Foundation scheme of work
Biology – Homeostasis and response
This resource provides guidance for teaching the Homeostasis and response topic from our new GCSE in Biology. It is based on the draft GCSE
Combined Science: Trilogy specification (8464), and is likely to be revised on accreditation of the final specification. These revisions will be published
on the website after accreditation.
The scheme of work is designed to be a flexible term plan for teaching content and development of the skills that will be assessed.
It is provided in Word format to help you create your own teaching plan – you can edit and customise it according to your needs. This scheme of work
is not exhaustive, it only suggests activities and resources you could find useful in your teaching.
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4.5 Homeostasis and response
4.5.1 Homeostasis
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4.5.1.1
Importance of
homeostasis
Homeostasis is the
regulation of the internal
conditions of a cell or
organism to maintain
optimum conditions for
function in response to
internal and external
changes.
Students should be able to
explain the importance of
homeostasis in maintaining
optimal conditions for
enzyme action and all cell
functions.
In the human body, these
include control of:
•
•
blood glucose
concentration
body temperature
1
Define homeostasis.
Recall the ideal temperature that
human enzymes work at and
discuss what happens to
enzymes when they get too hot.
Discuss how a fever affects
microbial infection and how
students feel when they have a
temperature.
Describe the changes that occur
in blood vessel diameter, skin
colour and position of hairs
when the core body temperature
changes.
Describe how the brain monitors
temperature of the blood (and
how what you feel does not
necessarily reflect the blood
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Students can investigate the
difference in sensation of
tepid water after one hand
has been in hot water and
one hand has been in ice cold
water.
Examine thermal images of
different objects (including
reptiles and mammals)
•
•
•
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Veterinary Thermal
Imaging Ltd: Veterinary
thermal imaging gallery
PASS: six amazing things
you didn't know about
thermal cameras
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(hours)
Opportunities to develop
scientific communication
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Opportunities to develop
and apply practical and
enquiry skills
Self/peer
assessment
opportunities and
resources
Reference to past
questions that
indicate success
•
4.5.1.1
Control systems
These automatic control
systems may involve
nervous responses or
chemical responses.
All control systems include:
•
•

temperature).
water levels.
cells called receptors,
which detect stimuli
(changes in the
environment)
coordination centres
(such as the brain,
spinal cord and
pancreas) that receive
and process
information from
receptors
effectors, muscles or
glands, which bring
about responses which
restore optimum levels.
1
Define receptors, coordinators
and effectors.
Describe the processes that
occur without thinking in the
body, including breathing rate
and pupil size reaction.
Describe how the brain monitors
blood carbon dioxide levels and
link this to how CPR works to
raise CO2 levels and initiate the
breathing response.
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Investigate the responses that
occur when students hold
their breath.
Investigate how the pupil
changes size in different light
levels.
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4.5.2 The human nervous system
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scientific communication
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and apply practical and
enquiry skills
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4.5.2.1
Structure and
function
The structure of the
nervous system is adapted
to its functions.
The nervous system
enables humans to react to
their surroundings and to
coordinate their behaviour.
Information from receptors
passes along cells
(neurones) as electrical
impulses to the central
nervous system (CNS). The
CNS is the brain and spinal
cord. The CNS coordinates
the response of effectors
which may be muscles
contracting or glands
secreting hormones.
1
Label a diagram of the human
nervous system.
Label a diagram of a sensory
and a motor neurone.
Colour in various sections of a
diagram of a brain to reflect
what the different parts do.
The events leading to a nonreflex response go in the
following order:
•
•
•
•
•
stimulus
receptor
coordinator
effector
response.
Examine MRI images of brains
with tumours or disease to
identify what the person may
struggle to do.
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Students can use hair grips or
bent wire to investigate where
they have many touch
receptors on the skin surface.
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Students can alternate
between touching one and
two prongs on the hand of a
blindfolded pupil.
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Spec
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Summary of the
specification
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Learning outcomes
What most candidates
should be able to do
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(hours)
Opportunities to develop
scientific communication
skills
Opportunities to develop
and apply practical and
enquiry skills
Self/peer
assessment
opportunities and
resources
Reference to past
questions that
indicate success
4.5.2.1
The reflex arc
Students should be able to
explain how the various
structures in a reflex arc
relate to their function and
understand why reflex
actions are important.
Reflex actions are
automatic and rapid; they
do not involve the
conscious part of the brain.
Students should
understand the following
points about a simple reflex
action such as a pain
withdrawal reflex:
•
•
1
Describe reflex actions and how
they work to protect the body.
Demonstrate different
reflexes:
Label a flow diagram of a reflex
arc.
•
Describe the method used to
test reaction times and how they
might be affected by different
drugs or situations.
Label a diagram of a synapse
and describe how
neurotransmitters work.
Discuss how certain drugs and
poisons inhibit or overstimulate
the synaptic response.
impulses from a
receptor pass along a
sensory neurone to the
CNS
at a junction (synapse)
between a sensory
neurone and a relay
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•
•
•
the salivary response to
peeling an orange
the knee jerk reflex
an insect or ball flying
towards the eye causing
the blink response
a flinch when a ruler is
slapped loudly on a desk.
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Synaptic tag
In the playground or a large
space, draw a chalk diagram
of the ends of an axon and
dendrite.
