, prevention, and modifiable risk factors. The project culminates in a portfolio showcasing their understanding and ability to communicate accurate information about cancer.
Cancer ResearchMisconceptionsCell CycleCancer DevelopmentGeneticsEnvironmental FactorsRisk Assessment
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Inquiry Framework

Question Framework

Driving Question

The overarching question that guides the entire project.How can we, as cancer researchers, develop and present a research symposium that addresses common misconceptions, visually represents our understanding, and explains the development and regulation of cancer at the cellular level?

Essential Questions

Supporting questions that break down major concepts.
  • What are common misconceptions about cancer, and how can we address them?
  • How can we visually represent our understanding of cancer?
  • What are the key characteristics of the cell cycle, and how is it regulated?
  • What are the steps of cancer development?

Standards & Learning Goals

Learning Goals

By the end of this project, students will be able to:
  • Understand and address common misconceptions about cancer.
  • Visually represent understanding of cancer concepts.
  • Summarize the characteristics of the cell cycle and its regulation.
  • Describe the steps of cancer development.

NGSS

MS-LS1-1
Supporting
Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells.Reason: Addresses the fundamental concept that all living things, including cancerous growths, are made of cells.
MS-LS1-2
Primary
Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function.Reason: Covers the function of cells and how their parts contribute to their overall function which is important to understand cancer.
MS-LS1-3
Primary
Use argument supported by evidence for how environmental and genetic factors influence the growth of organisms.Reason: Addresses how genetics and the environment can influence the growth of organisms, including the development of cancer.

Entry Events

Events that will be used to introduce the project to students

The Cancer Villain: Myth vs. Reality

Students watch a short, engaging video depicting cancer as a villain with exaggerated powers and weaknesses. They then participate in a 'Myth-Busting' session, using reliable sources to debunk common misconceptions about cancer causes, spread, and prevention, sparking inquiry into the actual science.

Personalized Cancer Risk Assessment

Using a simplified, interactive tool, students explore their hypothetical risk factors for developing cancer based on lifestyle choices and family history (no real data collected). This activity prompts them to investigate the modifiable and non-modifiable risk factors and how lifestyle choices impact cancer development.
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Portfolio Activities

Portfolio Activities

These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.
Activity 1

MythBusters: Cancer Edition

Students will research and debunk common misconceptions about cancer. This activity sets the stage for understanding the realities of cancer versus popular myths.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Identify at least three common misconceptions about cancer from the 'Myth-Busting' session notes.
2. Research each misconception using reputable sources (e.g., National Cancer Institute, American Cancer Society).
3. Write a short paragraph for each misconception, explaining the myth and providing evidence-based facts to debunk it.

Final Product

What students will submit as the final product of the activityA written report that clearly identifies and debunks common cancer misconceptions with supporting evidence.

Alignment

How this activity aligns with the learning objectives & standardsAddresses the learning goal: Understand and address common misconceptions about cancer. Aligns with MS-LS1-3 by using evidence to support arguments against misconceptions.
Activity 2

Cancer Development Timeline

Students will construct a timeline that illustrates the stages of cancer development, from initial cell mutation to metastasis. This activity provides a clear understanding of how cancer progresses over time.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Research the stages of cancer development: initiation, promotion, progression, and metastasis.
2. Create a timeline, either digitally or on paper, showing the sequence of events in cancer development.
3. Include descriptions of what happens at each stage, including the cellular changes and environmental factors involved.

Final Product

What students will submit as the final product of the activityA detailed timeline illustrating the stages of cancer development with descriptions of each stage.

Alignment

How this activity aligns with the learning objectives & standardsAddresses the learning goal: Describe the steps of cancer development. Relates to MS-LS1-3 by explaining how environmental and genetic factors influence the development of cancer.
Activity 3

Cancer Concept Map

Students create a visual representation of their understanding of cancer, including its causes, development, and impact on the body. This activity helps to organize and connect key concepts related to cancer.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Brainstorm key concepts related to cancer (e.g., cell cycle, mutations, tumors, metastasis).
2. Create a concept map using software or paper, linking related concepts with labeled arrows to show the relationships between them.
3. Include brief explanations of each concept and its relevance to cancer development.

Final Product

What students will submit as the final product of the activityA detailed concept map that visually represents the student's understanding of cancer and its related concepts.

Alignment

How this activity aligns with the learning objectives & standardsAddresses the learning goal: Visually represent understanding of cancer concepts. Supports MS-LS1-2 by developing a model to describe the function of cells and how parts of cells contribute to the function.
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Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

Cancer Research Symposium Portfolio Rubric

Category 1

Understanding and Addressing Misconceptions

This category assesses the student's ability to identify, research, and debunk common misconceptions about cancer using evidence-based facts.
Criterion 1

Identification of Misconceptions

Accuracy and relevance of identified cancer misconceptions.

Exemplary
4 Points

Identifies at least three significant and relevant misconceptions about cancer, demonstrating a strong initial understanding of the topic.

Proficient
3 Points

Identifies three relevant misconceptions about cancer.

