Author
Lesson Title
Grade Level
Lesson Source
(if not original)
Objectives
What should the
students know as a
result of this lesson?
What should students
be able to do as a
result of this lesson?
Materials Needed
Clara Short and Susan DeVries
Endocrine System
11-12
Heath Biology: Laboratory Investigations. R. Thompson, S. A.
Braun, J. A. Young, J. Pulley, Eds. Copyright 1991. D. C. Heath
and Company.
Applied Anatomy and Physiology: A Case Study Approach. B. R.
Schmaefsky. Copyright 2007. Paradigm Publishing, Inc.
Hole’s Essentials of Human Anatomy and Physiology, 7th Edition.
D. Shier, J. Butler, R. Lewis. McGraw Hill. Copyright 2000.
1. Apply inquiry-based and problem-solving processes and skills to
scientific investigations
− Use current technologies, such as CD-ROM, DVD,
Internet, and on-line data search to explore current
research related to a specific topic (DOK 3)
− Collect, analyze, and draw conclusions from data to
create a formal presentation using available
technology (e.g., computers, calculators,
Smartboard, CBL’s, etc.) (DOK 3)
2. Demonstrate an understanding of the structure, functions, and
relationships of the body systems.
− Distinguish the location, structure, and functions of
the endocrine glands (DOK 1)
a. Major endocrine glands
b. Function of each endocrine gland and
the various hormones they generate by
each
c. Negative feedback mechanisms that
regulate hormonal secretions
− Research common disorders or diseases of the
endocrine system and assess the unique problems
associated with diagnoses and treatments (DOK 3)
The student will understand: structure and function of major
hormones, relative locations of major endocrine glands within the
human body, the importance of hormones for maintaining
homeostasis, how to calculate heart rate, and diseases/disorders
associated with the endocrine system.
The student should be able to: identify major endocrine glands
within the body, describe relationships between hormones and
homeostasis, perform calculations to determine heart rate, use
appropriate microscope techniques, conduct research with multiple
resources (e.g., Internet, reference books, etc.).
Live Daphnia culture, beakers, distilled water, adrenaline solution,
digital timer, cotton, microscope, lens paper, microscope slides
(depression), disposable pipettes, paper towels, surgical gloves, lab
report, textbooks, library access, Internet, computers
Procedures
(Learning Cycle)
Engagement
Part I (1 Class Period): This lesson begins with a brief class
discussion concerning the “fight of flight” response. Discuss with
students what controls that response and give a brief explanation of
what “adrenaline” is and does. This will allow for an introduction
into the endocrine system.
Remind students that we cannot observe the impact of adrenaline
on humans within a high school classroom, but we can observe the
impact on other organisms. Introduce Daphnia—what type of
organism, where is it found, what it looks like, etc. Inform students
they will be exploring the impact of adrenaline on the heartrate of
Daphnia. Ask them to predict the outcome. Students will then
observe and calculate the average heartrate of Daphnia with and
without adrenaline. Students will determine if application of the
hormone, adrenaline, increases or decreases heartrate in Daphnia.
Lab Procedure: Data Collection
(Groups of two students suggested)
1. Obtain protective gloves, a depression microscope slide, and a
small piece of cotton.
2. Place 1 Daphnia on the slide.
3. Place the slide on microscope and observe the Daphnia under
low power. If need to immobilize Daphnia, use cotton to absorb
some of the water within the depression.
4. Locate the heart of the organism.
5. Determine the heartrate of Daphnia by starting a digital timer
and recording the time required to observe 20 heartbeats.
6. Repeat step 5 three times and calculate an average heartbeat. To
avoid exposing Daphnia to extreme heat and light (which could
impact results), heartbeats should be counted as quickly as possible.
This will yield the average heartrate of a Daphnia NOT exposed to
adrenaline.
7. To determine the influence of adrenaline on Daphnia’s heartrate,
repeat steps 3 and 4 and add 1-2 drops of adrenaline solution to
depression on the slide.
8. Repeat step 6 to determine the heartrate of Daphnia EXPOSED
to adrenaline.
Assessment: Students should develop their own data tables and
post data as a class on the board.
Part II (2-3 Class Periods): Upon completion of the lab exercise,
remind students of the levels of organization of life. Inform them
of the general characteristics of the endocrine system through the
use of notes, lecture, and diagrams. Stress structure (peptide or
steroid), function, and major hormones produced by the: pituitary
(anterior and posterior), adrenals, thyroid, pancreas, thymus and
gonads (ovaries and testes). Explain the difference between
positive and negative feedback loops. Inform students of the
impact hormones have upon human health (e.g. stress, glucose
Explore
Explain
(Oral Presentation)
Elaborate
(Classroom Question
and Answer Period)
Evaluate
(Overall Presentation
Score)
Evaluate
regulation, calcium balance, etc.).
Part II Continued (2-3 Class Periods for Research/1-2 Class
Periods for Presentations): Have students select a hormone from
a prepared list to research and present in a PowerPoint presentation.
Students should research their selected hormone using multiple
resources (Internet, books, journals, etc.) at the school library
during class. Instructors should be available to provide guidance
and assistance as needed. Give students a grading rubric before
allowing them to begin and give an opportunity to ask questions.
Students should address the following topics:
1. Title slide
Include: Your name, teacher, class period, and date.
2. Function of hormone
Include: What does it do?
3. Structure of hormone
Include: Is it a protein (peptide) or steroid hormone? Include: A
picture of the molecule.
4. Point of production
Include: Where is the hormone produced in the body? What
organs or tissues produce it?
5. Role of other hormones
Include: What other hormones influence the production of the
hormone?
6. Impact
Include: What does the hormone stimulate? What does it cause to
happen?
7. Organs impacted
Include: What organ/organs does the hormone impact?
8. Problems
Include: What happens to the body if the hormone is missing or in
surplus?
9. Chemical regulation
Include: Can the hormone be regulated with chemicals (drugs)?
10. Disease/disorders
Include: Determine if there are any known diseases or disorders
associated with the hormone.
Assessment: Upon incorporating research into a PowerPoint
presentation, students should disseminate findings to their
classmates through a 10 minute oral presentation. Audience
members should take notes (3 statements) on each presentation and
be encouraged to ask questions of each presenter. The student’s
degree of clarity and professionalism will be assessed and included
in an overall assessment of the project. The student’s research paper
will be formally evaluated through guidelines established by a
grading rubric.
After concluding presentations, students should be given a brief
(Exam)
review session during the following class period and administered
an exam.