Prior Knowledge: You should have prior knowledge of active and passive transport through the plasma membrane. You should have prior knowledge of basic anatomy systems. You will be learning about a practical application of the transport of Na+ and K+ through the plasma membrane. 

Learning Objectives: The learning objectives that will be reached by this lesson are taken from the CollegeBoard AP Biology Course and Exam Description (Effective Fall 2019). 

• IST-3.A Describe the ways that cells can communicate with one another.
• IST- 3.B Explain how cells communicate with one another over short and long distances.
• ENE-3.A Describe positive and/ or negative feedback mechanisms
• Diagnose a patient based on evidence and reasoning 

Retrived from: AP Biology Course and Exam Description Effective Fall 2019. CollegeBoard. https://apcentral.collegeboard.org/pdf/ap-biology-course-and-exam-description-0.pdf

Science Practices/ Core Practices: The science practices that will be reached by this lesson are taken from the CollegeBoard AP Biology Course and Exam Description (Effective Fall 2019).

• 1.C Explain biological concepts, processes, and/or models in applied contexts.
• 6.A Make a scientific claim.
• 6.B  Support a claim with evidence from biological principles, concepts, processes, and/or data.
• 6.C Provide reasoning to justify a claim by connecting evidence to biological theories.
• 6.E Predict the causes or effects of a change in, or disruption to, one or more components in a biological system based on a.) biological concepts or processes b.) a visual representation of a biological concept, process, or model c.) data

Retrived from: AP Biology Course and Exam Description Effective Fall 2019. CollegeBoard. https://apcentral.collegeboard.org/pdf/ap-biology-course-and-exam-description-0.pdf

Materials you will need:

• Computer
• Notebook
• Computer sheet of paper

Daily Objectives:

Today you will...

1. Analyze a case study of a patient and brainstorm possible causes of symptoms by observing different organ systems and what they do

2. Share possible causes of Carl's illness by responding to this update and peer responses

What needs to be completed will be outlined in detail in the lesson below, but includes...

1. A response to update prompt
2. At least 2 comments to peer responses
3. Make an update 
4. Comment on at least 2 peer updates

You will need... 

1. A notebook to keep track of observations 

Outline:

In this lesson, we are going to be assessing a patient to figure out why he has been feeling sick by analyzing symptoms and learning more about how the human body and how it is regulated and controlled. At the end of this lesson, you will create an argument in the form of a CER (claim, evidence, reasoning) explaining what you think is wrong with this patient and why. This lesson is all centered around the central question “What is making Carl sick?”. You will be creating and revising a scientific model throughout the lesson which will assist you in your final CER which will fully answer this question. 

First, we must begin by gathering data about this patient (Carl). See his patient form with symptoms below. As you are reading through the form, take notes on observations or patterns that you notice about this information in your notebook. What are his symptoms? What processes could be being disrupted? 

Patient_20form.pdf

Based on Carl’s symptoms, we could narrow down what is wrong with him by looking more closely at the different organ systems in the body and find which system could be connected to all of these symptoms. Watch the following video which briefly outlines each organ system. As you are watching the video, take notes and think about what system is most likely being disrupted in this case based on Carl’s symptoms. Organize a table (like the one below) in your notes which oulines the main function of each system. 

Media retreived from: Organ Systems (2011). Bozeman Science. https://www.youtube.com/watch?v=dZQMjZRv16E 

In the video, Mr. Anderson explains how many of the organ systems rely on one another and interact with one another. Below (Figure 2) is an image that summarizes the organ systems that we can narrow down to the cause of Carl’s symptoms and a brief description of what they do.

Figure 2. Human Organ Systems. Retrieved from: Human Organs and the Organ System. cK-12https://www.ck12.org/book/ck-12-biology-advanced-concepts/section/17.3/

Reply to this prompt based on what you have learned: 

1. You should be thinking about what other information would you like to know in order to continue this investigation. Come up with at least two other questions you would ask Carl and why you would ask him these questions. 
2. Which organ system do you think is being most disrupted in Carl? Why? Explain your reasoning. 

