Lesson Title and Goals
Specific
Expectation(s)
Lesson Strategy and Assessment
Evaluation including criteria
addressed from Achievement
SBI4U Homeostasis Unit Plan
Emily Colangelo
Kasia Hirniak
Ezgi Cetinkaya
Unit of Study: Homeostasis
Curriculum
Expectations:
“What the
student will
learn”
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
human/environmental effects on those
feedback mechanisms.
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.
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
Key Questions
1. What is ‘homeostasis’
2. What are ‘feedback mechanisms’ and what are the examples found in the
human body
3. Describe how the endocrine, excretory, and nervous system interact to
maintain homeostasis.
Chart
Time Required: 75 mins
E2.1
Lesson Goals:
Diagnostic Test
Lesson Outline
Students first complete the diagnostic on homeostasis
Students put into groups of 4 and try to come up with a definition
for homeostasis. Then groups are paired to 8, then 12, then the
whole class to create a definition for the word.
Intro to “Homeostasis”
Creating a definition as a
class
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 of the unit.
Understanding the different
systems associated with
maintaining homeostasis
Assessment Tool:
Rubric to assess graffiti work
Diagnostic Test to plan future lessons
Criteria Addressed From
Achievement Chart:
Knowledge
Communication
Functions of the Excretory System &Intro to the Urinary System
PPT
Introduction of the functions
of the excretory system and
an overview of the urinary
system
Assessment: Graffiti Work
Resource Textbook: McGrawHill-Ryerson Pg. 444-448
Resource: PowerPoint Presentation
Time Required: 75 mins
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
Kidney Capsule
Cortex
CHARACTERISTICS
Thin connective tissue sheath
surrounding kidney.
Outer region of kidney that surrounds
Assessment Tool:
Chart Completion Rubric
Criteria Addressed From
Achievement Chart:
Knowledge/Understanding
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 newlyformed 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
Time Required: 75 mins
E2.1
Lesson Goals:
Understanding the process of
urine formation in the
nephron
Lesson Outline
Watch Video On “The Nephron” as a class
http://www.youtube.com/watch?v=glu0dzK4dbU
Assessment Tool:
Ticket Out the Door – To assess
understanding thus far
PPT. Presentation for “the nephron”
Criteria Addressed From
Achievement Chart:
Knowledge/Understanding
Communication
Ticket out the Door: Students will answer simple questions about
the urinary system, kidneys, and nephron. They will need to fill out
questions such as “What I could use more instruction/information
on is..”
Assessment:
Ticket out the Door (So that issues/questions can be addressed
before the lab activity)
Resources: Powerpoint Slides
Time Required: 75 mins
E2.1
E2.2
E2.3
Lesson Goals:
ACTIVITY/LAB:
Understanding Urine
Formation in the Nephron
Lesson Outline
Anatomy Colouring/Labeling Lab Activity for the Nephron
(30 min)
Assessment Tool:
Rubric based on completion of
Nephron activity
Lab Handout Based on Questions 52-57 P.475 McGraw-Hill Test
(In groups of 3) (30 min)
Criteria Addressed From
Achievement Chart:
Knowledge/Understanding
Thinking & Inquiry
Assessment:
Lab activity/Handout on the Nephron
Resources: Lab Handouts
Time Required: 75 mins
E1.1
E1.2
Lesson Outline
Diseases of the Excretory System PPT Presentation
Assessment Tool:
Worksheet
Peer-Assessment
Jigsaw Activity:
• Gout
• Kidney stones
• Urinary Tract Infections (UTI)
• Diabetes insipidus
• Liddle’s syndrome
Lesson Goals:
Identifying and
Understanding Functions &
Disorders of the Excretory
System
Criteria Addressed From
Achievement Chart:
Knowledge/Understanding
Communication
Thinking/Inquiry
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
Time Required: 75 mins
Lesson Goals:
Case Study : How the body
could maintain homeostasis
for 15 days without
food/water.
True Story From Port Au
Prince, Haiti
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
=559&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)
Criteria Addressed From
Achievement Chart:
Knowledge/Understanding
Thinking/Inquiry
Communication
Introduction
What is the importance of the
endocrine system?
