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Catchy Title: Runaway Clones: Natural Selection and Adaptations of Cancer
Theme/Topic of Lesson: Cells within the Human Biome:
Time Commitment: Two 88-minute periods/blocks
Subject Area(s):
Mathematics
Science
Social Studies
Grade Level(s): 9,10,11,12
Standards Alignment:
Class Challenge Question: Who is “you”—is it your whole body or your individual cells? If you were a breast cancer cell, what mutations would you want to acquire to be able to exploit new environments, say that of the bone marrow or lungs? What is cancer?
Overview:
Cell biology is not intuitively interesting to high school students. Disease is. This lesson attempts to teach one by using a fascination with the other. It approaches the topic of cancer by
investigating the different levels of action of biological processes: genetic, cellular, organismal, global, and evolutionary. Cancer cell mutation, and subsequent tumor formation is an example of evolution in action. Given five to ten very specific mutations, cancer cells can achieve fabulous reproductive success, colonize new and fertile territory, and entirely out compete local cellular residents. Some of these watershed mutations are: a stuck mitotic “accelerator”, a faulty
mitotic “break”, and the production of a protein that signals an increased supply of blood vessels.
Before this lesson is presented, students should have some knowledge of cell structure and division. Using an Internet website activity, students are drawn into the issue of levels of
biological action and organization. A PowerPoint slideshow, “The Selfish Cell” at: http://jbois.tripod.com/index.html, presented by the teacher within the context of cell structure
and function, further delves into the issue of self: at which level does “self” exist? Though they don’t have egos, cancer cells are selfish—they act in their own interest at the expense of the body
(though one could say normal cells are acting in their self interest as their long term survival depends on the survival of the body). Students tour a cell on the Internet. Students view a teacher-presented PowerPoint presentation, “Natural Selection,” at:
http://jbois.tripod.com/index.html and are actively engaged in the completion of a worksheet on the concept of natural selection and how this is relevant to cancer cells. In preparation for the second day, students participate in an Inspiration brainstorming activity in order to answer this question: Individual selfish cells are sitting quietly right now in your body. What mutations do you think they would need to release them from slavery, to be suddenly able to reproduce out of control and exist in remote places?” Day two’s activities attempt to answer this question. Students will be engaged in a dialogue about future prospects for a cure or at least reduction in incidence of some cancers.
This lesson could be used to teach or review the following concepts: cell structure and function, mitosis, evolution, and ecology. To gain a valuable Darwinian insight into the scourge of cancer, the teacher should read, Cancer: the Evolutionary Legacy, by Mel Greaves. Some activities are carried out as whole-class discussions. Depending on computer availability, students should do all other activities in pairs and are responsible for handing in one worksheet per pair. Students will each produce a final essay that asks them to synthesize the broad perspectives outlined
above. The lesson uses a wide range of computer technology: PowerPoint slideshows, CDROM, Internet based activities, and Inspiration software. Most of the lesson requires a computer with Internet access and a projection device. Some activities specify student computers but may be done as a presentation. While the strength of the lesson comes from its unification of several biological sub-disciplines, it also addresses other subjects: In math, decimals and powers of ten will be taught and utilized; and most mutagens operate within a social science context, e.g.,
scrotal cancer of chimney sweeps, and lung cancer of smokers.
By having several activities done in pairs, teachers can accommodate special needs students or those who read at low levels. Teachers may also have these students visit fewer sites than required of other students.
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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
1.12.9
interpret and communicate findings through speaking, writing, and drawing in a form suited to the purpose and audience, in a form suited to the purpose and audience, using developmentally appropriate methods including technology tools and telecommunications. (SFS 3.1.) (SFS 4.1.)
The student will demonstrate the ability to summarize data measurements/observations). (CLG 1.5.1.)
The student will explain scientific concepts and processes through drawing, writing, and/or oral communication. (CLG 1.5.2.)
The student will use tables, charts, and graphs to display data in making arguments and claims in both oral and written presentations. (CLG 2.8.3.), (CLG 5.6.4.)
The student will use computers and/or graphing calculators to produce the visual materials (tables, graphs, and spreadsheets) that will be used for communicating results. (CLG 1.5.3.)
