Download 0a NGSS Homeostasis Storyline Flow Map

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.