Unit Plan: Homeostasis
Lesson
(Title and topic)
1. Introduction to
Homeostasis (60 mins)
Lesson Goals:
-To define homeostasis
-To determine the
importance of
homeostasis
-To learn about
feedback loops
-To define
thermoregulation
2. The Urinary System:
Anatomy, Formation of
Urine (60 mins)
Lesson Goals:
-To learn about the
anatomy of the urinary
system
- To learn how the
kidney filters blood to
create urine
Course: SBI 4U
Expectation
Codes
E2.2
E3.3
E3.1
Written by: Rebecca Lostracco, Hina Sardar, Vonnetta Clarke-Hart
Lesson Strategy and Assessment
Evaluation including
criteria addressed from
Achievement Chart
Lesson Strategy:
-Introduce the topic Homeostasis by having the students
complete a KWL using the prompt “The Body’s Response to
Exercise.” After the lesson, have the students fill in the “L”
(What they learned) section of their 3T Chart.
-Read textbook (Nelson) pgs. 334-336 (Homeostasis and
Feedback) as a whole class. Discuss thermostat example.
-Have students complete a Think, Pair, Share about the body’s
response to heat stress/cold stress.
-Rd textbook (Nelson) pgs. 338-340 (Thermoregulation)
Assessment:
-Have students create their own real-world example of a
feedback loop using a flowchart.
-Have students complete a RAFT for the prompt “Drugs such
as ecstasy interfere with the feedback mechanism that helps
maintain a constant body temperature. Explain why these
drugs are dangerous.” (Nelson pg 341) (Differentiated
instruction-students pick perspective, audience, format)
Assessment Tool:
-Rating Scale to evaluate
feedback loop flowchart
-Rubric to assess journal
response
Lesson Strategy:
Assessment Tool:
-Anecdotal Record of student’s
response in conference
-Students will explore the anatomy of the urinary system and
nephron (units of the kidney) by viewing the diagram provided
-Students can explore gizmo for urinary system to reinforce
learning -Students will create a flow chart to show the path of
fluids through the kidney
-Choice board: Read (Nelson) pgs. 349-351 (Formation of
Urine) independently, or watch video demonstration
Assessment:
-Student-teacher conference given the prompt, “Athletes now
undergo random urine testing for drugs. From your knowledge
of excretion, describe the pathway of substances such as
drugs through the urinary system, from the time they enter
the glomerulus until they are excreted in the urine.”
Criteria Addressed from
Achievement Chart:
-Thinking/Investigation
(Flowchart)
-Application, Communication
(Response Journal)
Criteria Addressed from
Achievement Chart:
-Knowledge, Communication
(Conference)
3. The Urinary System:
Water Balance and
Kidney Disease
(120 mins)
Lesson Goals:
-To understand how the
kidney participates in
the maintenance of
water balance
-To study symptoms and
consequences of kidney
disease
4. The Urinary System:
Analyzing Urine
Laboratory
Investigation: Diagnosis
of Kidney Disorders’
(120 mins)
Lesson Goals:
-To investigate urine
samples to determine
possible kidney disease
E3.3
E2.3
Lesson Strategy:
-Teacher will explain “Regulating ADH Figure”
-Have students work in groups and create a flowchart to show
why the release of ADH is a negative feedback mechanism.
-Show video on kidney stone to introduce topic of kidney
disease (Found at http://www.youtube.com/watch?v=16ewFJ-iQtw)
-Students will make summary notes on various kidney diseases
(Diabetes Mellitus, Diabetes Insipidus, Bright’s Disease,
Kidney Stones)
Accommodation: Students record audio summaries
Assessment:
Explore an Issue: Debate: Xenotransplants (Nelson pg 360)
-Students will debate the following prompt in groups (for and
against): “The government should allow xenotransplants in
Canada.” Groups will be assigned to a position that they must
defend. They will search for information in newspapers,
periodicals, and on the Internet.
Assessment Tool:
-Checklist to assess
arguments/oral communication in
debate
Lesson Strategy:
-Students complete laboratory (Nelson pg 364-365) in pairs
-Benedict’s solution will be used in this lab to detect glucose in
urine.
Assessment: (Nelson pg 365)
-Students will write up a formal lab report in groups. Students
must answer the following questions in their Analysis:
(a) Which sample indicates diabetes mellitus? Why?
(b) Which sample indicates diabetes insipidus? Why?
(c) Which sample indicates Bright’s disease? Why?
(d) Which sample indicates a loss of body water while
exercising? Why?
(e) What are the recommended treatments for diabetes
mellitus and diabetes insipidus?