Once you have replied to the prompt above, comment on two of your peers’ replies. Your comment can be a disagreement and reasoning, agreement and addition, alternative explanation, or a question/wondering about their response.

Create an update: Based on Carl’s symptoms and the information that you have learned today, rank the systems in the image above (skeletal, muscular, digestive, respiratory, nervous, and circulatory) from most likely (1) to least likely (6) to be the one being disrupted and causing Carl’s symptoms. Justify your reasoning for this ranking to your peers to read. 

Read and create a comment on at least 2 peer updates. Did your rankings differ from theirs? Why? Do you agree or disagree? Why? 

Daily Objectives:

Today you will...

1. Brainstorm what you already know about the nervous system and its function
2. Watch a video about the function of the nervous system and think of questions and wonder exactly how the nervous system can send signals throughout the body

What needs to be completed will be outlined in detail in the lesson below, but includes...

1. Brainstorming what you know about the nervous system survey
2. A response to one of the prompts on this update
3. At least 2 comments on peer responses 
4. Create an update

What you will need... 

1. A notebook to keep track of observations

Outline: 

This lesson is all centered around the central question “What is making Carl sick?”. We have learned briefly about the organ systems in the human body and how they are connected.

Carl's symptoms include numbness, muscle cramps, spasms, heart palpitations, mild digestive problems, and shortness of breath according to his form that you read in the previous lesson. These are symptoms that are linked to the digestive system, muscular system, and respiratory system. Could something different be going on in all of these systems? It's more likely that there is something wrong with the nervous system which sends signals and controls the functioning of various other systems in the body. For this reason, we are going to take a closer look at the nervous system. This seems like the most likely system that is being disrupted because it controls sensation and movement as well as dictates the other systems to cover Carl’s wide variety of symptoms.

Before we learn about the nervous system, it is important that we use knowledge that we already have about this system and how it works. Fill out this survey before moving on to share your prior knowledge about the brain and nervous system. This is a survey, and you will not be penalized for any incorrect answers.

Brainstorming what you know about the nervous system survey

Now that you have thought about what you already know about the nervous system, it’s time to compare your prior knowledge with a brief explanation of how the nervous system works. Watch the video below and notice what things in the video were known to you and what was new information. Don’t worry about the names of the terms in the video (like the specific parts of the brain), but focus on how the brain and nervous system work. Do draw a neuron in your notebook and label the different parts of a neuron. 

Media retrieved from: FreeMedEducation. Nervous System- Get to know our nervous system a bit closer, how does it work? Neurology. Retrieved from https://www.youtube.com/watch?v=6O-0CVAgaEM.

First, this video shows us that neurons are specialized cells that send signals throughout our body to and from the brain. They are specialized cells because sending signals is their job. The parts of a neuron can be found below again. Compare the drawing that you created in your notes with this one. Notice how their branched shape allows them to efficiently send signals to multiple other neurons (Figure 3).

Figure 3. The parts of a neuron. FreeMedEducation. Nervous System- Get to know our nervous system a bit closer, how does it work? Neurology https://www.youtube.com/watch?v=6O-0CVAgaEM.

The video showed sensory neurons traveling from the hand to the brain. The brain then processes the information and sends another signal which would cause your hand to drop the hot coffee. Think about how quickly you pull your hand away when you feel something very hot or painful. These signals have to be sent very quickly! But what is that signal? How is it sent?

Figure 4. Signal being sent through neurons to the brain. Retrieved from: FreeMedEducation. Nervous System- Get to know our nervous system a bit closer, how does it work? Neurology https://www.youtube.com/watch?v=6O-0CVAgaEM.

The video says that these are “electrical” signals...

Figure 5. Electric signals. Retrieved from: FreeMedEducation. Nervous System- Get to know our nervous system a bit closer, how does it work? Neurology https://www.youtube.com/watch?v=6O-0CVAgaEM.

Now that you have reviewed what you know about the nervous system and learned a little more about it, it’s time to think about questions that still need to be answered and things that we are wondering. We still don't have enough information to fully answer our overarching question.

Reply to this update with one of prompts below.

