Ice Man

Transcription

1 Project SING Unit Template Phenomenon: In an exceptionally cold winter, people stay inside because of the extreme weather. Many do not dress according to the weather conditions. You see in the school students who dress in shorts even on a snow day. How do they stay warm? how do other animals do it? Ice Man

2 Giraffe Thermal regulation Thermal regulation with hand Brain Freeze Target Audience: We at Hamden high have a very diverse student population. I teach grade 11 & 12 anatomy and physiology. See link below for a very detailed break down of our demographics: PE (Bold Primary PE) HS-LS-1-2: Develop and use a model to illustrate the hierarchical organization of interacting systems that promote specific SEP, DCI, CCC (Use Appendix F to identify Grade Level Expectations addressed for SEP, DCI in Unit ) Engaging in Argument from Evidence Argumentation is the process by which evidence-based conclusions and solutions are reached. In science and engineering, reasoning and argument based on evidence are essential to identifying the best explanation for a natural phenomenon or the best solution to a design problem. Scientists and engineers use argumentation to listen to, compare, and evaluate competing ideas and methods based on merits. Scientists and engineers engage in argumentation when investigating a phenomenon, testing a design solution, resolving questions about measurements, building data models, and using evidence to evaluate claims. Evidence Statements (Identify the observable features of student performance indicating what students should know and be able to do. Only include the parts of the Evidence Statements addressed in the unit) Physiology : how the organ systems work together to allow an organism to survive. In addition, how do the other science disciplines come into play in shaping evolution and allowing the organism to survive. Students will know that atoms are the basic units of matter and that atoms come together to form either organic or inorganic molecules. these molecules come together to form cells. different cells come together to make different types of tissue. two or more tissues make up organs and a group of organs working together make an organ system. when all

3 functions within multicellular organisms. HS-LS-1-3 Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis DCI: LS1.A: Feedback mechanisms maintain a living system s internal conditions within certain limits and mediate behaviors, allowing it to remain alive and functional even as external conditions change within some range. Feedback mechanisms can encourage (through positive feedback) or discourage (negative feedback) what is going on inside the living system. Systems and System Models Models (e.g. physical, mathematical computer models) can be used to simulate systems and interactions-including energy, matter, and information flows-within and between systems at different scales DCI: HS LS1.A: Multicellular organisms have a hierarchical structural or organization, in which any one system is made up of numerous parts and is itself a component of the next level DCI: the organ systems come together to work in unison, they enable the organism to thrive. Students will know how chemistry and physics are integrated and drive the evolution and function of the human body.

4 Scientific Explanation of the Phenomenon (Consider how the unobservable causes the observable): After reviewing the PE and Evidence Statements, provide a full explanation of the phenomenon that includes how the unobservable causes the observable. Provide a scan or picture of the model you expect students to create demonstrating scientific understanding of the phenomenon. Students will know how chemistry and physics are integrated and drive the evolution and function of the human body. In an exceptionally cold winter, people stay inside because of the extreme weather. Many do not dress according to the weather conditions. You see in the school students who dress in shorts even on a snow day. How do they stay warm? Humans regulate body temperature by sweating or closing up pores (goose bumps). It is even suggested by strong evidence that human evolution was driven by the fact that humans have eccrine sweat glands and therefore were better equipped to track down and pursue the prey to the point of exhaustion during the hot daylight hours in the hot climate from where they came. This allowed humans to avoid the mega-predators of that area. Most other mega-predators (lion, hyena, tigers, leopards, etc.) avoided the sun and hunt during the cooler parts of the day or the evening when they function better. For example, wolves salivate constantly and pant to expel extra heat, giraffes have a concentration of capillary plexus (in brown spots on their bodies) to bring blood to the surface in an effort to relieve heat. What are the differences in body temperature regulation between human and a mammal? (Systems: nervous, endocrine, muscle, integumentary)

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8 What question will students generate? (Intro Sub-phenomenon) (Lesson Question) Key Activity What are students doing? (Include 3-D Connection) Key Learning (Observation/Evidence) What are student figuring out? Connections to Phenomenon How specifically does the activity explicitly related to understanding the phenomenon? Description of Student Artifact/Evidence of Learning Review & align to evidence statements How does structure and function correlate between different species, humans and other mammals? 1. Research and develop an explanation using digital media to explain the structure/functio n relationship between human and mammals thermal regulation. Use the following to explain the structure/functio n relationship to between humans and mammals thermal regulation: Article, Youtube video, cartoon, drawing, graphs, data charts. Same anatomical structures might have slightly different function. If students understand how animals regulate body temperature in their unique way, they can better understand the unseen forces that are in motion internally. Humans regulate body temperature by sweating or closing up pores (goose bumps). It is even suggested by strong evidence that human evolution was driven by the fact that humans have eccrine sweat glands and therefore were better equipped to track down and pursue the prey to the point of exhaustion during the hot daylight hours in the hot climate from where they came. This allowed humans to avoid the mega-predators of

9 1. Create a 3D model to illustrate how the structure enhances (or not) the function between human and mammals thermal regulation. Use of EDP to construct the 3D model to demonstrate how heat is created 1. Evaluate the claims of how body movements maintain homeostasis in terms of body temperature. Argue different types of body movements create more or less heat. that area. Most other mega-predators (lion, hyena, tigers, leopards, etc.) avoided the sun and hunt during the cooler parts of the day or the evening when they function better. For example, wolves salvate constantly and pant to expel extra heat, giraffes have a concentration of capillary plexus (in brown spots on their bodies) to bring blood to the surface in an effort to relieve heat. 1. Evaluate the claims of how different materials insulate. Argue different types of heat transfer as it

10 relates to thermal regulation and material 1. Construct an explanation about how temperature regulation is related to heat transfer/transfer of energy. Explain the internal negative feedback mechanism (pores, blood motion, thermal capacity of blood) for body temperature regulation 1. Plan and conduct an investigation using the engineering design model (EDP) that compares the human thermal regulation mechanism to a mammal s thermal regulation mechanism.

11 Develop a 2D model and design a 3D version to compare and contrast the thermal regulation mechanism between humans and a mammal of your choice. Extension activity: Evaluate the evidence, claims and reasoning behind the how the thermal regulation system works in a cold blooded species. 1. Communicate the concepts of thermoregulation in humans and your choice of mammal using a 3 dimensional model or multimedia

12 presentation. Using Prezi/Power Pt. presentations or a 3D model to describe thermal regulation in humans and mammals.

13 Assessment -limit it to only animal. -limit it so everybody is looking at the same general structure at a time. -limit it to the connections made to other tissues and body systems. -theory of complementary (structure versus function) Plan and conduct an investigation using the engineering design model that compares the human thermal regulation mechanism to a mammal s thermal regulation. Communicate the concepts of thermoregulation in humans and your choice of mammal using a 3 dimensional model mechanism. Show how the same structures may have different functions or show how the same function is performed by a different structure. Show how the structure or function is specialized. Guiding Questions: What are the components of the skin? What is the only possible tissue inside the skin that can cause a change in skin shape? What tissues of skin take in information? What structures of skin send out information? What systems are being utilized for the total function of skin. Why do people get goose bumps? What other systems are integrated with skin? Gotta have checklist: Compare and contrast the ways animals thermoregulate. Do they use the same organs? Can different organs do the same job? (Aka thermal regulate) Can the same organ have a different function? Can functions overlap? Is there an underlying tissue or organ that is at the center of thermal regulation? What physical parameters (physics) assists or are used in thermal regulation.

14 Does physics influence the evolutionary traits? How? Activities/HO/Etc