Surviving the Extremes: Jungle Worksheet
Surviving the Extremes: The High Seas Assignment
***You must pick any of these portions for your portfolio. There are few questions, so I expect very detailed and thoughtful answers to each. You may choose to answer one or both of the extra sets (just write answers in complete sentences on separate paper) for 10 initiative points.
Option #1: Harness the Energy
1. The author argues that the energy a person has in an emergency can go one of two ways? What are the two different ways it can go and an example of each from the chapter?
2. Explain why only the Titanic survivors who made it to boats survived (you need to explain this in terms of ENERGY LOSS).
3. What’s the ideal diet for a human consist of, proportionally? What happens if a person’s diet is nearly 100% protein? What resources does that deplete? Relate this back to the concept of hydrolysis.
4. Which is a better catch aboard a lifeboat—a fish or a turtle? Which would help you the most to catch if you were on a lifeboat and in which order should you eat the parts? Justify your answer.
5. The author says that even if a castaway has plenty of food, “…if he can’t drink he can’t eat.” Explain why that’s the case, using evidence from the book.
6. If trapped aboard a lifeboat with others, and one died of starvation, would it be beneficial (biologically) to eat the corpse? Or would it not? Give evidence—making sure to relate your answer back to question #3. Then explain why lots of people do NOT make the choice that you said was most beneficial (relate to what we’ve learned about the brain).
Option #2: Give my brain some O2!
1. What is the “weakest link” in our support system? And what kind of “alarm” does the body have to warn us of danger?
2. What’s the best way to conserve oxygen under water? To use it quickly? How much time (on average) does a person have without oxygen before she will pass out?
3. There’s a movie scene in which a person holds his breath until he passes out. Explain why that’s not possible, using evidence from this chapter.
4. Name a reflex (from this chapter) that only works in conscious individuals. Relate it to precautions taken during surgery under anesthesia.
5. How is the brain affected when it is deprived of oxygen? Which areas shut down first? Which areas keep functioning longest?
6. Which part of the brain allows people in emergencies to make intelligent decisions (even if they seem risky)? Give an example of a person using that part of his/her brain in this chapter.
7. The author states that “If the levels of outside stimulation (to the brain), falls too low, it will pick up and intensify signals from within, or even make them up.” Relate this to an example from the book or (even better) outside the book.
Option #3: Anything to Survive
1. Explain how most people adrift in the ocean die. What is the biggest risk to their health? Why?
2. What do you think was the most creative thing anyone in this chapter did to save him/herself and/or others.
3. Explain the role of enemas in the survival of the Robertsons. Did they help with survival? If so, how? And explain why Lynn allowed one boy to go without them.
4. “We eat salt all the time, so why is drinking saltwater lethal?” The author asks this question. Summarize the answer to it by explaining how the body responds if levels of salt get too high. And describe at least 3 creative ways that people survived on lifeboats without succumbing to the lethalness of salt water.
5. If trapped aboard a lifeboat with others, and one died of starvation, would it be beneficial (biologically) to eat the corpse? Or would it not? Give evidence. Which part(s) of the brain make humans resist cannibalism? Explain. Which part(s) of the brain can overcome the body’s revulsion at eating another human? Summarize the case in which cannibalism saved a group. Give another example in which it spiraled out of control.
High Seas Rubric
Name: ___________________________
Quality of Information
Are all questions fully answered?
Are the answers thoughtful? Do they show evidence of deep understanding?
Are the answers based on the text?
Are the answers in the student’s own words? _____/20
Professionalism/Aesthetics
Is there a heading showing which sub-topic the student picked?
Is the student’s name on the portfolio and on this rubric?
Were the portfolio and rubric turned in together?
Is the work visually pleasing, with at least 2 pictures to enhance the info?
Is spelling/grammar correct? _____/10
_____/30
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