Students will work in teams of up to three as scientific investigators, using case evidence to determine which cancers should be considered for a fictional patient. Beginning with evidence stations, they will analyze signs, symptoms, genetics, environmental and occupational exposures, prevention strategies, and diagnostic and treatment technologies to develop an evidence-based patient case poster. Team checkpoints, case debriefs, peer critique, revisions, and exit reflections will assess growth in cancer science, collaboration, communication, and decision-making. Teams will present their posters in a Medical Mystery Expo gallery walk, explaining how patient factors and emerging technologies shaped their conclusions.

Students will analyze symptoms, family history, genetics, occupation, and environmental exposures to identify likely cancers and deduce possible sources of illness. They will explain the diagnostic process, evaluate prevention and risk-reduction strategies, and compare treatments tailored to an individual, including emerging medications, rehabilitation, prosthetics, and nanotechnology. Teams will use evidence to recommend appropriate diagnostic and treatment technologies for the patient and communicate their reasoning through a clear, empathetic case-diagnosis poster. Students will strengthen collaboration and self-directed learning by sharing decisions, using checkpoint feedback, revising conclusions, and reflecting on changes in their scientific understanding and teamwork.

Teams will create an evolving evidence board that connects symptoms, family history, occupational exposures, genetics, and diagnostic test results to possible cancer types. They will develop a differential diagnosis, exposure map, and comparison chart of diagnostic tools, individualized treatments, rehabilitation options, emerging medication or nanotechnology, and risk-reduction strategies. After checkpoint critiques, patient-case debriefs, and exit reflections, teams will revise their claims and document how evidence and feedback changed their thinking. Each team will produce a patient case diagnosis poster recommending the most likely cancer type and appropriate technologies for display at the Medical Mystery Expo gallery walk.

Begin with a “Case File Lab” where teams of up to three rotate through stations containing symptom cards, family-history clues, workplace exposure evidence, cell images, and models or descriptions of diagnostic and treatment technologies. Teams document observations, distinguish evidence from assumptions, and develop an initial list of possible cancers without making a final diagnosis. Each team creates a brief evidence board connecting genetics, environment, occupation, symptoms, and medical technology, then shares its strongest question with the class. Close with an exit reflection identifying what evidence is still needed to recommend an evidence-based diagnosis and individualized treatment plan.

Host a Medical Mystery Expo where teams of up to three display patient-case diagnosis posters during a classroom gallery walk. Each poster should present likely cancer types, supporting symptoms and risk factors, possible environmental or occupational exposures, and recommended diagnostic and treatment technologies. Visitors leave evidence-based feedback and questions, and teams briefly defend their conclusions while acknowledging uncertainties and alternative diagnoses. Close with a patient-case debrief and individual exit reflection on how students’ cancer-science understanding and teamwork changed.