Developing
2 Points

Identifies two somewhat relevant misconceptions about cancer.

Beginning
1 Points

Identifies one or no relevant misconceptions about cancer.

Criterion 2

Research and Evidence

Quality and reliability of research used to debunk misconceptions.

Exemplary
4 Points

Uses reputable sources (e.g., NCI, ACS) and provides compelling evidence to debunk each misconception thoroughly.

Proficient
3 Points

Uses mostly reputable sources and provides clear evidence to debunk each misconception.

Developing
2 Points

Uses some reputable sources but may have gaps in evidence or explanation.

Beginning
1 Points

Uses unreliable sources or provides minimal evidence to debunk misconceptions.

Criterion 3

Clarity of Explanation

Effectiveness in explaining the myth and providing evidence-based facts.

Exemplary
4 Points

Writes clear, concise paragraphs that effectively explain each myth and provide strong, evidence-based facts to debunk it.

Proficient
3 Points

Writes clear paragraphs that explain each myth and provide evidence-based facts to debunk it.

Developing
2 Points

Writes paragraphs that attempt to explain each myth, but the explanation may be unclear or the evidence may be weak.

Beginning
1 Points

Struggles to explain each myth and provide relevant evidence.

Category 2

Visual Representation of Cancer Concepts

This category evaluates the student's ability to create a concept map that visually represents their understanding of cancer and its related concepts.
Criterion 1

Concept Inclusion

Coverage of key concepts related to cancer (e.g., cell cycle, mutations, tumors, metastasis).

Exemplary
4 Points

Includes all key concepts related to cancer and demonstrates a comprehensive understanding of their relevance.

Proficient
3 Points

Includes most key concepts related to cancer.

Developing
2 Points

Includes some key concepts related to cancer, but some are missing or underdeveloped.

Beginning
1 Points

Includes few key concepts related to cancer.

Criterion 2

Concept Mapping and Relationships

Clarity and accuracy of the concept map and the connections between concepts.

Exemplary
4 Points

Creates a clear and well-organized concept map with accurate and clearly labeled connections between all related concepts, showing complex relationships.

Proficient
3 Points

Creates a concept map with mostly clear and accurate connections between related concepts.

Developing
2 Points

Creates a concept map, but some connections may be unclear or inaccurate.

Beginning
1 Points

Creates a concept map with few clear connections between concepts.

Criterion 3

Explanations and Relevance

Quality of explanations for each concept and its relevance to cancer development.

Exemplary
4 Points

Provides insightful and detailed explanations for each concept, clearly articulating its relevance to cancer development with sophisticated understanding.

Proficient
3 Points

Provides clear explanations for each concept and its relevance to cancer development.

Developing
2 Points

Provides basic explanations for each concept, but the relevance to cancer development may be unclear.

Beginning
1 Points

Struggles to explain the concepts or their relevance to cancer development.

Category 3

Explanation of Cancer Development

This category assesses the student's ability to construct a timeline illustrating the stages of cancer development and describing the events at each stage.
Criterion 1

Accuracy of Stages

Correctness of the stages of cancer development presented in the timeline.

Exemplary
4 Points

Accurately depicts all stages of cancer development (initiation, promotion, progression, metastasis) with no errors.

Proficient
3 Points

Accurately depicts most stages of cancer development with only minor errors.

Developing
2 Points

Depicts some stages of cancer development, but with significant errors or omissions.

Beginning
1 Points

Shows limited understanding of the stages of cancer development.

Criterion 2

Detail of Descriptions

Depth and clarity of descriptions for each stage, including cellular changes and environmental factors.

Exemplary
4 Points

Provides thorough and detailed descriptions of the cellular changes and environmental factors involved in each stage, demonstrating a sophisticated understanding.

Proficient
3 Points

Provides clear descriptions of the cellular changes and environmental factors involved in each stage.

Developing
2 Points

Provides basic descriptions of the cellular changes and environmental factors involved in each stage, but lacks detail.

Beginning
1 Points

Provides minimal or inaccurate descriptions of the events in each stage.

Criterion 3

Timeline Organization

Organization and clarity of the timeline in presenting the sequence of events.

Exemplary
4 Points

Presents a highly organized and visually clear timeline that effectively illustrates the sequence of events in cancer development.

Proficient
3 Points

Presents a clear and organized timeline that illustrates the sequence of events in cancer development.

Developing
2 Points

Presents a timeline, but the organization may be confusing or unclear.

Beginning
1 Points

Presents a poorly organized and difficult-to-understand timeline.

Reflection Prompts

End-of-project reflection questions to get students to think about their learning
Question 1

How has your understanding of cancer evolved or changed throughout this research symposium project?

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Question 2

In what ways did creating the [MythBusters: Cancer Edition, Cancer Development Timeline, Cancer Concept Map] portfolio activities enhance your comprehension of cancer?

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Question 3

To what extent do you feel prepared to address common misconceptions about cancer in your community based on what you've learned?

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Question 4

What was the most challenging aspect of this project, and what strategies did you use to overcome it?

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