High School: New Visions for Public Schools: Marathon Runner: Unit 1 in Biology

Listings > High School: New Visions for Public Schools: Marathon Runner: Unit 1 in Biology

About New Visions for Public Schools

For nearly three decades, New Visions for Public Schools has been a driving force for improvement to New York City’s public education system. Founded in 1989, our mission is to ensure that all New York City public school students, regardless of race or economic class, have access to a high-quality education that prepares them for the rigors of college and the workforce. New Visions developed the course map for a High School Biology course designed to NGSS, and this first unit of the course, in partnership with New York City public school teachers and scientists from Rockefeller University and NYU.

Score: 7

Science Discipline: Life Science

Length: Unit

Year Reviewed: 2019

Why would a marathon runner become disoriented during the race, then go into a coma shortly after running the race? How does the human body maintain dynamic equilibrium and respond to internal and external changes in its environment?

Humans are complex organisms that maintain a narrow set of stable internal conditions through a system of feedback and communication mechanisms among multiple organ systems. In this unit, students are presented with the story of a woman who collapsed after successfully completing a marathon. In order to figure out what happened to her, they plan and conduct investigations related to how body systems interact to effectively monitor and respond to both internal and external environmental changes. Students develop and use models to illustrate processes that occur in the human body in order to maintain homeostasis, including gas exchange, glucose regulation, thermoregulation, and maintaining water balance. They use their final model to write an explanation for what happened to the marathon runner.

Comment list iconReviews & Questions

School Setting
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Lisa Paparella
I am wondering how it is possible to stretch a balloon over a beaker that is large enough to show fermentation of the yeast in the Gas Exchange Lesson.
In the procedure a bottle is mentioned, but not listed in materials and no other mention is made of it.
The review of the activity doesn't mention it either.
I like the overall lesson, but will probably use a graduated cylinder in place of the beaker and possibly latex glove instead of a balloon.
Also, an entire packet of yeast per beaker seems excessive and expensive to use in a classroom setting.
School Setting
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