The student will communicate conclusions derived through a synthesis of ideas. (CLG 1.5.9.) | 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
1.12.6
use mathematical processes (measuring, calculating, etc.) when conducting investigations, analyzing information, and/or displaying information.
The student will recognize mathematics as part of the scientific endeavor, comprehend the nature of mathematical thinking, and become familiar with key mathematical ideas and skills. (CLG 4.6.2.)
The student will recognize the important role that mathematics serves when solving problems in physics. (CLG 5.7.2.)
The student will recognize mathematics as an integral part of the scientific process. (CLG 1.7.4.)
The student will use ratio and proportion in appropriate situations to solve problems. (CLG 1.6.1.)
The student will use computers and/or graphing calculators to perform calculations for tables, graphs, or spreadsheets. (CLG 1.6.2.)
The student will express and/or compare small and large quantities using scientific notation and relative order of magnitude. (CLG 1.6.3.)
The student will manipulate quantities and/or numerical values in algebraic equations. (CLG 1.6.4.)
The student will judge the reasonableness of an answer. (CLG 1.6.5.) | Life Science
(K-12) | Maryland Content Standards Indicators
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. | | 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.) | 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
3.12.12
analyze the interdependence of diverse living organisms and their interactions with the components of the biosphere.
The student will analyze the interrelationships and interdependencies among different organisms and explain how these relationships contribute to the stability of the ecosystem (diversity, succession, niche).
(CLG 3.5.2.)
The student will investigate how natural and man-made changes in environmental conditions will affect individual organisms and the dynamics of populations (depletion of food, destruction of habitats, disease, natural disasters, pollution, population increase, urbanization). (CLG 3.5.3.)
The student will illustrate how all organisms are part of and depend on two major global food webs (oceanic food web, terrestrial food web).
(CLG 3.5.4.)
The student will analyze the consequences and/or trade-offs between technological changes and their effect on the individual, society and the environment. They may select topics such as bioethics, genetic engineering, endangered species, and food supply. (CLG 3.6.1.) | 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
3.12.2
The student will be able to discuss factors involved in the regulation of chemical activity as part of a homeostatic mechanism (osmosis, temperature, pH, enzyme regulation). (CLG 3.1.2.)
The student will describe the flow of matter and energy between living systems and the physical environment (water cycle, carbon cycle, nitrogen cycle, photosynthesis, cellular respiration, chemosynthesis). (CLG 3.1.3.)
The student will explain the function of structures found in cellular and multicellular organisms (transportation of materials, waste disposal, movement, feedback, asexual and sexual reproduction, control of structures, capture and release of energy, protein synthesis). (CLG 3.2.1.)
The student will conclude that cells exist within a narrow range of environmental conditions and changes to that environment, either naturally occurring or induced, may cause death of the cell or organism (pH, temperature, light, water, oxygen, carbon dioxide, radiation, toxins). (CLG 3.2.2.) | 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
Routinely and efficiently
Routinely and efficiently use online information resources to meet needs for collaboration, research, publications, communications, and productivity.
| Technology research tools
(Gr. 9-12) | ISTE Technology Standards
5. Technology research tools
-
Students use technology to locate, evaluate, and collect information from a variety of sources.
-
Students use technology tools to process data and report results.
-
Students evaluate and select new information resources and technological innovations based on the appropriateness for specific tasks.
| ISTE Technology Performance Indicators
Select and apply technolo
Select and apply technology tools for research, information analysis, problem-solving, and decision-making in content learning.
| Technology problem-solving and decision-making tools
(Gr. 9-12) | ISTE Technology Standards
6. Technology problem-solving and decision-making tools
| ISTE Technology Performance Indicators
Collaborate with peers
Collaborate with peers, experts, and others to contribute to a content-related knowledge base by using technology to compile, synthesize, produce, and disseminate information, models, and other creative works.
