Unit Plan HOMEOSTASIS

Lesson Title and Goals Specific

Expectation(s)

Lesson Strategy and Assessment Evaluation including criteria addressed from Achievement Chart

SBI4U Homeostasis Unit Plan

Time Required: 75 mins

Lesson Goals:

Diagnostic Test

Intro to “Homeostasis” 

Creating a definition as a class

Understanding the different systems associated with maintaining homeostasis

Introduction of the functions of the excretory system and an overview of the urinary system

E2.1 Lesson Outline

Students first complete the diagnostic on homeostasis

Students put into groups of 4 and try to come up with a definition for

Diagnostic Test to plan future lessons homeostasis. Then groups are paired to 8, then 12, then the whole class to create a definition for the word.

Assessment Tool:

Rubric to assess graffiti work

Criteria Addressed From Achievement

Chart:

Students are put into pairs and given 11X17 paper and markers and asked to Graffiti why homeostasis is important. Then a class Graffiti is made on Bristol board which will remain displayed for the duration

Knowledge

Communication of the unit.

Functions of the Excretory System &Intro to the Urinary System PPT

Assessment: Graffiti Work

Resource Textbook: McGrawHill-Ryerson Pg. 444-448

Resource: PowerPoint Presentation


Lesson Goals:

Understanding the

Structure/Function of the

Kidneys

E 3.3

E. 3.1

Lesson Outline

Students work in pairs using their text to complete the following chart

FEATURE CHARACTERISTICS

Kidney Capsule Thin connective tissue sheath surrounding kidney.

Cortex Outer region of kidney that surrounds medulla and contains specific nephron segments.

Medulla Inner region of the kidney, surrounded by cortex, and containing specific nephron segments.

Hilus Point of entry in kidney for ureter, renal artery, and renal vein.

Ureter Thin walled tube, ensheathed in smooth muscle, that acts as the conduit for urine to the bladder.

Renal Pelvis Cavity in center of kidney where newly-formed urine collects before entering the ureter.

Nephron Functional unit of the kidney. There are ~ 1 million nephrons in each kidney that function independently of one another.

Once students have completed the chart and are familiar with the anatomical terms of the kidneys, the students make notes on PPT on

“Functions of the Kidneys”

Assessment:The Worksheet

Resources:McGrawHill-Ryerson Pg. 454

Resources: Powerpoint Presentation

Assessment Tool:

Chart Completion Rubric


Chart:

Knowledge/Understanding


Lesson Goals:

Understanding the process of urine formation in the nephron


Lesson Goals:

ACTIVITY/LAB:

Understanding Urine Formation in the Nephron

E2.1

E2.1

E2.2

E2.3

Lesson Outline

Watch Video On “The Nephron” as a class http://www.youtube.com/watch?v=glu0dzK4dbU

PPT. Presentation for “the nephron”

Assessment Tool:

Ticket Out the Door – To assess understanding thus far


Chart:

Ticket out the Door: Students will answer simple questions about the Knowledge/Understanding urinary system, kidneys, and nephron. They will need to fill out questions such as “What I could use more instruction/information on is..”

Communication

Assessment:

Ticket out the Door (So that issues/questions can be addressed before the lab activity)

Resources: Powerpoint Slides

Lesson Outline

Anatomy Colouring/Labeling Lab Activity for the Nephron

(30 min)

Lab Handout Based on Questions 52-57 P.475 McGraw-Hill Test

(In groups of 3) (30 min)

Assessment:

Lab activity/Handout on the Nephron

Resources: Lab Handouts

Assessment Tool:

Rubric based on completion of Nephron activity


Chart:


Thinking & Inquiry


Lesson Goals:

Identifying and Understanding

Functions & Disorders of the

Excretory System

E1.1

E1.2

Lesson Outline

Diseases of the Excretory System PPT Presentation

Jigsaw Activity:

•

Gout

•

Kidney stones

•

Urinary Tract Infections (UTI)

•

Diabetes insipidus

• Liddle’s syndrome

5 People to a groupeach get a condition for their handout, go to their expert groups, research using the text and the internet to fill out worksheet. Students then go back to their original group and share the info with the other four group members.

Assessment:

Worksheet

Peer Assessment

Assessment Tool:

Worksheet

Peer-Assessment


Chart:


Communication

Thinking/Inquiry


Lesson Goals:

Case Study : How the body could maintain homeostasis for

15 days without food/water.

True Story From Port Au

Prince, Haiti

Curriculum

Expectations:

“What the student will learn”

E3.3 Lesson Outline

In teacher selected homogeneous groups of 3, students are to work through an online case study about homeostasis. The case study examines a 15-year old who survived for 15 days with no food and water.

