Teacher: Jesse Wade Robinson
Grade & Subject: 11th Grade Biology
School: High Tech High
In an 11th-grade biology class, students worked in small groups to design experiments testing different drugs or therapies on live mouse cancer cells. The essential question for the project was: “How can we cure cancer?” The students began the project by learning about cancer survivors who had beaten the odds. They wondered how different patients with the same type of cancer could have very different outcomes. Then the class assembled into small groups to research what causes cancer and potential treatments. The students used what they learned from the scientific literature to design experiments testing how different treatments affected cancer cell growth and migration. Students presented their initial experiment designs to scientists that gave them feedback on their plans. After revising their procedures, students ran their experiments in the lab and observed the effect of the treatment on cancer cell growth under the microscope. They measured the impact of the therapy using photographs of cells and imaging software. Students analyzed their data using graphs and statistics and summarized their learning in a formal scientific paper and professional presentation to cellular biologists.
Teacher Reflection
The students were very motivated by the prospect of working with live mouse cancer cells. The authentic problem and materials increased the level of student engagement and rigor. The presentations to scientists at the end of the project, allowed students to share their deep levels of understanding and grapple with new and exciting scientific questions. Because students presented their work to experts in the field, the level of discourse was elevated.
—Jesse Wade Robinson
Student Reflections
Going into the project, I felt a little nervous because I didn’t know much about testing cells. Thankfully, with the way the project was broken up, it made the project less intimidating and more doable. With first seeing examples of past projects and knowing that all the other groups did well, I felt more knowledgable. Now after working on the project, I know how to plan scientific experiments, lab sterile techniques, and using the microscope. Asking questions has definitely been helpful in learning. I used to think science experiments, especially ones that had professional equipment were out of reach with my skill set. Now I think that with guidance and support, anyone can do a science experiment.
—Madison B.
Teacher: Jesse Wade Robinson
Grade & Subject: 11th Grade Biology
School: High Tech High
In an 11th-grade biology class, students worked in small groups to design experiments testing different drugs or therapies on live mouse cancer cells. The essential question for the project was: “How can we cure cancer?” The students began the project by learning about cancer survivors who had beaten the odds. They wondered how different patients with the same type of cancer could have very different outcomes. Then the class assembled into small groups to research what causes cancer and potential treatments. The students used what they learned from the scientific literature to design experiments testing how different treatments affected cancer cell growth and migration. Students presented their initial experiment designs to scientists that gave them feedback on their plans. After revising their procedures, students ran their experiments in the lab and observed the effect of the treatment on cancer cell growth under the microscope. They measured the impact of the therapy using photographs of cells and imaging software. Students analyzed their data using graphs and statistics and summarized their learning in a formal scientific paper and professional presentation to cellular biologists.
Teacher Reflection
The students were very motivated by the prospect of working with live mouse cancer cells. The authentic problem and materials increased the level of student engagement and rigor. The presentations to scientists at the end of the project, allowed students to share their deep levels of understanding and grapple with new and exciting scientific questions. Because students presented their work to experts in the field, the level of discourse was elevated.
—Jesse Wade Robinson
Student Reflections
Going into the project, I felt a little nervous because I didn’t know much about testing cells. Thankfully, with the way the project was broken up, it made the project less intimidating and more doable. With first seeing examples of past projects and knowing that all the other groups did well, I felt more knowledgable. Now after working on the project, I know how to plan scientific experiments, lab sterile techniques, and using the microscope. Asking questions has definitely been helpful in learning. I used to think science experiments, especially ones that had professional equipment were out of reach with my skill set. Now I think that with guidance and support, anyone can do a science experiment.
—Madison B.