(f) Why is Bright’s disease difficult to treat?
Assessment Tool:
-Rating scale to assess separate
section of lab report
Criteria Addressed from
Achievement Chart:
-Application, Communication
(Debate)
Criteria Addressed from
Achievement Chart:
-Thinking/Investigation,
Communication (Lab Report)
5. The Endocrine
System: Chemical
Control Systemshormones (60 mins)
Lesson Goals:
-To understand what a
hormone is
-To learn about the
classes of hormones
-To understand how
hormones act
-To understand a
hormonal axis
E2.1
E3.3
Lesson Strategy:
Lecture/Discussion
-Begin by reviewing the fact that the body is built up of
different systems that somehow need to communicate to each
other. Parallel that to a factory that may have different
departments that are trying to work together to put out a
product.
-How is communication achieved in the human body? Teacher
will touch on anatomy here – what system travels extensively
throughout the whole of the human body? How would the
human body make use of that system as a communication
pathway?
-Show the following videos that demonstrate the following
concepts:
Introduction to glands of endocrine system
(http://www.learnerstv.com/animation/animation.php?ani=240
&cat=biology)
Mechanism of steroid action (http://highered.mcgrawhill.com/sites/0072507470/student_view0/chapter18/animati
on__mechanism_of_steroid_hormone_action__quiz_1_.html)
Mechanism of protein hormone action
(http://pharmamotion.com.ar/epinephrine-adrenalinemechanism-of-action-animation-showing-the-signaltransduction-process/)
Assessment:
-Students will make a T-chart to organize the different
classes of hormones (steroid, protein), determining the
difference between each class, and giving examples of
hormones for each class.
-Students will also create a T-chart to summarize the
pituitary hormones, using the following as headings: the
hormones, the target, and the primary function
Accommodation: Students do a word sort into categories
already created for them on a table
Assessment Tool:
-Checklist to assess T-Charts
Criteria Addressed from
Achievement Chart:
-Knowledge (T-Charts)
6. The Endocrine
System: Stress
Response and Blood
Sugar Regulation
(60 mins)
Lesson Goals:
-To learn about the
regulation of blood sugar
in the body
-To learn about stress
response (adrenal
glands)
7. The Endocrine
System: Urinalysis of
Diabetic Patients
Laboratory
Investigation:
Identification of
Hyperglycemia
(120 mins)
Lesson Goals:
- To identify
hyperglycemia diabetes
using urinalysis
Lesson Strategy:
E3.3
E2.4
-As a class, brainstorm things students know about the topic
“Diabetes” using a mind map.
- Discuss the “flight or fight” response by asking students how
they feel in stressful situations and why such a response is
necessary in living things.
-Lab Investigation: (Nelson pg 401) “Effects of Hormones on
Blood Sugar"
-Students work in pairs to investigate blood sugar levels of a
person with diabetes mellitus and a person without that were
monitored over a 12hr period (analyze graph).
Assessment:
-Students answer accompanying lab questions:
(a) Which hormone did Bill receive at the time labeled X? Provide
reasons for your answer.
(b)What might have happened to Bill’s blood sugar level if
hormone X had not been injected?
(c) Explain what happened at time W for Bill and Farzin.
(d) Why do Bill and Farzin respond differently to varying levels of
blood sugar?
Lesson Strategy:
-Students will complete the experiment in pairs
-Students will use simulated urine samples to determine how
urinalysis is used to identify hyperglycemia
Assessment:
-Lab Questions and Answers: Students will reflect on the lab by
answering the following questions: (Nelson pg 400)
(a) Which subjects could have diabetes?
(b) Could there be any other reason for a positive test?
(c) Describe any difficulties you had carrying out the lab.
(d) Today, people with diabetes test their blood to monitor sugar
levels. Explain why blood tests are preferred for people with
diabetes.
(e) Why is insulin not taken orally?
(f) Explain why people with diabetes experience the following
symptoms: low energy levels, large volumes of urine, the presence
of acetone on breath, and acidosis (blood ph low).
(g) How might you help someone who has taken too much insulin?
Assessment Tool:
-Rubric to assess lab questions
and answers
Criteria Addressed from
Achievement Chart:
-Knowledge,
Thinking/Investigation,
Communication, Application (Lab
questions and answers)
Assessment Tool:
-Rubric to assess lab questions
and answers
Criteria Addressed from
Achievement Chart:
-Knowledge,
Thinking/Investigation,
Communication, Application (Lab
questions and answers)
8. The Endocrine
System: Hormones that
Affect Metabolism
(60 mins)
Lesson Goals:
-To explore the
hormones of the thyroid
gland and parathyroid
glands
-To learn about calcium
balance, and growth
hormone
9. The Endocrine
System: Reproductive
Hormones (60 mins)
Lesson Goals:
-To learn about the
reproductive hormones
in males and females
-To understand the
effect of reproductive
hormones on the body
E3.3
Lesson Strategy:
-Students will be asked to look up the definition of metabolism.