Website: http://sciencecases.lib.buffalo.edu/cs/collection/detail.asp?case_id=5

59&id=559

Assessment:

Completed Lab

Peer Assessment

Teacher Observation Assessment

Accommodations:For the lower level homogeneous groups, I will assist as needed, and other groups that complete the activity will act as peer tutors.

Assessment Tool:

Completed Lab (Rubric)

Peer Assessment (Rating Scale)

Teacher Observation Assessment

(Rating Scale)


Chart:


Thinking/Inquiry

Communication

Emily Colangelo

Kasia Hirniak

Ezgi Cetinkaya

Unit of Study: Homeostasis

Summary: The focus of this unit is on learning about the various systems in the human body responsible for maintaining a homeostatic environment. Students will study the various feedback mechanisms in the body and will investigate various

Overall Expectations:

E1: Evaluate the impact on the human body of selected chemical substances and of environmental factors related to human activity.

E2: Investigate the feedback mechanisms that maintain homeostasis in living organisms.

E3. Demonstrate an understanding of the anatomy and physiology of human body systems, and explain the mechanisms that enable the body to maintain homeostasis.

human/environmental effects on those feedback mechanisms.

Big Ideas:



Organisms have strict limits on the internal conditions they can tolerate



Systems that maintain homeostasis rely on feedback mechanisms



Environmental factors can effect homeostasis

1.

2.

3.

Key Questions

What is ‘homeostasis’

What are ‘feedback mechanisms’ and what are the examples found in the human body

Describe how the endocrine, excretory, and nervous system interact to maintain homeostasis.

Introduction

What is the importance of the endocrine system?


Lesson Goals

-overview of the endocrine system anatomy (endocrine glands)

-two types of endocrine organs- primary and secondary)

E3.1 Lesson Outline Assessment Tool

Half of the students are given names of the endocrine organs and half -Anecdotal notes, observation of student of the students are given the corresponding definitions. Using the resources provided to them (textbook, diagrams etc that will be provided for them) they will have to find their corresponding pairs.

A big diagram will be posted at the front of the class, students will progress

-Appropriate label and definition on diagram (rubric) be required to label the diagram appropriately with their definitions and present to rest of the class. Discussion will follow with teacher.

Assessment: Student research skills in finding their corresponding

Criteria addresses from Achievement

Chart

-Labeling and definitions (Knowledge and Understanding, communication) definition partners, diagram labeling at the front -Mini-presentation (communication)

Accommodation: Provide different types of worksheets on the basic anatomy of endocrine system depending on the group of learners in the classroom

The Primary Endocrine Organs


Lesson Goals

-anatomy and physiology of hypothalamus and pituitary gland, pineal, thyroid and parathyroid, adrenal glands, thymus, pancreas and gonads

E3.1

E3.3

Lesson Outline

Students will be given out diagrams of various parts of the primary

Assessment Tool

Rubrics and anecdotal notes endocrine glands. As a class, go through part and have students label -observation during class discussion of their diagrams appropriately. Have them create a concept map of their own clearly showing the relations of each of the parts of the primary endocrine system to each other. student feedback

-diagrams

-concept map

Assessment

Completion of diagrams and concept map

Accommodation:

Keep in mind that students should be able to explore their creativity

Criteria addressed from Achievement

Chart

-Knowledge and understanding,

Communication- discussion, diagrams, concept map in their concept maps. They can be encouraged to write out summaries or even pictures of their own depending on their learning style

The Primary Endocrine System : importance of homeostasis


E3.1

E3.3

Lesson Goals

-importance of homeostasis in endocrine system

-negative feedback loops

Lesson Outline

Divide students into groups of four and present them with different

Assessment Tool

Rubrics and anecdotal notes case studies regarding the feedback loops affecting hypothalamic and -negative feedback loop diagrams anterior pituitary tropic hormones as well as thyroid hormone release. Have them research (on computer or in their biology textbook) the ways in which the loop works. They are to create one as a group and present their understanding o f the loop to the class.

-summaries

-presentation


They should hand in their diagrams and summary of the way the feedback works at the end of the lesson.

Assessment


-presentation

-summary of the way the feedback works

Accommodation

Provide more problematic and variety of cases to the enriched students and make sure to provide clear and easy to understand resources for those students who may struggle in their understanding of the feedback loops.

