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Catchy Title: A Primer of Evolutionary Medicine
Theme/Topic of Lesson: A WebQuest for Student Investigation
Time Commitment: Two 88-Minute Periods
Subject Area(s):
Language Arts
Science
Social Studies
Grade Level(s): 9,10,11,12
Standards Alignment:
Class Challenge Question: What is Evolutionary Medicine?
How does the paradigm of evolutionary medicine apply to current research and treatment in medicine today?
Overview:
Evolutionary medicine is a new, interdisciplinary field that brings together physicians, biologists, anthropologists, psychologists, and others to address questions about the evolutionary origins of many medical problems facing modern humans. The primary goal of the discipline is to compare modern human environments and behaviors with the conditions under which humans evolved to determine the extent to which medical conditions of the present may be a consequence of adaptation to different conditions of the past. Studies range from superficial comparisons of past and present conditions to detailed evolutionary hypotheses and scenarios for how and why modern features and conditions may have evolved. Many studies seek potential clinical insights by viewing old problems in a new evolutionary light.
Students will be exploring and investigating evolutionary medicine, through the use of an Internet based WebQuest, A Primer of Evolutionary Medicine, at http://www.fastol.com/~renkwitz/evolutionary_medicine.htm, in this, the first of 4 interdisciplinary lessons of a unit which combines social studies, language arts and science themes. Ideally this presentation is meant to follow a study of evolution and could be used as a modern-day interpretation of Darwinian concepts and natural selection as applied to medicine. This would result in students applying the basic principles learned during the instruction related to evolution to current and future research and events.
Students will need to read on grade level to complete the articles and worksheets. Oral reading accommodations should be provided for those not meeting grade level criteria. Teachers will need some background in biology, however, the A Primer of Evolutionary Medicine WebQuest is designed to teach without prior knowledge. Students must be basically computer literate to complete the Quest.
Students will work in teams of two chosen by the instructor trying to group students of varying computer skills so as to facilitate the WebQuest. Student teams will complete the worksheet accompanying the WebQuest on their computers by locating and evaluating the material presented on various Internet sites. This material will include definitions of evolutionary medicine and several examples of the concept.
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Skills and Processes
(9-12) | Maryland Content Standards
Students will explain how the nature of science has affected scientific inquiry, technology, and the history of science. | Maryland State Indicators
1.12.23
demonstrate and explain how using existing tools extend knowledge and identify the limitations, which drive the need for new technologies (i.e., create improvements in observing, estimating, measuring, computing, collecting, and communicating scientific data and information).
The student will explain how development of scientific knowledge leads to the creation of new technology and how technological advances allow for additional scientific accomplishments. (CLG 1.7.6.) | Skills and Processes
(9-12) | Maryland Content Standards
Students will explain how the nature of science has affected scientific inquiry, technology, and the history of science. | Maryland State Indicators
1.12.20
defend a position on a scientific issue and take into account the differ-ent types of risks and benefits in for-mulating a plan of action. (SFS 2.3)
The student will investigate an issue such as climatic changes or electric power generation. (CLG 2.8.1.)
The student will investigate a social issue related to physics such as alternate energy source, fiber optics in telecommunications, nuclear power, microwave technology, effect of power lines, etc. (CLG 5.6.1) | Skills and Processes
(9-12) | Maryland Content Standards
Students will explain how the nature of science has affected scientific inquiry, technology, and the history of science. | Maryland State Indicators
1.12.16
analyze conclusions and modify ideas based on new information from developmentally appropriate readings, data, and the ideas of others.
The student will modify or affirm scientific ideas according to accumulated evidence. (CLG 1.1.2.) | Skills and Processes
(9-12) | Maryland Content Standards
Students will explain how the nature of science has affected scientific inquiry, technology, and the history of science. | Maryland State Indicators
1.12.27
describe how various cultures from ancient times to the present have made contributions that led to current scientific ideas and technological invention. | Skills and Processes
(9-12) | Maryland Content Standards
Students will explain how the nature of science has affected scientific inquiry, technology, and the history of science. | Maryland State Indicators
1.12.1
access and process information from readings, investigations, and/or oral communications. (SFS 3.2.) (SFS 4.1.)
