Extra-credit reserve track

🎯 Students will debate how much medical risk is acceptable for adventurers in extreme environments.

1. 1Read a scenario on high-altitude or deep-sea expeditions.
2. 2Form groups for adventurers, physicians, and rescuers.
3. 3List two arguments about acceptable risk and responsibility.
4. 4Respond to one opposing group's claim.
5. 5Write your position with one supporting reason.

🎯 Students will explain pathogen transmission and antiviral action using teacher notes and the PLTW online task.

1. 1Take notes on transmission routes and viral replication.
2. 2Define plaque assay and antiviral mechanism.
3. 3Complete the PLTW online transmission-modeling activity.
4. 4Diagram how an antiviral interrupts viral spread.
5. 5Write one question about antiviral resistance.

🎯 Students will perform an antiviral plaque assay and an eye dissection to connect structure, infection, and treatment.

1. 1Review plaque-assay setup and dissection safety.
2. 2Apply antiviral treatments to plated samples.
3. 3Count and record plaque numbers per condition.
4. 4Dissect the eye and identify major structures.
5. 5Record observations linking structure to function.

🎯 Students will analyze plaque-assay data and write a CER about antiviral effectiveness.

1. 1Graph plaque counts across treatment conditions.
2. 2Make a claim about which antiviral was most effective.
3. 3Cite two data points as evidence.
4. 4Add reasoning connecting plaque count to viral inhibition.
5. 5Note one limitation of the assay.

🎯 Students will submit their adventure-medicine evidence and update the unit tracker.

1. 1Compile your plaque data, dissection notes, and CER.
2. 2Check each artifact against the rubric.
3. 3Upload all evidence to the submission folder.
4. 4Update the progress tracker.
5. 5Reflect on one risk-medicine concept you learned.

🎯 Students will debate how kidneys and dialysis access should be prioritized among patients.

1. 1Read short profiles of patients with kidney failure.
2. 2Form groups representing a renal care committee.
3. 3List two criteria for allocating transplants or dialysis.
4. 4Respond to one opposing group's criterion.
5. 5Write your position with one supporting reason.

🎯 Students will explain nephron filtration and digestion using teacher notes and the PLTW online task.

1. 1Take notes on nephron structure and filtration steps.
2. 2Define urinalysis and explain electrophoresis for PKD genetics.
3. 3Complete the PLTW online filtration-and-digestion activity.
4. 4Diagram enzyme action and the role of the microbiome.
5. 5Write one question about kidney or digestive function.

🎯 Students will run urinalysis and enzyme-digestion labs to connect filtration and digestion to health.

1. 1Review safe handling of simulated urine and enzymes.
2. 2Perform urinalysis and record indicator results.
3. 3Run an enzyme-digestion test and observe substrate breakdown.
4. 4Run gel electrophoresis to interpret PKD genetic markers.
5. 5Tabulate results across the renal and digestive tests.

🎯 Students will synthesize their lab evidence into a patient-perspective exhibit as a project team.

1. 1Review your urinalysis, enzyme, and genetics results.
2. 2As a team, choose a patient story to anchor the exhibit.
3. 3Connect each lab result to the patient experience.
4. 4Draft exhibit panels with claim, evidence, and reasoning.
5. 5Assign each member a panel to finalize.

🎯 Students will submit their patient-perspective exhibit and update the unit tracker.

1. 1Compile your lab data, genetics interpretation, and exhibit panels.
2. 2Check each artifact against the rubric.
3. 3Upload all evidence to the submission folder.
4. 4Update the progress tracker.
5. 5Reflect on how the labs changed your view of the patient.