Chart

-Knowledge and Understanding,

Communication: negative feedback loops created, summaries, presentation

Thinking/Investigation-negative feedback loops created, summaries

The Secondary Endocrine Organs E3.1

E3.3


Lesson Goals

-anatomy and physiology of endocrine system- heart, kidneys,

GI tract, stomach, small intestine, liver

-importance of homeostasis in endocrine system

Lesson Outline

Present students with the following video to review what they have already studied and to lead them into study of secondary endocrine -handout of questions organs. Students are given out a hand out to fill in as they go through -tables created it. http://www.youtube.com/watch?v=NINaidIdt4M

Assessment Tool

Rating scale


In groups of four, assign various roles to students and have them (as Chart a group) create a table for the secondary organs with their respective -Knowledge and Understanding- hormones and functions.

Assessment

-question handouts handout, table/chart

Communication-table/chart

Thinking and Investigation- certain question on handout (relation of

-group tables

Accommodations

Students should be able to be creative with their tables. Encourage visual learners to draw diagrams for example in their tables if they hormones)

Application-certain questions on handout (diseases caused in relation to breakdown of endocrine system) need be.

Hormones: importance of homeostasis


Lesson Goals

-hormone interactions


E3.1

E3.3

Lesson Outline Assessment Tool

Present students with an article on pituitary adenomas. After reading Anecdotal notes and rating scale on it, have them brainstorm all the ways in which hormonal imbalance is caused as to cause pituitary adenomas. Students are then required to connect this to the many feedback loops learned. Have them investigate in groups and present the breakdown of the endocrine their brainstorming, presentation and findings presented

Criteria addressed from Achievement systems in relation to this disease in front of the class. http://www.irsa.org/pituitary_tumors.html

Assessment

Chart

Knowledge and Understandingbrainstorming

Communication- presentation

-brainstorming points Thinking/Investigation-brainstorming,

-presentation with feedback loops and findings in relation to pituitary creating feedback loops and adenomas

Accommodations

Students should be able to be creative in the way they communicate their findings to the class depending on their learning styles, strengths and weaknesses. Provide a simpler summary of the article or a more specific article depending on level of student. corresponding explanations

Application- presentation results in relation to pituitary adenomas

Clinical Connections Activity


Lesson Goals

-Endocrine system regulation of energy metabolism and growth

-clinical connections

-feedback loops

E3.3 Lesson Outline

This activity will take two classes. Students will be assigned into groups of four (more or less depending on specific group of students). They are to pretend they are doctors. They will be

Assessment Tool

-Rubric for research reports, presentation

-Anecdotal notes for student progress presented with various patients. They are to research what these patients have and diagnose the patient and provide solutions as see and feedback throughout, their research skills fit. They will however have to clearly explain to their patients what exactly is going wrong. They will present their summaries (speech to Criteria addressed from Achievement patients) with appropriate diagrams and feedback loops to their class Chart as doctors presenting their diagnoses to their patients next class Both the research report and presentation covers all criteria on chart-

Assessment

-explanation summary/research report

-diagrams of feedback loops knowledge and understanding, thinking/investigation, communication, application

Accommodation

Allow students to present their findings in different ways depending on the learning styles

The Importance of the

Nervous System


Lesson Goals:

-To understand the organization of the nervous system

-To learn the anatomy of a nerve cell

-To understand the basics of a neural circuit

E3.1

E2.1

Lesson Outline

-Students engage in a Jigsaw Activity wherein the class is divided into 4 home groups by assigning a number 1 to 4 to each group member.

- Teacher assigns Expert group topics as follows: Group #1 Topic:

Organization of the Nervous System, Group #2 Topic: Anatomy of a

Assessment Tool:

-Rating Scale to assess worksheet

-Rubric to assess concept map

Neuron, Group #3 Topic: Three main types of Neurons and their function, Group#4 Topic: Reflex Arc/Knee jerk reflex.

- Teacher distributes worksheets prepared on each topic to be completed by each expert group member.

- Students are reunited with their home group members with whom they create a concept map summarizing the organization of the nervous system.