The student will read a technical selection and interpret it appropriately. (CLG 1.5.6.)
The student will learn the use of new instruments and equipment by following instructions in a manual or from oral direction. (CLG 1.3.4.)
The student will use relationships discovered in the lab to explain phenomena observed outside the laboratory. (CLG 1.2.7.)
The student will create and/or interpret graphics (scale drawings, photographs, digital images, etc. (CLG 1.5.4.) | Skills and Processes
(9-12) | Maryland Content Standards
Students will explain how the nature of science has affected scientific inquiry, technology, and the history of science. | Maryland State Indicators
1.12.22
design, construct, and use models (e.g., math, computer, physical) to make predictions about actual events.
The student will use models and computer simulations to extend his/her understanding of scientific concepts. (CLG 1.4.8.) | Life Science
(9-12) | Maryland Content Standards
Students will use scientific skills and processes to explain the dynamic nature of living things, their interactions, and the results from the interactions that occur over time. | Maryland State Indicators
3.12.3
describe the abnormal functioning in cell regulation, such as cancer, as it relates to cell growth, division, and response to environment. | Life Science
(9-12) | Maryland Content Standards
Students will use scientific skills and processes to explain the dynamic nature of living things, their interactions, and the results from the interactions that occur over time. | Maryland State Indicators
3.12.6
analyze the mechanisms of evolutionary changes (i.e., genetic variation, environmental changes, and natural selection).
The student will explain how new traits may result from new combinations of existing genes or from mutations of genes in reproductive cells within a population (natural selection, adaptations, variation). (CLG 3.4.1.)
The student will estimate degrees of kinship among organisms or
Species (classification, anatomical similarities, similarities of DNA base and/or amino acid sequence). (CLG 3.4.2.) | Social Study Skills
(9-12) | Maryland Content Standards
Students will demonstrate an understanding of historical and current events using chronological and spatial thinking, develop historical interpretations, and frame questions that include collecting and evaluating information from primary and secondary sources.
| Maryland State Indicators
1.1.12.1
demonstrate understanding of the meaning, implication, and impact of historical events and hypothesize how events could have taken other directions (SFS 2.2.2., 2.2.3.) | Social Study Skills
(9-12) | Maryland Content Standards
Students will demonstrate an understanding of historical and current events using chronological and spatial thinking, develop historical interpretations, and frame questions that include collecting and evaluating information from primary and secondary sources.
| Maryland State Indicators
1.1.12.9
explain different viewpoints in historical accounts of controversial events and determine the context in which the statements were made, including but not limited to, the questions asked, the sources used and the author’s perspective (SFS 2.1.1.) | Reading
(9-12) | Maryland Content Standards
Students examine, construct and extend the meaning of a variety of self-selected and assigned text (traditional and electronic) by applying a range of reading strategies and analytic techniques.
| Maryland State Indicators
1.12.5.4
make warranted and responsible assertions about significant patterns, motifs and perspectives, using elements of text to defend and clarify interpretations (CLG 1.1.1, CLG 1.1.2, CLG 1.1.3, CLG 1.3.1, CLG 1.3.2, CLG 1.3.3, CLG 2.3.1, CLG 2.3.4, CLG 2.3.5, CLG 4.3.4)
| Writing
(9-12) | Maryland Content Standards
Students produce informational, practical, persuasive, and narrative writing that demonstrates an awareness of audience, purpose and form using stages of the writing process as needed (i.e., pre-writing, drafting, revising, editing and publishing). | Maryland State Indicators
3.12.7.1
write to persuade an intended audience by selecting a form that
- structures ideas and arguments in a sustained and logical fashion
- uses specific rhetorical devices to support assertions (e.g., appeal to logic, appeal to emotion or ethical belief, use of personal anecdote)
- clarifies and defends positions with precise and relevant evidence, including expert opinions and commonly accepted beliefs
- anticipates and refutes counter arguments
- establishes a strategy for an audience to take action
(CLG 2.1.1, CLG 2.1.2, CLG 2.1.3, CLG 2.1.4, CLG 2.2.1, CLG 2.2.2)
| Writing
(9-12) | Maryland Content Standards
Students produce informational, practical, persuasive, and narrative writing that demonstrates an awareness of audience, purpose and form using stages of the writing process as needed (i.e., pre-writing, drafting, revising, editing and publishing). | Maryland State Indicators
3.12.2.2
synthesize information from multiple sources and identify complexities and discrepancies in the information and how each medium offers a different perspective (CLG 2.2.1, CLG 2.3.1, CLG 2.3.2, CLG 2.3.3, CLG 2.3.5)
| Technology research tools
(Gr. 9-12) | ISTE Technology Standards
5. Technology research tools
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Students use technology to locate, evaluate, and collect information from a variety of sources.
