Marathon Runner Collapse

Performance Task Organizer

Use your findings from articles, data sets, and class activities to explain why one runner
became very ill during the race, and how the race could be better organized to prevent illness
in the future.

Name: ________________________________
Class Period: ________
Marathon Runner Performance Task Organizer

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 Marathon Runner Performance Task Organizer

Marathon Runner Collapse

Directions:
1) Silently read ​the texts provided to you.
2) Circle​ three details that are most important to the phenomenon being described.
3) Share ​with your group. Each person should identify the details that he/she circled.
4) Discuss ​as a group, and determine the overall story. What is the phenomenon?

Marathon Runner Text #1

Map showing the NYC Marathon route. S​ ource: ​https://www.tcsnycmarathon.org/race-day/course

Marathon Runner Text #2

Disoriented Runner in the NYC Marathon

With marathons gaining in popularity, the number of athletes joining these events has ballooned over the last 20
years. In the past, the participants in long races were mostly elite athletes, who undergo special training to prepare for
the marathon. These days, many amateur athletes participate in the marathon.
This year, one such amateur athlete -- a 40-year-old woman running a marathon for the first time, runner #0358
-- got very sick and disoriented during the second half of the marathon. She kept running the race, and she even took
pictures with her family along the race course, but she later had no memory of running the second half of the race!
Runner #0358 went home and then became very ill and disoriented, eventually ending up in a coma.
While the runner did recover after a while, this event concerned the race organizers. ​What could have happened

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 Marathon Runner Performance Task Organizer

to her to make her so sick!? ​Race personnel expect some runners to struggle during a grueling event like the marathon,
but they try to set up the event to prevent serious problems. There are medics along the race course, and a medical tent
at the finish line.
This year’s running of the NYC Marathon was on an unusually hot, humid, and sunny day. The race started at
10:00 AM, but some runners were on the course for 4 or 5 hours. During that time, the temperature got as high as 28​o​C
(about 82​o​F), and the sun was out all day. Many runners ended up seeking medical care either at a stop along the race
course, or at the end of the race. The data in the table (below) are from the assessment of four participants, including
the runner who had the most negative outcomes.

Marathon Runner Problem

What is the overall story?
Important details our group surfaced (provide at least 5):

1. ____________________________________________________________________________________________

2. ____________________________________________________________________________________________

3. ____________________________________________________________________________________________

4. ____________________________________________________________________________________________

5. ____________________________________________________________________________________________

Overall Story (based on group discussion):

Before the race:
__________________________________________________________________________________________________
__________________________________________________________________________________________________

During the race:

__________________________________________________________________________________________________
__________________________________________________________________________________________________

After the race:

__________________________________________________________________________________________________
__________________________________________________________________________________________________

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Marathon Runner Performance Task Organizer

See Think Wonder

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 Marathon Runner Performance Task Organizer

Performance Task Organizer: Gas Exchange & Cellular Respiration

Directions:
1) Create a human body model and a cell model to show what happens when a person is ​properly regulating gas exchange.
2) Draw an arrow from the human body to the detailed model showing what part of the body the zoom in is located.
3) Include these components: ​O2​​ , ​CO​2​, ​ATP​, ​mitochondria​, ​lungs​, ​brain
4) Circle or highlight any parts that could model the sick runner.
5) Select yes, no, or maybe. Write your explanation, providing evidence from this learning cycle for your reasoning. Evidence can
come from investigations, data tables, and texts.

Our Driving Question: Did the runner run out of oxygen? ​(Normal Oxygen Saturation level is ________ )

Circle one below:

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 Marathon Runner Performance Task Organizer

Performance Task Organizer: Muscles & Energy

Directions:
1) Create a human body model and a cell model to show what happens when a person is ​maintaining homeostasis​.
2) Draw an arrow from the human body to the detailed model showing what part of the body the zoom in is located.
3) Include these components: ​O​2​, ​CO​2 ATP​
​ , ​mitochondria​, ​glucose​, ​insulin, pancreas
4) Circle or highlight any parts that could model the sick runner.
5) Select yes, no, or maybe. Write your explanation, providing evidence from this learning cycle for your reasoning.
Evidence can come from investigations, data tables, and texts.

Our Driving Question: Did the runner run out of energy? ​(Normal blood glucose level is ________)

Circle one below:

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 Marathon Runner Performance Task Organizer

Performance Task Organizer: Human Thermoregulation

Directions:
1) Create a human body model and a cell model to show what happens when a person is ​maintaining homeostasis​.
2) Draw an arrow from the human body to the detailed model showing what part of the body the zoom in is
located.
3) Choose which components are essential for this model: ​________________, __________________, ____________________, _____________________
4) Circle or highlight any parts that could model the sick runner.
5) Select yes, no, or maybe. Write your explanation, providing evidence from this learning cycle for your reasoning.
Evidence can come from investigations, data tables, and texts.