Students will discuss the difference between a high metabolic rate
and low metabolic rate.
-Students read Case study on thyroid hormone “A Young Woman’s
On-Again, Off-Again Pain has an Unexpected Origin”
http://discovermagazine.com/2004/feb/vitalsigns/?searchterm=A%20Young%20Woman%E2%80%99s%20OnAgain,%20OffAgain%20Pain%20has%20an%20Unexpected%20Origin
-Students should relate case study to how stress puts body into
state of constant stress response leading to heart disease and
stroke. Students answer accompanying questions.
Assessment:
-Students will complete videotaped problem-solving sessions
regarding the diagnosis of diseases linked to the thyroid gland, or
parathyroid gland
E1.2
E3.2
Lesson Strategy:
-Students will draw and label diagrams of female and male
reproductive systems in groups. Be creative-they will be hung up.
-Students will show how the regulation of FSH and LH is negative
feedback using a flowchart. -Read Case study about Bisphenol A.
Assessment Tool:
-Anecdotal record of videotaped problem solving session
Criteria Addressed from
Achievement Chart:
-Application, Communication
(video-taped problem solving:
diagnosis)
Assessment Tool:
-Rubric to assess opinion paper
http://discovermagazine.com/2008/may/18-the-dirty-truth-aboutplastic/?searchterm=the%20dirty%20truth%20about%20plastics
Use case study as a stepping point for generating discussion on the
topic. Important things to consider in the discussion are:






The toxicity of BPA is not in question
Like all substances BPA has a specific threshold concentration in
biological systems that causes toxicity.
Much of the media has concentrated on BPA’s toxicity – but the
more important question is whether or not BPA levels can reach
toxic concentrations
Can leaching of BPA occur during normal use of everyday
plastics?
Is the science conclusive about this?
Are the media/regulatory groups scaring the public for no
reason? Are they not protecting the public?
Assessment:
-Students will write an opinion paper using the following prompts:
How are other companies capitalizing on this? (Think metal-based
water bottles -is there a guarantee that metal water bottles are
safer? Do consumers know the difference between aluminum and
stainless steel? Are BPA free plastic water bottles that are coming
on the market guaranteed to be any better?)
Criteria Addressed from
Achievement Chart:
-Application, Communication
(opinion paper)
10. The Importance of
the Nervous System
(60 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
11. The Nervous System:
Nerve Impulse/Synaptic
Transmission
(60 mins)
Lesson Goals:
-To learn how signals are
sent along nerves
-To learn how nerves
affect tissues like
muscles
E3.1
E2.1
E3.1
Lesson Strategy:
-Give a handout on the organization of the nervous system.
-Students research in small groups of 4 and present on the
topic along with diagram of the anatomy of a single nerve cell
-Refer to the simulation of the nervous system to learn about
nervous system and basis of a neural circuit
http://www.yteach.co.uk/ (search for homeostasis and click on
nervous system).
-Students can try initiating the knee jerk reflex.
See: http://www.wisconline.com/objects/index_tj.asp?objID=AP11704
-Can simulate the nervous system by relating the organization
to a system where messengers carry messages from a head
office to a field office.
Assessment:
-Students will create a t-chart describing the functions of the
following terms: neuron, sensory neuron, interneuron, motor
neuron, dendrite, axon, myelin sheath, nodes of Ranvier,
neurillemma, reflex arc
-Students will also create a concept map to summarize the
organization of the nervous system
Accommodation: Provide students with Post-it notes for
concept map
Lesson Strategy:
-Lay out few different resources students can use i.e.
textbooks, articles, computers, library usage and divide the
class in 4 groups. Two groups educate themselves on how
signals are sent. Other groups learn about how nerves affect
tissues.
-Teacher shows video of Voltage gated ion channels and AP:
http://highered.mcgrawhill.com/sites/0072943696/student_view0/chapter8/animatio
n__voltagegated_channels_and_the_action_potential__quiz_1_.html
Assessment:
-Students create presentations on the topic, and design one
worksheet or assessment questions for the class.
