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Catchy Title: Evolution and Cancer
Theme/Topic of Lesson: Evolutionary Medicine as the Medical Paradigm for Diagnosing & Treating Cancer
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: Should the traditional medical paradigm be the only model used in diagnosing and treating cancer?
How does the etiology of breast cancer demonstrate the affect of selective agents?
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. This paradigm has altered our perceptions of diseases that have plagued mankind for generations. Traditional medical models have gotten us to the point of winning many of our long-standing battles with disease. However, some of the battles we are fighting are not responding to traditional methods. Is it possible that a different paradigm should be applied to the diagnosis and treatment of more intransigent diseases such as cancer?
Students will be exploring and investigating evolutionary medicine through the use of an Internet-based WebQuest, Evolution and Cancer, at: http://www.fastol.com/~renkwitz/evolution_cancer.htm in this, the second of 4 interdisciplinary lessons of a unit which combines social studies, language arts and science themes. Another aspect to be introduced in this lesson is how a paradigm shift can alter how problems are perceived and solved.
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 Evolution and Cancer 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 to locate and evaluate information provided by Internet resources to complete the worksheet accompanying the WebQuest on their computers.
Ideally this presentation is meant to follow the A Primer and Evolution WebQuest at http://www.fastol.com/~renkwitz/evolutionary_medicine.htm and could be used as a modern-day interpretation of Darwinian concepts and natural selection as applied to cancer. This would result in students applying the basic principles learned during the instruction related to evolution to current and future research and events.
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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.) | 1.1
(9-12) | Maryland Content Standards
1.1 Students will use thinking processes and skills to gain knowledge of history, geography, economics, and political systems. | 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.) | 1.1
(9-12) | Maryland Content Standards
1.1 Students will use thinking processes and skills to gain knowledge of history, geography, economics, and political systems. | 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.) | 1.1
(9-12) | Maryland Content Standards
1.1 Students will use thinking processes and skills to gain knowledge of history, geography, economics, and political systems. | Maryland State Indicators
1.1.12.2
analyze how change happens at different rates at different times; that some aspects can change while others remain the same; that change is complicated and affects not only technology, economics, and politics, but values and beliefs (SFS 2.1.1., 2.2.6.) | 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
3.12.5.1
produce functional documents (e.g., requests for information, letters of complaint) appropriate to audience and purpose that
- identify the institutional context of the document
- use formatting techniques that make a document user-friendly
- establish a persona that is consistent with the document's purpose
(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)
| 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
3.12.2.1
use clear research questions and coherent research methodology to elicit and present evidence from primary and secondary sources using available library, electronic, and human resources (CLG 2.2.1, CLG 2.3.1, CLG 2.3.2, CLG 2.3.3, CLG 2.3.5)
| Use technology tools
(Gr. 9-12) | | ISTE Technology Performance Indicators
Use technology tools
Use technology tools and resources for managing and communicating personal/professional information (e.g., finances, schedules, addresses, purchases, correspondence).
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Learning Objectives:
The Students will:
- Summarize briefly what cancer is and how it develops.
- Define factors, which appear to contribute to the development of breast cancer.
- Explain how the presence of estrogen is a major component in the causation of breast cancer.
- Describe how an anti-estrogen drug can be used to prevent breast cancer.
- Use the technology effectively to complete the Quest.
Assessment
Students will be evaluated using the Evolution and Cancer Worksheet, which accompanies the Evolution and Cancer WebQuest at: http://www.fastol.com/~renkwitz/evolution_cancer.htm. This document is printed at the end of the WebQuest.
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 at: 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 graded on correctness only.
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Resources
| Print Materials | Evolutionary Medicine Lappe', Marc. Evolutionary Medicine. San Francisco: Sierra Club Books, 1994
| Why We Get Sick Nesse, Randolph M. and Williams, George C. Why We Get Sick. New York: Random House, 1994.
| Cancer : The Evolutionary Legacy Greaves M. F. Cancer : The Evolutionary Legacy. Oxford Univ Pr (Trade); ISBN: 0192628356
| Cancer Selection : The New Theory of Evolution Graham, James. Cancer Selection : The New Theory of Evolution. Aculeus Pr; ISBN: 0963024205
| | Internet Sites | Evolution and Cancer The WebQuest developed for this lesson. Teacher background information sites are accessible from this Quest, basic terms are defined and an evolutionary model is developed. | | http://www.fastol.com/~renkwitz/evolution_cancer.htm | | What is a Paradigm Shift This site gives examples of paradigm shifts. | | http://www.taketheleap.com/define.html | Evolution and Cancer Worksheet This is the student work page that is to be completed while doing the Evolution and Cancer WebQuest.
| | http://www.fastol.com/~renkwitz/evolution_worksheet_2.htm |
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Materials
Per class- Chart or Whiteboard
- Marker
- Network printer
Per student team/group of 2
Vocabulary
- Angiogenesis - the growth of blood vessels in a tumor.
