Science 9-12 Cancer Roots

Science 9-12 Cancer Roots

Standards & Objectives

Essential and guiding questions: 
  • What is the author’s purpose in the article?
  • Within your small group, come to a consensus on the meaning of the following words:
    • Malignant
    • Carcinogens
    • Mutations
  • Categorize the two types of cancer genes that mutations affect. Compare the results of the activation of each type of gene.
  • In the last sentence of the text, the author uses the word axiomatic. Explain why he may have chosen to use this word instead of a more general synonym.
  • The author says, “A cause by definition, leads invariably to its effect.” If cancer is the effect, what are the causes stated by the author?
  • What is the author’s reasoning for shifting from the common, accepted causes of cancer to the scientific causes?

Activity/Task Variations

Blooms taxonomy level: 
Differentiation suggestions: 

Scaffolding and support for special education students, English language learners, and struggling readers:

  • Pre-teach DNA structure, mutations, and the effect of mutations on a cellular level.
  • Pre-teach vocabulary.
  • Pair up a struggling reader with a partner to read and discuss the text.
  • Allow extra time for the reading and writing tasks.
  • Allow foreign language-English dictionary.