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Students use technology tools to process data and report results.
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Students evaluate and select new information resources and technological innovations based on the appropriateness for specific tasks.
| ISTE Technology Performance Indicators
Evaluate technology-based
Evaluate technology-based options, including distance and distributed education, for lifelong learning.
| Basic operations and concepts
(Gr. 9-12) | ISTE Technology Standards
1. Basic operations and concepts
| ISTE Technology Performance Indicators
Make informed choices
Make informed choices among technology systems, resources, and services.
| Technology problem-solving and decision-making tools
(K-12) | ISTE Technology Standards Indicators
6. Technology problem-solving and decision-making tools
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Learning Objectives:
The Students will:
- Summarize the perspective of the evolutionary medicine paradigm.
- Define Darwinian medicine and explain the evolutionary purpose of the symptoms of a group of diseases.
- Explain the relevance of birthing data on the probability of developing breasts cancer.
- Discriminate between hypothetical evolutionary explanations for disease and demonstrate the process of natural selection in action.
- Use the technology effectively to complete the Quest.
Assessment
Students will be evaluated using the A Primer of Evolutionary Medicine Worksheet, which accompanies the A Primer of Evolutionary Medicine WebQuest at: http://www.fastol.com/~renkwitz/evolutionary_medicine.htm.
Written responses will be graded using the Maryland State Department of Education science rubric for written responses. This can be found on the Internet Website http://www.mdk12.org/scripts/rubrics.plx?query=qry_rubrics&template=/mspp/high_school/structure/biology/sci_rubric_template.html&subject=Science&type=General. Selected response and true/false questions will be graded on correctness only.
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Resources
Materials
Per class- Chart or Whiteboard
- Marker
- Network printer
- Current Cancer news articles from Cancer News Sites
Per student team/group of 2
Vocabulary
- Evolutionary medicine - a new, interdisciplinary field that brings together physicians, biologists, anthropologists, psychologists, and others to address questions about the evolutionary origins of many medical problems facing modern humans.
- Etiology - the study of causes or origins.
- Evolution - a change in the genetic composition of a population over time.
- Natural selection - the differential survival and reproduction of organisms with genetic characteristics that enable them to better use environmental resources.
- Paradigm - a model or pattern.
Procedures
The students will construct meaning through using the text features supplied through the medium of the Internet-based WebQuest. Students will maximize learning through cooperative interaction. The technology configuration will be one Internet connected computer per two student cooperative groupings. Oral reading accommodations should be provided for those not meeting grade level criteria. No pre-assessment is necessary as this activity is self-contained.
Day 1: A Primer of Evolutionary Medicine: Introduction to and Commencing the WebQuest (88 minutes)
Daily Challenge Question: What is Evolutionary Medicine?
Set-up Directions:
Students should be organized by the teacher into their cooperative groups of 2, based on computer skills, and assigned a computer. Each Internet-ready computer should be addressed to the proper URL:
http://www.fastol.com/~renkwitz/evolutionary_medicine.htm#3
Teacher Presentation & Motivation:
Ideally this presentation is meant to follow a study of evolution and could be used as a modern-day interpretation of Darwinian concepts and natural selection as applied to medicine, resulting in students applying the basic principles learned during the instruction related to evolution to current and future research and life events. The nature of cancer makes it an engaging learning activity because of its personal affects on individual lives. Initially asking and recording on a chart or whiteboard how many students have a family member or friend whose family is or has been touched by cancer and recording the types of cancers is a motivating activity.
