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NGSS Storyline: Shark Attack and Homeostasis Flow Map Essential Unit Question: How did Mick Fanning’s body coordinate and interact to return to homeostasis after this shark attack? Why is it important to keep our body within certain ranges? 1) Introduce Anchoring Phenomenon (Surfer fighting off shark) and Essential Unit Question with use of PPT. This is the writing assessment question. All activities performed will lead up to answering this question. Fill in the log with progression. 2) Initial Model Making: Make initial models of phenomenon. Draw and label 3 pictures: body before, during, and after the shark attack. Notes: Follow instructions on paper.. The model does not need to be accurate. Revision occurs with progression. 3) Lost in Desert Case Study/Question Formulation Technique: Students can either work on the desert case study to investigate what happens to the body when dehydrated. Or, use the QFT to have students generate questions about the anchoring phenomenon. 4) Human Body Hierarchy Stations, Research, and Model Making: Students look at different levels of human body hierarchy. They then apply that knowledge to a specific body system through the use of research. Lastly, they construct models to show how their researched body system works with another body system. 5) Second Model Making: Revise model with the new information learned during the activities. Again, follow the instructions and the Gotta Have Checklist. Notes: Expand upon your first model. Use your first model to help and add things that you have learned. 6) Homeostasis in Body: After watching the Amoeba Sisters "Homeostasis" video, students explore the Fight or Flight mechanism using an online tutorial and video game. EQ: What is homeostasis and how does it contribute to fight or flight? 7) Fight or Flight Online Tutorial and Game: Students investigate the fight or flight response with the endocrine system. They then apply these concepts to those of the shark attack survivor. EQ: How does fiht or flight contribute to our survival? 8) Feedback Mechanisms Investigation: A brief description of positive and negative feedback is provided. Students are provided real case studies of body feedback loops. Students identify as positive or negative. EQ: How do feedback loops maintain homeostasis? 9) Stressors on Homeostasis Investigation: Students design experiments to investigate body and how it reacts to stressors. Students run the experiment, collect data, and make claims based on their results. EQ: Why is important to keep "normal" body ranges? Notes: Students should seek teacher approval. 12) Written Assessment: Write one page answering the EQ. Use evidence from the activities in order to answer the questions. Essential Question: How did Mick Fanning’s body coordinate and interact to return to homeostasis after this shark attack? Why is it important to keep our body within certain ranges? Notes: Use the Science Writing Rubric to help write. Use the Homeostasis Log to help with the evidence. 13) Final Model Making: Construct a final model that incorporates information learned in the series of activities. Notes: You may prefer to have students completely redo their 2nd model on a new sheet of paper or just place Post-Its on top of 2nd model.