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Educator’s guide on skin cancer (Lesson plans)

Skin cancer exposed - 2 – Lesson plans

Lesson Plan for module 3 – Skin cancer exposed I. Introduction This document provides a number of suggestions of lesson plans on four topics linked to skin cancer including time needed to organise the activities in class and the links with different schools subjects.

II. Lesson plans The lesson plans are meant to give teachers ideas of how the tools can be used within a lesson.

The lesson plans will be preceded by a table displaying some general information concerning the suggested plan, such as the age level of the students, the tools that are used, etc.

The structure of the lesson plans is made in a way that objectives of the activities, as well as materials needed for the implementation, the procedure of the activities and the timing of each of the single activity are stated.

Abbreviations: T: Teacher Ss: Students Ind: Individual work

S: student OHT: overhead transparency Pw: Pairwork

Gw: Groupwork

Skin cancer exposed - 3 – Lesson plans

Lesson plan 1: Skin cancer detection and treatments General information:

Author of the lesson plan: Laurent Martorell

Subject of the lesson:

• Skin cancer detection and treatment

• How is the skin cancer detected? What are the various treatments existing?

• How to choose the most appropriate one?

Age level of the students: 15-18 years old

Xplore Health’s tools used:

• Game: The unusual suspects

• Video: Skin cancer, early detection saves live

• Video: Skin Cancer exposed

Link with different school subjects/integration in the curriculum:

Can the topic be linked to different subjects in your school? Does it fit to your curricula?

This subject can be linked to various aspects of the curricula. Cancer and its mechanisms of development, detection and treatment are taught to its fullest extent.

Pre-knowledge required by students:

• Cell division

• DNA and gene

• DNA and pedigree: the fact that some genes are cancer related.

Suggested background reading for Teacher:

Teachers’ guide: Background information

Skin cancer exposed - 4 – Lesson plans

Lesson plan:

Activity

Objective of activity

Material, tools

Interaction

Procedure

Time (min.)

Presentation of subject

To provide the aim of the lesson

- T → S Teacher introduction

5

Video Introduce the various aspects of the topics: the risk factors of melanoma, the experts in charge of melanoma screening, distinguishing normal cells from cancer cells

Video: Skin cancer, early detection saves live

Gw

All students and the teacher watch the video

5

Game Differentiate a normal mole from melanoma

Game: The unusual suspect s

Pw

Student group work in pairs 20

Video Learn on the techniques to detect melanoma

Video: Skin Cancer exposed

Gw All students and the teacher watch the video

5

Teacher speech

Conclude the activities

- T → Ss The teachers makes a summery of the lessons

10

Total time of the lesson

45

Skin cancer exposed - 5 – Lesson plans

Lesson plan 2: Genetic factors of skin cancer

General information:

Author of the lesson plan: Katarzyna Kozlow

Subject of the lesson:

Genetic factors of skin cancer

Should a cancer-family syndrome remain silent or should the information be divulged to all relatives with risk by law - without permission of the cancer patient?

Age level of the students: 15-18 years old

Xplore Health’s tools used:

• Video Skin cancer ethical issues

• Video Looking for genes in the lab

Link with different school subjects/integration in the curriculum:

Can the topic be linked to different subjects in your school? Does it fit to your curricula?

• Basic biology curriculum

• Extended biology curriculum

• Ethics curriculum

Pre-knowledge required by students:

• Basic Human Anatomy and Physiology

• Cellular division.

• Molecular biology

Suggested background reading for Teacher:

Teachers’ guide: Background information

Skin cancer exposed - 6 – Lesson plans

Lesson plan:

Activity

Objective of activity

Material, tools

Interaction

Procedure

Time (min.)

Presentation

of subject

To provide the aim of

the lesson

- T → S

5 min

Explaining the

subject

To give background

information on skin

cancer and its

Ethical, Legal and

Social Aspects

• Video’s Skin cancer ethical issues & Looking for genes in the lab

• Educators' guides Skin cancer exposed

T → S

Teacher

presentation

15 min

Class

discussion

To discuss the topic:

Should a cancer-

family syndrome

remain silent or

should the

information be

divulged to all

relatives with risk by

law - without

permission of the

cancer patient?