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Assessment
Three assessments will be graded in class as part of the learning experience. There should be no penalty for these, only credit for having done the work. The assessments themselves are challenging but intrinsically interesting. They are:
- “Powers of Ten” worksheet/assessment
- “Virtual Cell Tour” and on-line worksheet (included in this packet)
- “Natural Selection Assessment”
- The fourth assessment is an essay question and has a rubric (see “Essay Question”
worksheet)
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Resources
| Software | Microsoft PowerPoint | | http://www.microsoft.com | | Inspiration | | http://www.inspiration.com | | Print Materials | Cancer: the evolutionary legacy. Greaves, M. 2000 Oxford University Press. Oxford, UK. | Readings may be assigned from: Greaves, M. 2000 Cancer: the evolutionary legacy.
Oxford University Press. Oxford, UK.
| | http:// | | Internet Sites | Powers of Ten | | http://micro.magnet.fsu.edu/primer/java/scienceopticsu/powersof10/index.html | | Cell Biology and Cancer Site where teachers can order free copy of plans and CD ROM | | http://science-education.nih.gov/nihhtml/colsupp/index.htm | PowerPoint Presentations The PowerPoint presentations created for this lesson, "The Selfish Cell", "Natural
Selection," and "Full House," may be accessed at this site. | | http://jbois.tripod.com/index.html | Cell Cam This site shows cells dividing in real time. One possible use would be to display this site
during other activities, referring to it from time to time | | http://www.cellsalive.com/cam0.htm | | The Cell Cycle An interesting cartoon version of the cell cycle. This is a commercial site | | http://www.cellsalive.com/index.htm | | Screensaver Lifesaver Proteins Great images of proteins that may be used as cancer therapy | | http://www.chem.ox.ac.uk/cancer/proteinimages.html | Nova On-line: Cancer Warrior
This video is used extensively in the lesson. But at the Nova website, clips are available
for downloading?allow extra time for downloading | | http://www.pbs.org/wgbh/nova/cancer/ | The Virtual Cell Tour
| | http://personal.tmlp.com/Jimr57/index.htm | | Cell Biology and Cancer Site where teachers can order free copy of plans and CD ROM | | http://science-education.nih.gov/nihhtml/colsupp/index.htm |
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Materials
Per class- Computer with Internet Access
- VCR and Monitor
- Video Projection Device
Per student team/group of 2Per Student- Essay Question and Rubric (View)
Vocabulary
- Natural Selection - differential success in reproduction
- Evolution - a change in the genome of a population (of cells or individuals) from one
generation to the next
- Biome - major biological communities such as the desert or the tropical rainforest
biome
- Metastasis - the spread of cancer from a point of origin to other parts of the body
- Gene - a length of DNA that codes for a specific protein
- Mutation - a change in DNA leading to a change in protein structure
- Proteins - gene products
- Apoptosis - process of suicidal cell death
- Angiogenesis - the formation of new blood vessel capillaries
- Capillary - very narrow blood vessel
- Clone - cells derived from a single ancestor
- Stem Cells - generalized founder cells of specialized tissue; the target of many cancers
Procedures
A major challenge to teachers of cell biology is the difficulty students have in imagining
activities at the cellular level. Through the use of technology providing various perspectives in
imaging, students may attain an intuitive grasp of the molecular and cellular level of action. This
assistance is needed because cellular action is beyond the realm of direct student experience.
However, students can comprehend what they can visualize; and this lesson seeks to help the
student construct an awareness of a completely different perspective: that of the cell.
Working primarily in pairs, students will be asked to demonstrate their acquisition of meaning
via worksheets and a final essay. While the lesson calls for student computers, it may done in a
one-computer classroom (as long as the computer has a projection device and Internet access).
The “Virtual Cell Tour” may be conducted in a computer lab. The lesson has no specific
physical requirements such that special accommodations for students with disabilities must be
made. It attempts to present material of high interest level that will be appealing to all learners.
After the construction of knowledge about cells and levels of “self”, students, using Inspiration
software, will propose avenues for potential cures for cancer. This brainstorming session will
provide the teacher with important feedback about which areas need more coverage. It will also
require that the students apply what they have learned. Students with learning weaknesses
should be paired with sensitive students.
1: Levels of self /an Investigation of Cellular Processes and the Operation of Natural
Daily Challenge Question: Who is "you"? Is it your whole body or your individual cells? If
you were a breast cancer cell, what mutations would you want to acquire to exploit new
environments, say that of the bone marrow or lungs?
Set-up Directions:
The teacher will need to set up a computer with Internet access and a means of projection.