1. What do you wonder about the electrical signals that travel through neurons? What makes you wonder this?
2. Besides touching hot coffee like the example in the video, explain 3 different and diverse examples of everyday processes that rely on neuron communication. Briefly explain these processes. 

Create a comment on at least two peer replies. Your comment should either add another aspect to their question/ wondering and the reason you are adding something or create a possible explanation to their question or wondering.

Create an update: Compare and contrast your prior knowledge of the nervous system with what you have learned today. What was new to you? What did you already know? Did you have any misconceptions that were addressed by the video?

Daily Objectives: 

Today you will...

1. Explore the movement of an action potential in a neuron using the PhET simulation and create a list of observations
2. Share observations and questions with peers about the simulation and how they could relate to Carl's symptoms 

What needs to be completed will be outlined in detail in the lesson below, but includes...

1. Reply to this update by answering one of the following prompts
2. At least 2 comments to peer replies
3. Create an update

What you will need... 

1. A notebook to keep track of observations

Outline: 

Now that we have learned basically what the nervous system’s function is, we want to know more about how these neurons are able to send and receive electrical signals. When we think of electricity, we think of a plugging something into a power source, but we don’t have to plug our bodies into an outlet to be able to function right? So where does this “electricity” come from?

We are going to address that question today by using a PhET simulation. Here are the steps that you need to take to complete the simulation

1. Following the link here: PhET neuron simulation
2. Click the play button. This will bring you to the simulation. You should see the following screen (Figure 6.) which shows you an up-close cross-section of the axon of a neuron.
   

   Figure 6. PhET Neuron Simulation. Retrieved from: https://phet.colorado.edu/en/simulation/neuron

    

3. Notice the “Legend” box. This will tell you what the different colors and symbols represent
4. Notice the “Show” box. Clicking in these boxes will add or take away different aspects of the simulation.
5. Notice that you can make action potential faster or slower as well as zoom in closer to the plasma membrane.
6. When you click “Stimulate Neuron”, it will cause a signal to be sent through the axon. 

Your task now is to write down a list of observations that you have before, after, and during the signal moving through the neuron. Create a table like this in your notebook to help stay organized.

When making observations, notice what patterns show up. What always happens when a signal moves through the axon? What things are moving? In which directions? Why do you think they are moving? What happens afterward? Is this always the same? 

Now that you have recorded some observations in your notebook, let's think about how this process could be disrupted in Carl's case. From Carl's form, you probably noticed that Carl is on a medication called Chlorothiazide. We should definitely learn more about that. Look at the description of Chlorothiazide below: 

National Center for Biotechnology Information. PubChem Database. Chlorothiazide, CID=2720, https://pubchem.ncbi.nlm.nih.gov/compound/Chlorothiazide (accessed on June 24, 2020)

In your notebook write down specific side effects of taking Chlorothiazide that you think could be affecting Carl and why. 

Create a comment on this update that answers one of the following prompt: 

1. ​What other information do we need to know in order to answer the overarching question “What is making Carl sick?” Why would this be helpful to know?
2. How does this simulation help explain the "electrical" signal that passes through neurons? 

Comment on two of your peers’ replies. Your comment can be a disagreement, agreement and addition, explanation, or a question/wondering. Your comment should be constructive and specific. 

Create an update: Now that you have recorded some observations and patterns of a functioning neuron as well as facts about Chlorothiazide, reply to this update describing a pattern that stood out to you during the PhET simulation. Explain what you think this pattern has to do with cellular communication. Could taking Chlorothiazide affect that pattern? Explain why or why not.

Daily Objectives:

Today you will...

1. Watch a video that explains how and why neurons communicate and control the rest of our bodies and then take a quiz to check for understanding

2. Create a model answering the question “What is making Carl sick?” using what we know about neurons and Carl’s symptoms

What needs to be completed will be outlined in detail in the lesson below, but includes...

1. Quiz over neuron communication

2. Create a model that explains “What is making Carl sick?”

3. Respond to this update 

4. Comment on at least 2 peers' responses to this update 

5. Create an update 

What you will need...