E3.1
Time Required: 75 mins
Lesson Goals
-overview of the endocrine
system anatomy (endocrine
glands)
-two types of endocrine
organs- primary and
secondary)
Lesson Outline
Half of the students are given names of the endocrine organs and
half 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 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
definition partners, diagram labeling at the front
Assessment Tool
-Anecdotal notes, observation of
student progress
-Appropriate label and definition on
diagram (rubric)
Criteria addresses from
Achievement Chart
-Labeling and definitions (Knowledge
and Understanding, communication)
-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
E3.1
E3.3
Time Required: 75 mins
Lesson Goals
-anatomy and physiology of
hypothalamus and pituitary
gland, pineal, thyroid and
parathyroid, adrenal glands,
thymus, pancreas and gonads
The Primary Endocrine System
E3.1
Lesson Outline
Students will be given out diagrams of various parts of the primary
endocrine glands. As a class, go through part and have students
label 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.
Assessment Tool
Rubrics and anecdotal notes
-observation during class discussion
of student feedback
-diagrams
-concept map
Assessment
Completion of diagrams and concept map
Criteria addressed from
Achievement Chart
-Knowledge and understanding,
Communication- discussion,
diagrams, concept map
Accommodation:
Keep in mind that students should be able to explore their
creativity in their concept maps. They can be encouraged to write
out summaries or even pictures of their own depending on their
learning style
Lesson Outline
Assessment Tool
: importance of homeostasis
E3.3
Time Required: 75 mins
Lesson Goals
-importance of homeostasis in
endocrine system
-negative feedback loops
Divide students into groups of four and present them with different
case studies regarding the feedback loops affecting hypothalamic
and 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. They should hand in their diagrams and summary of the way
the feedback works at the end of the lesson.
Assessment
-negative feedback loops
-presentation
-summary of the way the feedback works
The Secondary Endocrine
Organs
Time Required: 75 mins
Lesson Goals
-anatomy and physiology of
endocrine system- heart,
kidneys, GI tract, stomach,
small intestine, liver
-importance of homeostasis in
endocrine system
E3.1
E3.3
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.
Lesson Outline
Present students with the following video to review what they
have already studied and to lead them into study of secondary
endocrine organs. Students are given out a hand out to fill in as
they go through it.
http://www.youtube.com/watch?v=NINaidIdt4M
In groups of four, assign various roles to students and have them
(as a group) create a table for the secondary organs with their
respective hormones and functions.
Assessment
-question handouts
-group tables
Accommodations
Rubrics and anecdotal notes
-negative feedback loop diagrams
-summaries
-presentation
Criteria addressed from
Achievement Chart
-Knowledge and Understanding,
Communication: negative feedback
loops created, summaries,
presentation Thinking/Investigationnegative feedback loops created,
summaries
Assessment Tool
Rating scale
-handout of questions
-tables created
Criteria addressed from
Achievement Chart
-Knowledge and Understandinghandout, table/chart
Communication-table/chart
Thinking and Investigation- certain
question on handout (relation of
hormones)
Application-certain questions on
handout (diseases caused in relation
Hormones: importance of
homeostasis
E3.1
E3.3
Time Required: 75 mins
Lesson Goals
-hormone interactions
-negative feedback loops
Students should be able to be creative with their tables. Encourage
visual learners to draw diagrams for example in their tables if they
need be.
to breakdown of endocrine system)
Lesson Outline
Present students with an article on pituitary adenomas. After
reading 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 systems in relation to this disease in front of the class.
http://www.irsa.org/pituitary_tumors.html
Assessment Tool
Anecdotal notes and rating scale on
their brainstorming, presentation and
findings presented
Assessment
-brainstorming points
-presentation with feedback loops and findings in relation to
pituitary 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.
