Standard:
NGSS: HS-LS2-3: Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions.
1. Engage
Display the below image and ask the question: What are you curious about?
Desired student questions include, but are not limited to, the below:
- How does blood relate to cycling?
- Does this apply to other sports?
- Does this have to do with "Blood Doping"?
- Does this have to do with Lance Armstrong?
- Are there more red blood cells than normal?
- Does this have to do with energy and exercise?
*Purpose: To surface content related questions without explicitly asking students.
2. Explore
Teach how to leverage Arduino Uno to create their own Pulse Oximeter. Click here for instructions and materials. Once complete challenge students to design and conduct an experiment to determine the impact that various types of exercises and activities (breathing through a straw, etc.) have on pulse and oxygen saturation. Students will then hypothesize the relationship between pulse, oxygen saturation and energy use. Experiment must be conducted using appropriate research design methodology. (Control, independent, dependent variables outlined clearly)
*Purpose: To challenge students to think deeper about energy during exercise and strain, as well as revisit research methodology and promote crosscutting NGSS integration such as engineering, etc. into the lesson. By not addressing "Blood Doping" directly, students are left wondering the relationship between the "Engage" and "Explore" phase further intensifying their curiosity and desire for more content.
3. Explain
Conduct a lesson on Cellular Respiration, clearly outlining and diagraming the process of Glycolysis, Krebs cycle, and defining organelles such as the cytosol and the mitochondria. Once complete, ask the driving question: How does the processes outlined relate to "Blood Doping". After students share their responses, play the video below:
4. Extend
Pose the below medical case study to students and challenge them to:
- Diagnose the patient.
- Explain diagnosis in the context of new information above (Cellular Respiration, etc.).
- Pose a treatment plan
Case
A, 23-year-old, 5’ 9”, 105 lb, caucasian female presented in her physician’s office with a sudden onset of weight loss along, pain when urinating, and chronic extreme hunger. The patient also reported a strange mold-like substance forming in her toilet over the past week.
*Purpose: To facilitate connection between information obtained during the "Explain" phase and applications of content in the "real world" (note: I hate the term "real world" but application can extend beyond medical diagnostics, etc.).
5. Evaluate
Quiz, test, etc.
cross posted at www.cyclesoflearning.com
Ramsey Musallam teaches science and robotics at Sonoma Academy in Santa Rosa, California, with the aim of fostering inquiry-based learning environments fueled by student curiosity. He presents widely on sparking student curiosity and teaching with technology. Musallam is a Google Certified Teacher, a YouTube Star Teacher, and a Leading Edge Certified Teacher. Watch his TED talk here and read his blog at www.cyclesoflearning.com.