1. A notebook to keep track of observations
2. A computer sheet of paper to create your model on

Outline:

In the previous update, we took observations and noticed patterns of a functioning neuron from the PhET simulation. Refer back to the table that you created in your notes.

Watch the following video on the nervous system and make changes/ add observations and explanations to that table. This video by Mr. Answerson also references the same PhET website, so you can compare your observations and patterns to his. After you complete the video, you will take a quiz to check for understanding.

Media retrieved from: The Action Potential (2017). Bozeman Science. https://www.youtube.com/watch?v=HYLyhXRp298

Quiz to check for neuron communication understanding

It’s time to put all that we know together in an initial model. Draw your model on a computer sheet of paper. Your model should attempt to answer the question: “What is making Carl sick?” This model will be revised later after peer review, but should contain your initial ideas and understandings. Any questions that you have while creating your model should also be noted.

Remember that scientific models should include the following:

1. Components: What things in the system are important (for example: neurons, K+ ions, Chlorothiazide, channels, etc…)
2. Interactions: How do these things interact with each other? (for example, K+ are shown diffusing out of the cell during resting potential...)
3. Mechanisms: How/ why do these interactions occur? (for example, K+ diffuse out of the cell during resting potential because there is a higher concentration of K+ in the cell than outside of the cell….)

Your model should include arrows, labels, symbols, short descriptions, and images. This model will be used as part of your final CER which will be assigned in the next update. 

Respond to this update by answering one of the following prompts.

1. Explain at least one aspect of your model that you are having difficulty with and why. 
2. How does neuron communication rely on our prior knowledge of active and passive transport? 

After your response, comment on at least 2 peer responses. Your comment should be assisting or providing more information that will help them with the aspect of their model that they are having difficulty with or add to their explanation of active and passive transport. 

Create an update: Take a picture of your model and explain it in an update. Describe all components, interactions, and mechanisms present in your model. 

Daily Objectives:

Today you will...

1. Answer the question "What is making Carl sick?" by making a claim based on the evidence and reasoning using what we have learned about the nervous system. 

What needs to be completed will be outlined in detail in the lesson below, but includes...

1. Draft a Scholar Project in Creator in a CER format to answer the question "What is making Carl sick?"

What you will need...

1. Notebook with observations as a reference 
2. Model from update #4 

Outline:

Today we will be putting all of the information that we have gathered into a CER format to create an argument that answers the question "What is making Carl sick?".

Making a claim that is rooted in strong evidence and reasoning is an important skill in science and in general. Watch the video below for instructions on how to create a strong and well-constructed CER. 

Media retrieved from: CER- Claim Evidence Reasoning (2017). Bozeman Science. https://www.youtube.com/watch?v=5KKsLuRPsvU

As said in the video, your CER is organized into three main parts: 

• Claim: A statement that answers the question
• Evidence: Scientific data that supports the claim 
• Reasoning: Justification that connects the evidence back to the claim. Reasoning includes underlying scientific principles. 
• Solution? We are adding onto the CER structure. The whole purpose of this module is to find out what is wrong with Carl. However, if you were his doctor, what could be a possible treatment to his illness? Why do you think this could help? I am aware that you are not a doctor, but think of possible paths that could be taken to reduce Carl's symptoms. Why do you think this could work? I am not asking for a "perfect cure"; it's okay (and preferred) if your solutions are different from your peers. You will have to research and find other sources to help you brainstorm ideas here. Make sure to site sources that you use in your final CER (outlined in the rubric). 

(NSTA – How Do You Know That? Helping Students Write About Claims and Evidence)

You will now be creating an argument in a CER format today to answer the question "What is making Carl sick?" You will be using Creator to complete a Scholar Project. Using Creator allows you to insert media into your CER as well. You should insert videos, pictures, and resources to aid in your explanation and make your CER interesting and unique. You must take a picture of your model and use it somewhere in your CER (see rubric below for more specific information).

Before this CER will be turned in for evaluation by the teacher, it will be peer-reviewed by one of your classmates and you will receive specific feedback. Make sure that you are using the rubric which can be found below while you are making your CER. 