Clinical Connections Activity
Time Required: 75 mins
Lesson Goals
-Endocrine system regulation
of energy metabolism and
growth
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
presented with various patients. They are to research what these
patients have and diagnose the patient and provide solutions as see
fit. They will however have to clearly explain to their patients
what exactly is going wrong. They will present their summaries
Criteria addressed from
Achievement Chart
Knowledge and Understandingbrainstorming
Communication- presentation
Thinking/Investigation-brainstorming,
creating feedback loops and
corresponding explanations
Application- presentation results in
relation to pituitary adenomas
Assessment Tool
-Rubric for research reports,
presentation
-Anecdotal notes for student progress
and feedback throughout, their
research skills
Criteria addressed from
-clinical connections
-feedback loops
(speech to patients) with appropriate diagrams and feedback loops
to their class as doctors presenting their diagnoses to their patients
next class
Assessment
-explanation summary/research report
-diagrams of feedback loops
Achievement Chart
Both the research report and
presentation covers all criteria on
chart- 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
Time Required: 75 mins
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 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.
Assessment:
-Worksheets
-A concept map
Accommodation: Provide students with Post-it notes for concept
Assessment Tool:
-Rating Scale to assess worksheet
-Rubric to assess concept map
Criteria Addressed from
Achievement Chart:
-Knowledge (worksheet)
-Communication (concept map
drawn)
-Knowledge (correct placement of
components in the concept map)
map
Resource Textbook: Nelson Science, 9.1 p.412-417
The Nervous System:
Nerve Impulse/Synaptic
Transmission
Time Required: 75 mins
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
following concepts:
1. action potential and key stages: depolarization, repolarization
and 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
The Synapse
http://www.youtube.com/watch?v=PGqtwoGJUxw&feature=relat
ed
- 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
Assessment Tool:
-Rating Scale to assess oral
presentations, and flow chart.
Criteria Addressed from
Achievement Chart:
-Thinking/Investigation (Oral
Presentation and flow chart)
The Nervous System:
Central Nervous System
E3.1
Time Required: 75 mins
Lesson Goals:
-To learn about the
anatomy and function of
the central nervous
system
Lesson Outline
-Using their Nelson Science textbook pgs. 427-430 students
engage in independent reading about the CNS.
- Students then partner up with another student and create flash
cards 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/?sear
chterm=Central%20Nervous%20system and complete questions
and a case study reflection.
Assessment Tool:
-Rubric to assess case study
reflection and questions
Criteria Addressed from
Achievement Chart:
-Application (Case Study Reflection
and Questions)
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
Time Required: 75 mins
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?
- Students are asked to take notes throughout the videos:
http://www.youtube.com/watch?v=HmV2xGpBCMs&feature=rel
ated
http://www.youtube.com/watch?v=JvuugFKe1PE&feature=relate
d
- 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.
Assessment Tool:
-Anecdotal record of students’
understanding of autonomic
nervous system through KWL chart
-Rating scale for self-assessment
Criteria Addressed from
Achievement Chart:
-Knowledge (KWL chart)
-Knowledge (self-assessment)
- Students engage in a Think-Pair-Share activity during which the
teacher poses a question, allows students to think and then share
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.
The Nervous System:
Special Senses
E3.1
Time Required: 150
mins
Lesson Goals:
-To review anatomy and
physiology of the eye and
ear
Assessment:
-KWL chart to check students’ understanding of lesson concepts
-Student self-assessment of understanding of the nervous system
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.ht
ml
- 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
The Nervous System:
Effect of Drugs on the
Nervous System
E1.1
Assessment:
- Activity worksheets
- Anatomy of the eye and ear Bell ringer (to be completed at the
end of the unit)
Lesson Outline
- Students go to the school library
- Each student is assigned with a specific drug, they conduct
Assessment Tool:
-Rating scale to assess bell ringer
anatomy quiz.
- Rating scare to assess worksheets.
Criteria Addressed from
Achievement Chart:
-Knowledge (bell-ringer,
worksheets)
Assessment Tool:
-Rubric to assess Research Report
Time Required: 150
mins
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
Time Required: 75 mins
Culminating Task
Time Required: 225
mins
Unit Test
Time Required: 75 mins
research on the effects of this drug on the human nervous system
- Students write a research report summarizing their findings
Assessment:
- Research report
Anatomy of the eye and the ear.
Criteria Addressed from
Achievement Chart:
-Thinking/Investigation (Research
Report)