Worksheets must be copied to provide one for each pair of students. Access PowerPoint
presentations designed for this lesson, The Selfish Cell, Natural Selection, and Full House
at: http://jbois.tripod.com/index.html and download. If student computers are available, the
teacher should check the Virtual Cell Tour website, making sure it is accessible and running
smoothly. The Powers of Ten activity should be loaded from
http://micro.magnet.fsu.edu/primer/java/scienceopticsu/powersof10/index.html before class.
Once it has been run through, it will play smoothly
Teacher Presentation & Motivation:
The teacher says: "A young mother is stolen from her children by breast cancer. A child is taken
from her family by leukemia, a cancer of the blood. A fifty-year old man dies a long and painful
death after a fight with colon cancer. These are human tragedies. Medical science has come so
far, and cancer, once a total mystery, is now much better understood. Yet, cures are elusive.
Today and tomorrow, we are going to investigate exactly what cancer is. Let me hear your ideas.
Cancer is...?"
Teacher discusses the class' ideas. He or she may ask: Is it a virus? An infection? Is it a genetic
complaint? Something that just grows? Grows out of what? Composed of what? Teacher
shows some historical slides on PowerPoint from "Full House."
Activity 1 - Powers of Ten
Teacher introduces this activity by saying: "Cancer operates at the cellular level. We never
really see the things that are that small. But in this lesson we are going to try and imagine life at
that level of magnification. Here is an interesting website called "Powers of Ten"
http://micro.magnet.fsu.edu/primer/java/scienceopticsu/powersof10/index.html. It explores the
entire range of existence. It zooms in and out by factors of ten. Firstly, let us do this math
activity so we know where we are going."
Students complete math activity on worksheet, "Powers of Ten Activity." Teacher then asks the
students to decide in pairs which power of ten from the Internet site that the specified activities
operate in (see worksheet). One of the choices is "cancer". Teacher discusses how it affects the
whole human (100 meters), how it causes a tumor (10-1 to 10-3 meters), and how that tumor is
composed of cells whose "world" is from the 10-4 to 10 -5 meter range.
Teacher says, "Now we know where in our perception - actually, without the help of
microscopes, beyond our perception - cancer cells operate, we will try to address the question of
self. Does the word "self" apply to our cells? Or is it only a word that relates to our whole
body - our self?"
Activity 2 - The Selfish Cell
Teacher does the PowerPoint presentation, "The Selfish Cell" available at:
http://jbois.tripod.com/index.html. This is a philosophical tour of the cell. Teacher should
emphasize the fuzziness of the idea of self, and that cancer cells act as though they are "selfish"
cells. Teacher transitions to the next activity by saying: "Now you will go on your own guided
tour of a cell."
Activity 3 - Virtual Cell Tour
Students follow directions at http://personal.tmlp.com/Jimr57/index.htm , and answer questions on the supplied "Virtual Cell Tour" worksheet. Students are challenged to keep the action of cancer cells in the back of their mind as they go through this activity.
Activity 4 - Natural Selection
Teacher steps through the "Natural Selection" PowerPoint presentation. In this presentation, the
development of bacterial resistance to penicillin is shown to be a form of evolution by natural
selection. The students complete the "Natural Selection" worksheet. This worksheet focuses on
the students' understanding that an environmental pressure selects for certain traits over others.
The cells that possess those traits survive to reproduce many clones of the
successful cell.
Wrap Up:
The teacher concludes by challenging the students to view cancer cells as successful, wildly successful, clones. But they are clones that are successful because they have been selected by the environment of the human body. The teacher starts Inspiration software and conducts a brainstorming session about what sorts of mutations cancer cells could have that would allow them to escape restrictions on cell growth, and to out compete normal body cells. After this the teacher says: "Tomorrow we will look closely at the specific set of five to ten mutations that are responsible for the evolutionary dominance of cancer cells."
2: A Full House/Five to Ten Mutations a Cancer Cell Better Have if it Really Wants to
Daily Challenge Question: What is Cancer?