Your claim will most likely be similar to your peers' claims. However, the goal of the peer review isn't to simply check if a claim is "correct" or "incorrect", but assess the strength of your argument. 

A Project in Scholar goes through the following process:

1. Drafting (2 days to draft)
2. Feedback (2 days to read and provide feedback to peer)
3. Feedback on Feedback (2 days to give feedback on feedback and revise then submit)
4. Revision (2 days to give feedback on feedback and revise then submit)
5. Final Submission/ Publication (2 days to give feedback on feedback and revise then submit)

Here is how to draft a Project in Creator using Scholar

• This is a publisher initiated Project, so you will receive a notification from your teacher to begin this Project. Follow the link then go to About This Work => Info to give the work a Title. 
• Follow the rubric provided below while you create your CER making sure to embed all media
• When you are done, click “Submit Draft” below the work. This is the version of your work that will be sent to a peer for review. 

Below is the rubric which your CER will be reviewed by a peer and finally graded with. 

Rubric- Claim

Rubric- Evidence

Rubric- Reasoning

Rubric-Scientific Model

Rubric- Media

Rubric- References

Rubric: Solution

Daily Objectives:

In this lesson you will...

1. Critically review a peer's CER and provide meaningful feedback
2. Assess peer feedback on your CER and revise your CER based on that feedback

What needs to be completed will be outlined in detail in the lesson below, but includes...

1. Provide a peer's CER in Creator using a Rubric leaving at least 10 specific annotations 
2. Revise your Work  in Creator to better answer the question "What is making Carl sick?"
3. Create an update 
4. Respond to at least 2 peer updates 

What you will need...

1. Notebook with observations as a reference
2. Model from update #4

Outline:

Learning how to provide feedback is a skill that is useful in the classroom as well as in the real world. The answer to the CER is important, but the strenght of the argument is more important. When giving feedback remember to... 

• Get to the point and give specific feedback. Point out exactly where in your peer's CER, they need improvement. 
• Provide specific suggestions that will help them improve that part of their CER. Do they need more evidence to strengthen their argument? Does their reasoning need to be more specific? 
• Refer to specific parts of the rubric that are completely missing or could use strengthening.

Remember that their argument should be in the CER structure and include other media sources to justify and answer the overarching question "What is making Carl sick?". 

Figure 7. A reminder of the CER structure. Retrieved from: https://betterlesson.com/lesson/resource/3226010

Here are the steps of how to give feedback on your peer's CER. 

• You will get a notification once you have been assigned a peer's Project to review. 
• Read the rubric carefully. You can find the rubric by looking at Feedback==> Reviews => Rubric.
• Write something in every explanation box. Then go to the bottom panel to save. 
• To make annotations, go to Feedback ==> Annotations. Leave at least 10 annotations. 
• Submit your feeback at About this Work==> Project => Status.

It will take a few days for your peer to give you feedback. You will receive a notification once you have received feedback from your peer. Once you have received that notification, it means that one of your peers has read your CER and annotated and left specific feedback for you. Here are the steps of how to revise your Work. 

• You will receive a request to revise your work. Under Feedback==>Annotations==> check the 10 annotations left on your work and fix any mistakes and revise based on your peer's suggestions.
• Then, go to Reviews==> and view your peer reviews. Fix anything they mention, and rate their feedback. Was their feedback specific enough for you to work with? Were they thoughtfulin the delivery of their feedback? 
• When you are done revising your work based on your peer's feedback, you need to self-review. Go to Feedback==> Review Work==> and review your own work. Submit the feedback. 

Once you have submitted your revised Work in the form of a CER, you are done and have solved the mystery of what was making Carl sick!

Create an update: This module was designed to model the natural problem solving process of oberving, questioning, researching/ investigating, and creating an argument. Reflect on this lesson. What parts of the problem solving process was difficult for you? Why do you think this is? Were you more or less engaged with this lesson compared to a more "traditional" lesson? Explain. 

Comment on at least 2 of your peers' updates. Did you share a similar or different experience with this module? Explain.