Next, inform the students that fresh thinking in academic areas is extremely important in promoting progress. They are being given the opportunity to be included in a new medical perspective that can produce meaningful results. They will be privileged to understand "ground floor" concepts that could lead to major breakthroughs in the diagnosis and treatment of cancer. Impress upon students that the WebQuest activity is designed to be a self-contained presentation with related links, accessible to students and parents at any hour of the day or night and may contain some of the most important information they may ever learn.
Instructions should be given to begin on the A Primer to Evolutionary Medicine WebQuest web page and read the text. Instruct students to go to each link listed as they appear in the text and inculcate that information into their thought process before moving further through the document. When at the Worksheet link, instruct them to go to that page and begin the interactive portion of the Quest. Ask them to use cooperative techniques to discuss the information before they enter answers on the worksheets. The finished Worksheet is to be printed out or saved for evaluation.
(30 minutes)
Activity 1 - A Primer to Evolutionary Medicine WebQuest (48 minutes)
Student teams of 2 will be actively engaged in commencing the WebQuest, which will include the reading and understanding of the included text as well as typing answers to the Worksheet developed for the Quest.
Wrap Up:
Have students save their work and shut down the computers. Elicit student comments and thoughts about what they have discovered so far from research through the WebQuest.
Day 2: A Primer of Evolutionary Medicine: Completing the WebQuest and Worksheet (88 minutes)
Daily Challenge Question: How does the paradigm of evolutionary medicine apply to current research and treatment in medicine today?
Set-up Directions:
Students should be organized by the teacher into their cooperative groups of 2, based on computer skills, and assigned a computer. Each Internet-ready computer should be addressed to the proper URL:
http://www.fastol.com/~renkwitz/evolutionary_medicine.htm#3
Teacher Presentation & Motivation:
Teacher reads a couple of current news articles concerning new cancer treatments/research from cancer news sites such as:
Cancer News on the Net
http://www.cancernews.com/quickload.htm
InteliHealth Weekly Cancer Newsletter
http://www.intelihealth.com/IH/ihtIH/WSIHW000/408/7046.html?k=IHConnectWellFR408
OncoLink Cancer News
http://www.oncolink.com/
and elicits discussions based on initial WebQuest research during the last class period.
Activity 1 - A Primer to Evolutionary Medicine WebQuest (48 minutes)
Student teams of 2 will be actively engaged in completing the WebQuest, which will include the reading and understanding of the included text as well as typing answers to the Worksheet developed for the Quest.
A transition into Lesson 2 of the unit of study, "Evolution and Cancer: Application of Evolutionary Medicine to the Diagnosis and Treatment of Cancer," is included at the end of the WebQuest. This lesson will show students how evolutionary medicine is applied to the study of various types of cancer especially breast cancer, which could change our models of cancer prevention and treatment.
Wrap Up:
Students can be selected to defend the practice of evolutionary medicine as opposed to traditional medicine. Remaining students will be encouraged to contribute comments and thoughts.
Enrichment Options
Parent-Home Connection
The WebQuest is available on the Internet and could be worked through by both students and their parents at home.
Cross-Curricular Extensions
Language Arts
Students could develop a debate over the issue of whether evolutionary medicine has any validity in the world of medicine today. This could be presented to a class that has not completed the WebQuest, due to a lack of technology as a substitute for the activity.
Social Studies
Students could research the life of Charles Darwin and his achievements, utilizing Web sites such as:
Charles Darwin British Naturalist http://www2.lucidcafe.com/lucidcafe/library/96feb/darwin.html
Charles Darwin and the Galapagos
http://www.terindell.com/asylum/jason/darwin.html
Biographies: Charles Darwin http://www.blupete.com/Literature/Biographies/Science/Darwin.htm
Technology
Students can create a PowerPoint presentation describing how evolutionary medicine has evolved through the past century.
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As a reflective practitioner, note how this lesson could be adjusted after its initial implementation. How successful were the students? What did the assessment demonstrate about the students' learning? What skills do the students need to revisit? What instructional strategies worked and what made them successful? What will you change the next time you use this lesson? Why?
Author: Art Renkwitz
Modified by: Doug Becker
Program: BioHealthLink
Author's School System: Dorchester County Public Schools
Author's School: Cambridge-South Dorchester High
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