Set-up Directions:
Teacher must have a VCR and monitor in place. The Nova video, "Cancer Warrior," should be cued to the first segment. Activity 2 is web-based. Entire activity may be accessed from:
http://science-education.nih.gov/nihhtml/colsupp/index.htm . "Understanding Cancer"
worksheet can be copied from http://science-education.nih.gov/supplements/nih1/cancer/guide/pdfs/ACT2M.PDF Videos for the activity may be downloaded from: http://science-education.nih.gov/supplements/nih1/cancer/activities/activity2_videos.htm, and http://scienceeducation.nih.gov/supplements/nih1/cancer/activities/activity2_animations.htm . Teacher may have to download Quicktime viewer from the same site. Clips should have been downloaded
and checked before the lesson.
Copies must be made of the "Essay Question" worksheet (one per student), and the NIH worksheet (one per pair). A computer with a projection device and PowerPoint software should be ready also. Teacher should download "Full House" PowerPoint presentation from: http://jbois.tripod.com/index.html
Teacher Presentation & Motivation:
Teacher says: "Yesterday we learned about existence at the cellular level, and that cancer cells are selected at this level. These cells are selfish in that they want to reproduce beyond the
control of the body. Today we are going to look at the specific kinds of mutations that a cancer cell needs so that it can beat out the local normal cells."
Activity 1 - Cancer Warrior I
View the first part of the Cancer Warrior video.
Activity 2 - Cell Biology and Cancer
Entire activity may be accessed from: http://science-education.nih.gov/nihhtml/colsupp/index.htm . "Understanding Cancer" worksheet can be copied from http://science-education.nih.gov/supplements/nih1/cancer/guide/pdfs/ACT2M.PDF Videos for the activity may be downloaded from: http://science-education.nih.gov/supplements/nih1/cancer/activities/activity2_videos.htm, and http://science education.nih.gov/supplements/nih1/cancer/activities/activity2_animations.htm .
This activity may be done either as a class demonstration or in groups. Follow the worksheet. "News Alert" videos provide engaging content. Then move to animations of the cell-cycle
showing the mitotic accelerator and brake.
Activity 3 - Full House PowerPoint Presentation
Teacher does this slideshow presentation of the five to ten specific mutations that cancer cells
need to form a good-sized tumor. Emphasis is placed on the view of the cancer cell, that is, the
body is its environment and a few random mutations in a couple of cells releases then from local
control.
Activity 4 - Cancer Warrior II
View the second portion of the Cancer Warrior video.
Activity 5 - How to Control or Prevent Invasive Metastasis
Teacher draws a large cell on the board, elicits students to review the five or so mutations cancer
cells must have, and how genes acquire these mutations in the first place (that is, through
inheritance or environmental insult). Teachers then says: "Now you know something of how
cancer works, how are you going to prevent it?" Teacher leads a discussion in which students
supply several of the key mutations and potential therapeutic approaches (e.g., angiogenic
suppression, inhibition of the brake or accelerator protein), discuss how prevention often is just a
matter of commonsense (e.g., a healthy diet and avoiding obvious carcinogens such as cigarette
smoke), and suggest new techniques for identifying susceptible genotypes.
Wrap Up:
Teacher assigns essay for homework (see "Essay Question" worksheet). Teacher says: "Take
home all the materials and notes we have taken. Here is your chance to show how much you
now know about this terrible but fascinating disease. I look forward to reading your essays."
Enrichment Options
Parent-Home Connection
After finishing the essay, students write a survey for their parents to complete. This
will compare their parents’ knowledge of cancer to their own.
Field Experiences
Students may be taken to a research facility. This lesson has a focus on research—
seeing researchers at work would provide real world relevance.
* Guest Speaker:
- Invite local scientists to address the class.
Cross-Curricular Extensions
* Fine Arts
There is a premium on cellular images. Have students depict any or several of the processes
taking place in this lesson, for example, a cartoon of invading cells, a visualization of
telomerase function (repairing the ends of chromosomes).
* Social Studies
The Social Studies teacher can assign chapters 2 and 3 of, “Cancer: the Evolutionary
Legacy”, by Mel Greaves. These chapters place the study of cancer in a historical/social
context. There is also a section on the Bonaparte family history for stomach cancer.
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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: John Bois
Modified by: Stacy Dimmick
Author's School System: Prince George's County Public Schools
Author's School: Northwestern High
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