Assessment Tool:
-Rating Scale to assess T-chart
-Rubric to assess concept map
Criteria Addressed from
Achievement Chart:
-Knowledge (T-chart)
-Communication (concept map
drawn)
-Knowledge (correct placement
of components in the concept
map)
Assessment Tool:
-Rating Scale to assess oral
presentations, and usefulness of
worksheet
Criteria Addressed from
Achievement Chart:
-Thinking/Investigation (Oral
Presentation and Worksheets)
12. The Nervous System:
Central Nervous System
(60 mins)
Lesson Goals:
-To learn about the
anatomy and function of
the central nervous
system
13. The Nervous System:
Autonomic Nervous
System (60 mins)
Lesson Goals:
-To learn about the
autonomic nervous
system
Lesson Strategy:
E3.1
-Refer to the textbook (Nelson) pgs. 427-430 to individually
read about the Central Nervous System. Prepare flash cards
to help learn vocabulary, structure, and functions.
-Pair up with a partner and quiz each other.
-Label a diagram on the anatomy of the central nervous system
and write a brief description on the various functions.
Assessment Tool:
-Rubric to assess case study
questions
Assessment:
E3.1
-Students read Case study “Encephalitis- Yet another
mysterious disease that masquerades as the flu”
http://discovermagazine.com/2002/jan/featvital/?searchter
m=Encephalitis%20Yet%20another%20mysterious%20disease
%20that%20masquerades%20as%20the%20flu
and Case study “ALS-or Lou Gehrig’s disease- A Patient’s
History Evokes Dread as a Physician Begins to Probe”
http://discovermagazine.com/2005/apr/vitalsigns/?searchter
m=A%20patient%27s%20history%20evokes%20dread%20as%
20a%20physician%20begins%20to%20probe and answer
accompanying questions
-Students write a short quiz on the anatomy and functions of
the central nervous system
Criteria Addressed from
Achievement Chart:
-Application (Case Study
Questions)
Lesson Strategy:
Assessment Tool:
-Anecdotal record of students’
understanding of autonomic
nervous system through KWL
chart
-Rating scale for selfassessment
-View the videos at
http://www.youtube.com/watch?v=HmV2xGpBCMs&feature=re
lated
http://www.youtube.com/watch?v=JvuugFKe1PE&feature=relat
ed
- Write down notes while watching the video. Fill out a KWL
chart what you know thus far about the nervous system, what
you learned during the video, and reflection on what you
learned after the video.
-Have a teacher lead general discussion on main concepts
about the autonomic nervous system and take up questions
Assessment:
-KWL chart to check students’ understanding of lesson
concepts
-Self-assessment of understanding of the nervous system
Criteria Addressed from
Achievement Chart:
-Knowledge (KWL chart)
-Knowledge (self-assessment)
14. The Nervous System:
Special Senses
(120 mins)
Lesson Goals:
-To review anatomy and
physiology of the eye
and ear
15. The Nervous System:
Effect of Drugs on the
Nervous System
(120 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
16. Unit Test
17. Bell Ringer Activity
E3.1
E1.1
Lesson Strategy:
-Refer to the teacher provided handout on the special senses.
Analyze the diagram showing the anatomy of eye and ear.
-Lab- Virtual dissection of eye. Found at:
http://www.eschoolonline.com/company/examples/eye/eyediss
ect.html
-Watch cow’s eye dissection. Found at:
http://www.exploratorium.edu/learning_studio/cow_eye/step
01.html
-Students will work cooperatively in groups to perform the
dissection
-Students will draw a labeled diagram showing the anatomy of
the eye
Assessment: (to be completed at the end of the unit)
-Bell ringer to check students’ knowledge of anatomy of eye
Lesson Strategy:
-Students conduct their own research to find a case study
dealing with the effect of a drug on the nervous system.
Assessment:
-Students will write a research report summarizing their
findings. Possible topics might include:
How do certain classes of drugs help with neurotransmission in
the brain? How do common antidepressants work? Why should
people, especially young people, be carefully monitored when on
such medications? What are the possible side effects of
drugs used to lower cholesterol?
Unit Test: Homeostasis: The Urinary System, The Endocrine
System, The Nervous System
Anatomy of the eye
Assessment Tool:
-Rating scale to assess bell
ringer anatomy quiz
Criteria Addressed from
Achievement Chart:
-Knowledge (bell-ringer)
Assessment Tool:
-Rubric to assess Research
Report
Criteria Addressed from
Achievement Chart:
-Thinking/Investigation
(Research Report)
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
References:
Thomson Nelson Limited. (2003). Biology 12. Toronto, Ontario: Author.