Blog About Us Community Service Kit National Partners Results Tools Scrapbook   • How to Use This Kit • Teaching Service Learning • Order the Film & Companion Book   The Impact of Cancer on Family Life The Impact of Cancer on Siblings How to Help Your Buddy Doctors & Nurses THE SERVICE LEARNING PROCESS: • Preparation • Community Service • Reflection • Celebration WHAT IS CANCER? written by Rebecca Heckman Princeton High School Pennies for Pasta SERVICE PROJECT OVERVIEW Cancer is a disease that will strike over one million people in the United States this year. And that’s only the people who are actually diagnosed with the disease. Everyone who knows a cancer victim can claim to be affected by cancer in some way. This lesson will compare cancerous cells to non-cancerous cells. Empowering students with the knowledge of exactly what cancer is will help them to understand what is physically happening to peers who get cancer and how they can help them to deal with it. After learning about the physical issues cancer patients are working through, the students demonstrate their concern by working on a school-wide fundraiser where all proceeds will be donated to the Leukemia and Lymphoma Society for the purpose of research to cure the disease. SUBJECTS Language Arts 6th - 12th Grade Social Studies 6th - 12th Grade Science 9th - 12th Grade Health 6th - 12th Grade NATIONAL STANDARDS Language Arts1 4. Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes 5. Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes 6. Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and non-print texts 8. Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge   Science2   Program Standard B: The program of study in science for all students should be developmentally appropriate, interesting, and relevant to students' lives; emphasize student understanding through inquiry; and be connected with other school subjects Content Standard C: Students will be able to explain that cell functions are regulated. Regulation occurs both through changes in the activity of the functions performed by proteins and through the selective expression of individual genes. This regulation allows cells to respond to their environment and to control and coordinate cell growth and division   Health3   1.12.2 Students will describe the interrelationships of emotional, intellectual, physical, and social health 4.12.2 Students will utilize skills for communicating effectively with family, peers, and others to enhance health UNIT OBJECTIVES Students will be able to identify cancerous cells from non-cancerous cells. Students will discuss the physical effects of cancer on the human body. Students will learn about the Pasta for Pennies program through the Leukemia and Lymphoma Society’s School to Youth division. Students will write letters to different audiences (ie. school board, school administration, teachers and students) to explain the Pasta for Pennies program and to ask permission to implement the program in their school. Students will implement the Pasta for Pennies program to raise money for the Leukemia and Lymphoma Society. ASSESSMENTS   There are many different methods of assessment for this lesson. If your goals are dealing with the science curriculum, sketches of the two types of cells would be warranted as well as written descriptions of the cell types comparing and contrasting the cells visually. A quiz over the various symptoms and physical maladies may also be a good way to assess whether the students understand the illness they’re fighting. A rubric is provided after the Community Service lesson to help you and your students assess the overall project. RESOURCES Websites Science Stuff Microscope Slide Sets http://www.sciencestuff.com/ctgy/MicroSlide-PreparedSSL American Cancer Society http://www.cancer.org/docroot/home/index.asp The Leukemia & Lymphoma Society http://www.leukemia.org/hm_lls Princeton High School Pasta for Pennies/Pennies for Patients fundraising program http://www.phs.princeton.k12.oh.us/activities/pasta/ Film A Lion in the House. Dir. Steven Bognar and Julia Reichert. Videocassette, DVD. A Lion in the House is a co-production of Steven Bognar and Julia Reichert and the Independent Television Service (ITVS), 2006. Print Non-fiction: A LION IN THE HOUSE: Five Children. Six Years. True Stories from the War on Cancer, edited by Margaret McGurk, Orange Frazer Press, Inc (2006) LESSONS CONTAINED IN THIS UNIT: 1 - OVERVIEW FILM PROJECT AND PURPOSE 2 - WHAT IS CANCER? 3 - WRITE LETTERS FOR PERMISSION FOR PASTA FOR PENNIES PROGRAM 4 - COMMUNITY SERVICE > PASTA FOR PENNIES LESSON 1: OVERVIEW FILM PROJECT AND PURPOSE Note to teachers: Students may be interested in learning more about the film after viewing the film clip. Be sure to direct them to http://www.pbs.org/independentlens/lioninthehouse/index.htm for more information. Please review the suggested discussion questions prior to the group viewing (PDF). You may need to adjust the questions according to the unique make-up of your group. For most active viewing of the material, please engage group in both pre-viewing and post-viewing discussions. NATIONAL STANDARDS1   Language Arts   8. Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge MATERIALS Computer with Internet access Television and DVD player Discussion Questions from the How to Help Your Buddy section PROCEDURE   1. Discuss the essentials of the film before the viewing so students can have a bit of a background involving what they’re going to see. 2. Prepare group for active viewing by leading them in a discussion based on the pre-viewing questions. 3. Watch the “How to Help Your Buddy” clip. 4. Lead group in discussion based on post-viewing questions. ASSESSMENTS Class participation Completed Discussion Questions (PDF) Back to Lessons LESSON 2: WHAT IS CANCER? Note to Teachers: Depending on your classroom situation, this lesson could be divided into two different days, one for viewing the slides on the microscope and one for discussion of cancer symptoms. NATIONAL STANDARDS2   Science Program Standard B: The program of study in science for all students should be developmentally appropriate, interesting, and relevant to students' lives; emphasize student understanding through inquiry; and be connected with other school subjects Content Standard C: Students will be able to explain that cell functions are regulated. Regulation occurs both through changes in the activity of the functions performed by proteins and through the selective expression of individual genes. This regulation allows cells to respond to their environment and to control and coordinate cell growth and division LESSON OBJECTIVES Students will view prepared microscope slides containing cancerous and non-cancerous cells. Students will be able to visually identify the differences in cancerous and non-cancerous cells. Students will draw and label sketches of the two different types of cells. MATERIALS microscopes prepared microscope slides *( can be purchased from site listed below in RESOURCES) pencils paper PROCEDURE   1. Have students view microscope slides of non-cancerous cells. 2. Have students draw and label the cells. 3. Ask students to list three characteristics of the cells from their observations and diagrams. 4. Students should then view the microscope slides of cancerous cells. 5. Students should then draw and label the cancerous cells. 6. Students need to list three characteristics of the cells from their observations and diagrams. 7. Class discussion of the basic symptoms of cancer as well as treatment options.   EXTENSIONS   The “Understanding Cancer” website has a step by step slide presentation that presents the scientific side of cancer, the physiology of what happens to the body as well as pictures and diagrams of non-cancerous cells and cancerous cells. Students could be asked to define what is scientifically meant by cancer and why it does what it does to the body. Students could also observe different kinds of cancer and make different presentations to the class on these different types of cancer. Extra credit could be awarded to students willing to present information on research for cures for different types of cancers as well. ADDITIONAL RESOURCES National Cancer Institute: Understanding Cancer Series has brilliant visuals and slides http://www.cancer.gov/cancertopics/understandingcancer/cancer Science Stuff Microscope Slide Sets http://www.sciencestuff.com/ctgy/MicroSlide-PreparedSSL CancerFree Kids explains the importance of research in pediatric cancer http://www.cancerfreekids.org/CFKframes.html CureSearch - Our Research section summarizes the role of research, how research affects survival rates, clinical trial breakthroughs to improve outcomes, progress made to date, and research stories http://www.curesearch.org/our_research/ ASSESSMENTS Class participation Labeled diagrams of the cancerous vs. non-cancerous cells Back to Lessons LESSON 3: LETTER WRITING Note to Teachers: Before many districts will allow fundraising for different charities permission must be granted. This activity is designed to allow students the chance to practice their writing skills in a letter of importance to a specific audience. Some letters will go to the Board of Education, some to the Central Office Administration and some to the staff within the school. Each letter will need a slightly different tone and level of professionalism considering its audience. NATIONAL STANDARDS1   Language Arts 4. Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes. 5. Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes 6. Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and non-print texts. LESSON OBJECTIVES Students will be divided into groups to write their letter to their designated audience. Students will determine the tone their letter needs to take. Students will write their letters to either the Board of Education, the Central Office Administration, the school's administration or the teaching staff. Students will deliver or mail these letters to the appropriate personnel and wait for a response. MATERIALS Writing utensils and paper Dictionary Thesaurus Computers – if it is determined that letters should be typed PROCEDURE   1. Divide students into groups. 