- Carcinoma - a cancer of epithelial tissue.
- Etiology - the study of the causes of disease.
- Epithelial - cells that cover or confine organs in the body.
- Estrogen - a substance (as a sex hormone) tending to promote estrus and stimulate the development of female secondary sex characteristics. It also stimulates the mitoses of cells in the breast.
- Evolution - a change in the genetic composition of a population over time.
- 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.
- Intransigent - refusing to compromise.
- Modalities - a treatment method.
- Paradigm - a model of a system.
- Polycyclic hydrocarbons - molecules with multiple carbon rings is their structure.
- Natural selection - the differential survival and reproduction of organisms with genetic characteristics that enable them to better use environmental resources.
- Tamoxifen - a chemotherapeutic agent that blocks estrogen receptors on cells.
Procedures
The students will construct meaning through using the text features supplied through the medium of the computer Internet-based WebQuest. Students will maximize learning through cooperative interaction. The technology configuration will be one connected computer per 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: Evolution and Cancer WebQuest: Introduction to and Commencing the WebQuest (88 minutes)
Daily Challenge Question: Should the traditional medical paradigm be the only model used in diagnosing and treating cancer?
1 Day
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/evolution_cancer.htm
Instructions should be given to begin on the Evolution and Cancer 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.
Teacher Presentation & Motivation:
Ideally this presentation is meant to follow the A Primer of Evolutionary Medicine WebQuest at: http://www.fastol.com/~renkwitz/evolutionary_medicine.htm and could be used as a modern-day interpretation of Darwinian concepts and natural selection as applied to breast cancer. This would result in students applying the basic principles learned during the instruction related to evolution to current and future research and life events.
To facilitate the application of the evolutionary principles to the understanding of the etiology of breast cancer a discussion of the past paradigm of cause should be briefly mentioned. Use this link: http://rex.nci.nih.gov/behindthenews/cioc/reason/reason.htm to examine with the class a few simple notions of occupationally induced cancers. Get across to your students that it's not the job that causes cancers, but the selective agents, or selective conditions that are the culprits. Help your students perceive that the cancer is the same as always, but the explanation of cause is different.
Activity 1 - Evolution and Cancer WebQuest (58 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: Evolution & Cancer WebQuest: Completing the WebQuest and Worksheet (88 minutes)
Daily Challenge Question: How does the etiology of breast cancer demonstrate the affect of selective agents?
1 Day
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/evolution_cancer.htm
Teacher Presentation & Motivation:
Ideally this presentation is meant to follow the A Primer of Evolutionary Medicine WebQuest at: http://www.fastol.com/~renkwitz/evolutionary_medicine.htm and could be used as a modern-day interpretation of Darwinian concepts and natural selection as applied to breast cancer. This would result in students applying the basic principles learned during the instruction related to evolution to current and future research and life events.
To facilitate the application of the evolutionary principles to the understanding of the etiology of breast cancer a discussion of the past paradigm of cause should be briefly mentioned. Use this link: http://ehpnet1.niehs.nih.gov/docs/1995/103-11/editorial.html to examine with the class an editorial that examines Bernadino Ramazzini and a symposium entitled "Preventive Strategies for Living in a Chemical World." Discuss with your students the definition and implications of Environmental and Occupational Health.
Activity 1 - Evolution and Cancer 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.
Transition into Lesson 3 of the unit of study, "Evolution and Ovarian Cancer," is included at the end of the WebQuest. This third lesson will introduce students to ovarian cancer and how chemotherapy is practiced.
Wrap Up:
Students can be selected to defend the practice of evolutionary medicine as opposed to traditional medicine in the diagnosis and treatment of cancer. Remaining students will be encouraged to contribute comments and thoughts.
Continued investigation of cancer can be done through a different interactive approach by examining the "Tumor Simulation" that accompanies and supports the Evolution and Cancer WebQuest.
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 can research Bernadino Ramazzini on the Internet and write a short biography of his life.
Social Studies
Students can research occupational cancers on the Internet and discuss the effects of specific jobs on disease.
Technology
Students can create a PowerPoint presentation describing how evolutionary medicine relates to lung 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: Douglas Becker
Modified by: Art Renkwitz
Program: BioHealthLink
Author's School System: Dorchester County Public Schools
Author's School: Cambridge-South Dorchester High
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