- T ↔ S

Ss → Ss

S→Ss

Teacher led

discussion

15 min

Summary Provide feedback

from students

- S → T

Teacher led

discussion

10

Total time of the lesson

45

Skin cancer exposed - 7 – Lesson plans

Lesson plan 3: Melanoma, risks and protection General information:

Author of the lesson plan: Katarzyna Kozlow

Subject of the lesson:

Melanoma, risks and protection

What is melanoma? Are you at risk? How can you protect yourself?

Age level of the students: 15-18 years old

Xplore Health’s tools used:

Video: Skin cancer, early detection saves lives

Link with different school subjects/integration in the curriculum:

Can the topic be linked to different subjects in your school? Does it fit to your curricula?

• Basic biology curriculum

• Extended biology curriculum

• Ethics curriculum

Pre-knowledge required by students:

Molecular Biology

Suggested background reading for Teacher:

Teachers’ guide: Background information

Lesson plan:

Skin cancer exposed - 8 – Lesson plans

Activity

Objective of activity

Material, tools

Interaction

Procedure

Time (min.)

Presentation of subject

To provide the aim of the lesson

- T → S Teacher introduction

5

Explaining the concepts

To give background in a short period of time with many interesting facts about skin cancer - melanoma.

Video: Skin cancer, early detection saves lives

Gw All students and the teacher watch the video

5

Class discussion

Discuss the theme: the negative influence of the use of sunbeds on skin cells.

- T ↔ S

Ss → Ss

S→T

Teacher led discussion

15

Summary of the debate

Collect feedback from students and summarise the knowledge gained on the basic risk factors leading to skin cancer, the influence UV radiation have on skin cells, the importance of regular check-ups

S → T Student led discussion 10

Evaluation To evaluate the students current knowledge on the subject of melanoma

Questions prepared by the teacher

Ind Survey 10

Total time of the lesson

45

Lesson plan 4: Ethical aspect of skin cancer detection in the foetus

Skin cancer exposed - 9 – Lesson plans

General information:

Author of the lesson plan: Carlos de Paz

Subject of the lesson:

Ethical aspect of skin cancer detection in the foetus taking into account the family perspective and the health system perspective

Age level of the students: 15-18 years old

Xplore Health’s tools used:

Free usage of all tools of the module 3

Link with different school subjects/integration in the curriculum:

Can the topic be linked to different subjects in your school? Does it fit to your curricula?

Science for contemporary world

Pre-knowledge required by students:

No specific pre-knowledge needed. Concepts provided in the tools from module 3.

Suggested background reading for Teacher:

Teachers’ guide: Background information

Lesson plan:

Skin cancer exposed - 10 – Lesson plans

Activity

Objective of activity

Material, tools

Interaction

Procedure

Time (min.)

Introduction

Create a scenario for

the activity. Place the

activity in a realistic

context.

Photographic

session with

emotive images.

T → SS

Short teacher speech

with photographic

presentation as

background.

10

Describing the

task

Define the task as

briefly and clearly

possible.

Just the voice of

the teacher.

Better if no

background

present.

T → SS

Main Question to

answer by teams:

Should it be allowed

to scan foetuses for

skin cancer-family

syndromes, and is it

ethically acceptable

to abort if a cancer

syndrome is found?

Secondary task for teams: Define four

simple sentences to

explain the

perspective of the

team role.

Final task to edit by

group: define a

consensus and

Decalogue.

Less than 2

Just the time

to read the

tasks slow

and clear.

Distribution of

roles

Define three or four

perspectives (teams)

to look at the issue.

(Example: 1.

Members of one

family with a history

of skin cancer. 2.

Economists

responsible for the

national health

-

Ss (Teacher

as

moderator)

Student discussion 10

Skin cancer exposed - 11 – Lesson plans

system. 3. Scientists

involved in the

development of

systems for early

detection of cancer.4.

Philosophers

interested in the limits

of the progress of

science.)

Free usage of

tools

All students work with

the Xplore Health

tools keeping in mind

their selected role.

Computers

classroom.

Notepad.

S (change for

PW if there

are not

enough

computers)

30

Team

discussion

Each team answers

the main question

under the perspective

of its role. Yes or no

and a very brief

explanation.

Classroom GW Workshop (each

team separately) 10-15

Group

discussion

and

Conclusion

Reach consensus Classroom

GW (Teacher

as

moderator)

One spokesperson

from each team sets

out its position and

establishes two sets

of interventions.

All sentences are

published and sorted

to reach the final

consensus and

Decalogue.

35-40

Total time of the lesson

45

Skin cancer exposed - 12 – Lesson plans

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