Criteria Addressed from Achievement

Chart:

-Knowledge (worksheet)

-Communication (concept map drawn)

-Knowledge (correct placement of components in the concept map)

Assessment:

-Worksheets

-A concept map

Accommodation: Provide students with Post-it notes for concept map

Resource Textbook: Nelson Science, 9.1 p.412-417

The Nervous System: Nerve

Impulse/Synaptic

Transmission


Lesson Goals:

-To learn how nerve signals are propagated along neurons

- To learn how nerve messages are send from one neuron to the next

-To learn how nerves affect tissues like muscles

E3.1

Lesson Outline

-Students are shown a PowerPoint presentation covering the

Assessment Tool:

-Rating Scale to assess oral following concepts:

1. action potential and key stages: depolarization, repolarization and presentations, and flow chart. refractory period

2. Threshold levels and the All-or-None response

3. Synaptic Transmission

-Teacher shows the following videos:

Neuron Action potential and propagation http://www.youtube.com/watch?v=xxl-Ysm8LiA


Chart:

-Thinking/Investigation (Oral

Presentation and flow chart)

The Synapse http://www.youtube.com/watch?v=PGqtwoGJUxw&feature=related

- Students are divided into 6 groups. Teacher assigns each group with one topic from the following: action potential propagation, threshold levels and the All-or-None response, and Synaptic

Transmission.

- All six groups prepare flow charts summarizing the key points or stages on the assigned topics.

- Each group then presents their flow chart in oral classroom presentations.

Assessment:

- Flow chart

- Class oral presentation

The Nervous System:

Central Nervous System


Lesson Goals:

-To learn about the anatomy and function of the central nervous system

E3.1

Lesson Outline

-Using their Nelson Science textbook pgs. 427-430 students engage

Assessment Tool:

-Rubric to assess case study reflection in independent reading about the CNS.

- Students then partner up with another student and create flash cards and questions to help learn vocabulary, structure, and functions.

-Using the flash cards students quiz each other on the knowledge of the anatomy and function of key CNS structures.

-Students read Case study “A One-Two to the Brain” published in

Discover magazine http://discovermagazine.com/1994/nov/aonetwotothebrai451/?search

Chart: term=Central%20Nervous%20system and complete questions and a


-Application (Case Study Reflection and Questions) case study reflection.

Assessment:

-Students write a quiz on the anatomy and functions of the CNS

-Case Study reflection and questions

Resource Textbook: Nelson Science, p.427-430

The Nervous System:

Autonomic Nervous System


Lesson Goals:

-To learn about the autonomic nervous system

E3.1

Lesson Outline

- Students complete a Nervous System KWL chart.

- Prior to watching two videos they will complete the K: What do I

KNOW about this topic already?

Assessment Tool:

-Anecdotal record of students’ understanding of autonomic nervous system through KWL chart

- Students are asked to take notes throughout the videos: http://www.youtube.com/watch?v=HmV2xGpBCMs&feature=relate

-Rating scale for self-assessment d http://www.youtube.com/watch?v=JvuugFKe1PE&feature=related

- Students complete the W: What did I learn WHILE watching the videos.

- Teacher leads a general discussion about the autonomic nervous system, and about the videos watched.

- Students engage in a Think-Pair-Share activity during which the teacher poses a question, allows students to think and then share


Chart:

-Knowledge (KWL chart)

-Knowledge (self-assessment) their answers with a partner next to them and then the answers are shared with the whole class.

- Students complete the L: What have I LEARNED today.

Assessment:

-KWL chart to check students’ understanding of lesson concepts

-Student self-assessment of understanding of the nervous system

The Nervous System:

Special Senses


Lesson Goals:

-To review anatomy and physiology of the eye and ear

E3.1

Lesson Outline

Part I

- Students are introduced to the Special Senses by watching a dissection of the cow’s eye: http://www.exploratorium.edu/learning_studio/cow_eye/step01.html

Assessment Tool:

-Rating scale to assess bell ringer anatomy quiz.

- Rating scare to assess worksheets.

- Teacher sets up different stations around the class with various activities about the anatomy and physiology of the eye and ear.

Each station provides resources and worksheets to help students complete the activities.

Part II

-Students work in groups and perform the dissection of the cow’s eye.

-Students will draw a labeled diagram showing the anatomy of the eye

Assessment:


Chart:

-Knowledge (bell-ringer, worksheets)

- Activity worksheets

- Anatomy of the eye and ear Bell ringer (to be completed at the end of the unit)

The Nervous System: Effect of Drugs on the Nervous

System


Lesson Goals:

-To research the effects of various drugs on the nervous system

- To examine a case study about the effects on the human body of taking chemical substances to enhance performance or improve health

Bell Ringer Activity


Culminating Task


Unit Test


E1.1

Lesson Outline

- Students go to the school library

- Each student is assigned with a specific drug, they conduct research on the effects of this drug on the human nervous system

- Students write a research report summarizing their findings

Assessment:

- Research report

Assessment Tool:

-Rubric to assess Research Report


Chart:

-Thinking/Investigation (Research

Report)

Anatomy of the eye and the ear.

Unit Plan HOMEOSTASIS

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