2. Assign one audience to each group. 3. Define the outline of what needs to be included in the letters as a class (the definition of leukemia, some statistics, a description of the Pasta for Pennies campaign). Be sure to check out the Leukemia and Lymphoma’s website for this information. 4. Have the groups exchange the letters for peer review of grammar, spelling and tone. 5. Write and send final form of the letters.   ADDITIONAL RESOURCES Leukemia and Lymphoma website ASSESSMENTS 1. The letters! Back to Lessons LESSON 4: COMMUNITY SERVICE > PASTA FOR PENNIES CAMPAIGN Note to Teachers: Assuming permission will be granted for the campaign, the final step is implementation of the Pasta for Pennies campaign. A brief outline will be included here for initial steps, etc. but contact with the local representative of the School to Youth program through the Leukemia and Lymphoma Society will be necessary as well. Contact them via their website at http://www.schoolandyouth.org/school/Controller NATIONAL STANDARDS3   Health Students will describe the interrelationships of emotional, intellectual, physical, and social health Students will utilize skills for communicating effectively with family, peers, and others to enhance health   LESSON OBJECTIVES Students will lead a fundraising campaign for the Leukemia and Lymphoma Society via the Pasta for Pennies program. Students will organize fundraising activities in addition to daily classroom activities. Students will demonstrate their sense of empathy by promoting the campaign via a patient hero – an area student who has been diagnosed with leukemia or lymphoma and has been so noted by the Leukemia and Lymphoma Society. Students will contact their area’s chapter of the Leukemia and Lymphoma Society to get the necessary materials to run the Pasta for Pennies campaign. MATERIALS Writing utensils and paper Manila envelopes Pasta for Pennies boxes (provided by local LLS chapter) Masking tape Pasta for Pennies posters (provided by local LLS chapter – but also can be created by students) Coin rolling papers Letters home about the campaign (provided by local LLS chapter, but can also be created by students) PROCEDURE 1. Class needs to determine during which bell of the day to collect spare change for Pasta for Pennies and how this will work best within their school setting. For advice on how to do this, teachers should contact the School to Youth representative from the Leukemia and Lymphoma Society in your area. It might also be a good idea to refer periodically to the Princeton High School Pasta for Pennies website for suggestions or to contact their co-chairs. 2. Decide on dates for the campaign. Typically the Leukemia and Lymphoma Society will set a range of dates for this campaign and the school can determine the best time for the campaign within their own schedule. 3. Schedule bake sales for additional funds at home basketball games or theatre or music performances. Whatever will work within the atmosphere of the school. This is a good outlet for the students who don’t have money at home to contribute or parents to write checks, etc. It enables students the ability to work toward the cause and raise money without giving money they might not have. 4. Distribute collection envelopes and boxes that will be used to collect pennies to each classroom. Provide letters that describe the Pennies for Pasta Campaign for students to share with their families. 5. Collect from each classroom during designated bell for three consecutive weeks. 6. Keep track of the total amount raised per class. 7. Award Olive Garden luncheon to top donating class. RESOURCES Olive Garden’s informational page for the Pasta for Pennies program – contact if the Olive Garden in your area doesn’t seem to understand your questions about this program. http://www.olivegarden.com/company/community/pasta_pennies.asp Back to Lessons UNIT REFLECTION   We cannot all be research scientists or medical professionals (though some us can). But we can all contribute toward the cure for childhood cancer. What are your strengths? How did you use them for this cause? How did it feel? What did you learn about cancer in the process? What does it take for a community to cure a disease? Did you have fun? 1 From National Council of Teachers of English http://www.ncte.org/about/over/standards/110846.htm 2 From National Science Teachers Association http://www.nsta.org/standards 3 From American Association of Health Education http://www.aahperd.org/aahe/template.cfm?template=natl_health_education_standards.html     A Lion in the House is a co-production of Steven Bognar & Julia Reichert and the Independent Television Service (ITVS), Executive Producer Sally Jo Fifer.            blog About Us community service kit national partners results tools scrapbook            Website hosted by DONET.COM                     © 2007, A Lion in the House, LLC.