Our Driving Question: Did the runner overheat? ​(Normal body temperature is _____)
Circle one below:

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 Marathon Runner Performance Task Organizer

Performance Task Organizer: Water Balance

Directions:
1) Create a human body model and a cell model to show what happens when a person is ​maintaining homeostasis​.
2) Draw an arrow from the human body to the detailed model showing what part of the body the zoom in is located.
3) Include these components: ​_____________, _____________, ________________, _____________, _____________,
4) Circle or highlight any parts that could model the sick runner.
5) Select yes, no, or maybe. Write your explanation, providing evidence from this learning cycle for your reasoning.
Evidence can come from investigations, data tables, and texts.

Our Driving Question: Did the runner drink too much water?​ ​(Normal plasma sodium level is _________ ) 
Circle one below:

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 Marathon Runner Performance Task Organizer

Directions:
1) Create a human body model that depicts what caused runner #0358 to become very ill and eventually go into a
coma.
2) Your model should include multiple body systems, and show a zoomed in view of what is happening in an organ
or cell. It can also include a key or short written caption to clarify you model.
3) Write an explanation to describe the visual representation of your model in words. Explain how one other
feedback mechanism is being used in the runner to maintain homeostasis. Use appropriate scientific vocabulary
and evidence to explain the phenomenon.

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Marathon Runner Performance Task Organizer

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Marathon Runner Performance Task Rubric

Level 4: Level 3: Level 2: Level 1: Level 0: Not

Advanced Proficient Developing Beginning Evident

Representatio
n of
Components,
Mechanisms,
❏ 1
and ❏
Relationships ❏ ❏ 1
in the
Phenomenon 2
(The Science) 2
❏ ❏
❏
❏

Note: At this level, the Note: At this level, Note: At this level Note: At this level
model should show an the model shows an students are failing to students did not
understanding of understanding of show interactions in correctly identify that
hyponatremia, not just having low plasma the model. They may the failed feedback
“water imbalance.” The sodium and its have the kidney and mechanism is
swelling of cells is shown effects on the body. brain drawn but are osmoregulation. They
in the brain not just The minor failing to show how may have shown a
overall swelling or inaccuracies may they are different cause the
bursting of cells. include things like communicating with coma.
the blood cells each other.
swelling and bursting
instead of the brain
cells.

Decision
making about
visual
representation
(The Model)

Or​ Or​
 Using the
model to
some​
develop a
written
explanation or
prediction ​little to
no ​
(The
Explanation) ​limited
some​

Note: ​

Evaluate the
​fails to
model
mention one​
 Marathon Runner Performance Task Rubric

Directions:

Use all of your resources from the unit (Performance Task Organizer, class notes, handouts) to respond to the
following reflection prompts.

Part 1: Developing and Using Scientific Models

1) How would you describe a scientific model? How has your thinking changed since the beginning of the
unit?
2) Describe how a peer or activity from the unit changed your thinking on what a scientific model is and
how they can be used.
3) What questions do you still have on how to develop or use a scientific model?

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

Part 2: Final Performance Task Model

1) All models have limitations, discuss the limitations of your model

2) In generating your final model, you made decisions on what to represent and how to represent it.
Discuss your decision making process, giving specific examples from your model.
3) How could you improve your final model?

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________
____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________
DQB Scaffolded Question Set

Use this master to create cards for the card sequence activity.

How does the How does the age

How can we know
outside of the runner
which abnormal
temperature impact impact her
vital sign is the
the runner’s response to the
most dangerous?
temperature? race?

Why is it important
Why does the Why is it important
to know about
runner have these to know about
blood glucose
symptoms? sodium plasma?
levels?

Why would what How have different

How can we know
the runner ate or training practices
if her heart or lungs
drank be important impacted the
were healthy?
to know? runner?

​DQB Scaffolded Question Set | Anchor Phenomenon and Performance Task | Marathon Runner Unit 1 | V4 12-2018
Use this master to create cards for the card sequence activity.

How long does it How does running

Why didn’t the
normally take for a marathon
marathon runner
people to recover normally impact a
sweat?
from a marathon? healthy person?

How could we find How does really

Why are they
out if blood low or high body
running a
pressure impacted temperature impact
marathon?
the runner? a person?

​DQB Scaffolded Question Set | Anchor Phenomenon and Performance Task | Marathon Runner Unit 1 | V4 12-2018