Where did the Tibetan population's physiological strategies come from?

High School | Daily Do

Where did the Tibetan population's physiological strategies come from?

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Sensemaking is actively trying to figure out how the world works (science) or how to design solutions to problems (engineering). Students do science and engineering through the science and engineering practices. Engaging in these practices necessitates that students be part of a learning community to be able to share ideas, evaluate competing ideas, give and receive critique, and reach consensus. Whether this community of learners is made up of classmates or family members, students and adults build and refine science and engineering knowledge together.

Lesson Snapshot

High school students, as scientists, investigate people’s experiences in low oxygen environments in order to answer the following lesson question: Where did the Tibetan population’s physiological strategies come from? Students figure out that some of the physiological strategies are influenced by genetics as well as the environment. Students will use the class genetic model that explains oxygen saturation levels to apply their understanding to another adaptive trait.

This is Lesson 3 of the High Altitude Living Unit.

Click the Download PDF button above for the complete Lesson Plan.

Materials

Student Materials

Per Student

Per Small Group (2 to 4 students)

Teacher Materials