Students investigate the question, “What patterns in fear frequencies can we investigate to understand how the body responds to fear?” Beginning with a “Me, Myself, and I” kickoff, teams collect anonymous response data, examine sensory receptors and basic body systems, calculate statistics, and create graphs that reveal patterns. Students compare findings with texts, multimedia sources, and sample heart-rate or reaction-time data from a university psychology or neuroscience lab, then revise graphs, claims, and explanations through teacher and peer feedback. The experience concludes with a poster exhibition where students present evidence, answer questions, and reflect on why fear affects the inside of the human body as it does.

Students will explain how sensory receptors detect fear-related stimuli and send messages to the brain, producing immediate body responses or forming memories. They will collect evidence-based fear-frequency data, calculate measures such as mean, median, mode, and variability, and use graphs to identify patterns. Students will compare findings from their investigation with information from texts, multimedia, and university partner data to develop evidence-based claims about how fear affects body systems. They will collaborate, apply teacher and peer feedback to revise their graphs and explanations, and communicate their conclusions during a poster session with thoughtful reflection and evidence-based responses to questions.

Students will create an anonymous class fear-frequency data set from personal response activities and represent patterns with graphs that include mean, median, mode, and variability. Teams will develop a science-board poster featuring a claim supported by data, an explanation of how sensory receptors send messages to the brain and activate body systems, and a comparison of findings from investigations and multimedia or text sources. After teacher check-ins, peer critique, and feedback from a university psychology or neuroscience partner, students will revise their graphs, claims, and body-system explanations. The final “Me, Myself, and I” poster session will include an evidence-based presentation, responses to peer questions, and an individual reflection explaining why fear affects the inside of the body.

Students privately rank familiar, age-appropriate fear triggers, with an option to choose fictional examples or pass, then contribute anonymous responses to a class data set. Teams calculate frequencies and create a quick graph to identify patterns across the class. Students examine a brief, non-frightening stimulus and trace how sensory receptors send messages to the brain, producing responses such as a faster heartbeat or muscle tension. Teams record an initial evidence-based claim about why fear affects internal body systems and generate questions to guide their investigation.

Host a “Me, Myself, and I” science-board poster session where teams present anonymized fear-frequency data, statistical graphs, and evidence-based explanations of how sensory receptors send messages to the brain and other body systems. Students interpret patterns, compare findings from their investigation with readings or multimedia sources, and answer peer questions using evidence. Invite families, classmates, and a nearby university psychology or neuroscience lab partner to share feedback and relevant heart-rate or reaction-time data. Conclude with individual reflections on why fear affects the body as it does and how critique improved each team’s graph, claim, and explanation.