Magic Bullets: Chemistry vs. Cancer

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    Taxol® and Yew
    A WebQuest Senate Debate

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    WebQuest Activities
    Rules of Behavior
    Carrying Out the Activity
    Additional Teacher Information
    Debate Rubric Sheet
    Relevant National Science Education Standards
    Relevant New Jersey State Science Education Standards

    WebQuest Activities

    This activity is a mock Senate debate, following the WebQuest format. A WebQuest has been defined as an inquiry-centered activity in which the students obtain most of the information they need to carry out the activity on-line. Normally, a WebQuest includes five basic components: an introduction, a well-defined task for students to accomplish, a list of resources to help them accomplish the task, a process for carrying out the task, and a conclusion in which the students summarize and draw conclusions on what they have learned. In this case, an evaluation section has been included to aid in assessment.

    This WebQuest activity is intended to encourage students to think critically about issues of concern to them and to society. It is important in today's society that individuals be knowledgeable enough about science to make judgments about science related issues that are important to them and the community at large. It is also important that the students learn how to weigh different opinions and formulate their own views in light of conflicting points of view. An activity like this could be assembled on nearly any topic in which there are conflicting opinions.

    Rules of Behavior for the Senate Hearing

    Central to the activity is the structure imposed by following the eight Rules of Behavior.

    1. Be critical of ideas, not people. Challenge and refute ideas of other participants but do not indicate any personal rejection.

    2. Encourage everyone to participate and learn as much as possible.

    3. Listen to everyone's ideas, especially the ones with which you do not agree.

    4. Try to restate what someone else says if it is not clear.

    5. Bring out all relevant facts that support both sides and then try to put them together in a way that allows everyone to agree.

    6. Try to understand all sides of the issue.

    7. Change your mind when the evidence clearly indicates that you should do so.

    8. Remember that the end result of the activity is to come up with a common solution, not to "win."

    These suggested behaviors (modify them to meet your class needs) are intended to teach respect for people and ideas in a controversial situation. With some discussion from the teacher, these rules could be considered “problem-solving skills” applicable to many life situations.

    Carrying Out the Activity

    Actual class time for this activity can be limited to 2-3 class periods or expanded to suit your needs. Assigning roles and getting the groups started should take approximately half the period. This should be done well in advance of the hearing. The intervening time will be needed for team research. At least a full class period should be devoted to the hearing and another class period for discussion of consensus position at the end.

    A beginning Web site is listed with each role in the Student version. The sites are only suggested beginnings for research. You might want to visit each Web site in advance. Guide students to research locations—school library, community library, electronic library, etc. The site below has useful information from a classroom teacher's point of view.

      Sweet Home hard hit by federal, state logging restrictions (from Sweet Home On-Line (SHOL) — Sweet Home, Oregon USA).

    You might suggest or require that student keep a list of sources. If you collect these from each student you may get a perspective on his or her research, and if you keep the sources from year to year, you can supply students in succeeding years with increasingly useful resources.

    How you assign students to each role is up to you.

    Evaluation of student work for this activity may be primarily subjective. You can, however, introduce a rubric similar to the following one, that emphasizes the Rules of Behavior. You might use this to rate each student from 1-5, for example, for each demonstrated behavior. Other such rubrics may be devised to meet your needs.

    Debate Rubric Sheet

    The rubric sheet is available in two formats. Click to view either the html document of the rubric sheet or an editable Microsoft Word® version of the same document.

    For more information, at other Web Sites...

      Some Thoughts on WebQuests — by Bernie Dodge, San Diego State University.

      The WebQuest Page — learn more about WebQuests at this site from San Diego State University.

    Relevant National Science Education Standards

      Life Sciences — The interdependence of organisms is at the core of this activity.

      Science and Technology — The activity explores how technology can be applied to health and environmental challenges.

      Science in Personal and Social Perspectives — The activity shows the involvement of science in facing a personal and community health challenge, specifically cancer, as well as the involvement of science and environmental issues.

      History and Nature of Science — Students should understand the historical development of paclitaxel from yew trees to carry out this activity.

    Relevant New Jersey State Science Education Standards

      5.10 The activity examines interacting components of an ecosystem.

     

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      The structured mini-discussion format was adapted from that originally developed by Dr. Deborah Exton, University of Oregon.
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