Some students can be
neurotransmitters trying to
cross the gap between axons
and dendrites without being
caught and sent back to the
axon by enzymes (the
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Spec
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•
•
neurone in the CNS, a
chemical is released
that causes an impulse
to be sent along a relay
neurone
a chemical is then
released at the
synapse between a
relay neurone and
motor neurone in the
CNS, causing impulses
to be sent along a
motor neurone to the
effector
the effector is usually a
muscle, in this case to
withdraw the limb from
the source of pain.
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catchers) in the gap.
Required practical 4:
investigate the effect of a
factor on human reaction
time.
Use reaction rulers to
investigate the difference
between visual, auditory and
tactile cues (pupil to catch the
ruler when they see it
released; then blindfolded and
catch it when they hear the
word release, and finally
catch it as their shoulder is
touched for its release). This
is very similar to the activity in
Physics unit 6.1.4.3.1 on
Stopping distances.
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4.5.3 Hormonal coordination in humans
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4.5.3.1
Human endocrine
system
The endocrine system is
composed of glands which
secrete hormones directly
into the blood stream.
Hormones are large
chemical molecules. The
blood carries the hormone
to a target organ where it
produces an effect.
1
Define the words secrete, gland,
hormone and excrete.
Label a diagram of the
endocrine system.
Link hormones with the
responses they bring about.
Compare and contrast the
endocrine and nervous system.
Compared to the nervous
system the effects are
slower but act for longer.
The pituitary gland in the
brain is a ‘master gland’
which secretes several
hormones into the blood in
response to body
conditions.
These hormones in turn act
on other glands to stimulate
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Demonstrate how glands
work using water squeezed
from a sponge. The porous
parts of the sponge are the
ducts of a gland (like sweat
glands).
Students role play being
hormones travelling in the
body to correct receptor.
Use ‘puzzle pairs’ and ask
students to find the correct
partner for their
hormone/response.
Receptors remain still and
hormones travel through the
class looking for their match.
Once they have found their
match, they must perform the
action written across the back
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other hormones to be
released to bring about
effects.
of both puzzle pieces.
Students should be able to
identify the position of the
following on a diagram of
the human body:
•
•
•
•
•
•
4.5.3.2
Control of blood
glucose
concentration
pituitary gland
pancreas
thyroid
adrenal gland
ovary
testes.
Blood glucose
concentration is monitored
and controlled by the
pancreas. If the blood
glucose concentration is
too high, the pancreas
produces the hormone
insulin that causes glucose
to move from the blood into
1
Recall the need for glucose in
respiration.
Draw a flow diagram to show
how blood glucose is controlled
in the pancreas.
Describe diabetes and what
happens when blood sugar is no
longer regulated by insulin.
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Give students cards with the
names of the hormones,
glucose and glycogen. In
pairs, students can ‘respond’
to different scenarios of high
or low glucose levels by
showing which hormone is
released and the resulting
levels of blood glucose.
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(hours)
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scientific communication
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Opportunities to develop
and apply practical and
enquiry skills
Self/peer
assessment
opportunities and
resources
Reference to past
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indicate success
the cells. In liver and
muscle cells excess
glucose is converted to
glycogen for storage.
Draw graphs to compare how
glucose is regulated in a diabetic
compared to a non-diabetic
person.
Students should be able to
explain how insulin controls
blood glucose (sugar)
levels in the body.
Describe Type 1 and Type 2
diabetes and compare the
disorders and how they are
treated.
Type 1 diabetes is a
disorder in which the
pancreas fails to produce
sufficient insulin. It is
characterised by
uncontrolled high blood
glucose levels and is
normally treated with insulin
injections.
Examine graphs to show the rise
of diabetes and the relationship
with obesity. Describe ways to
reduce the risk of diabetes.
In Type 2 diabetes the body
cells no longer respond to
insulin produced by the
pancreas. A carbohydrate
controlled diet and an
Examine food and drink labels
commonly consumed by
students to identify the
amount of sugar in different
foods.
Q13W.Y2F.05
Q13S.3F.04
Students measure out the
amount of sugar found in two
different foods into beakers
and put into a class display.
Students make a visual display
to present the information they
have found out about sugar in
foods and its links to a risk of
diabetes, including a
comparison of the two types of
diabetes.
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ref.
Summary of the
specification
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Learning outcomes
What most candidates
should be able to do
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d timing
(hours)
Opportunities to develop
scientific communication
skills
Opportunities to develop
and apply practical and
enquiry skills
Self/peer
assessment
opportunities and
resources
Reference to past
questions that
indicate success
exercise regime are
common treatments.
Obesity is a risk factor for
Type 2 diabetes. Students
should be able to compare
Type 1 and Type 2
diabetes and explain how
they can be treated.
4.5.3.3
Maintaining water
and nitrogen
balance in the body
Water leaves the body via
the lungs during exhalation.
Describe how water is controlled
in the body.
Dissect a kidney and examine
its structure.
Water, ions and urea are
lost from the skin in sweat.
Draw a diagram to illustrate how
the kidney works as a filter.
There is no control over
water, ion or urea loss by
the lungs or skin.
Describe how some substances
need to be reabsorbed because
they are small enough to fit
through the filter holes.
Model the kidney by using red
glitter (red blood cells) in
yellow dyed sugar water
(glucose in plasma) and sand
(large molecules such as
amino acids) pouring through
an filter paper in a funnel
(kidney) into a beaker
(bladder).
Excess water, ions and
urea are removed via the
kidneys in the urine.
If body cells lose or gain
too much water by osmosis
they do not function
1
Describe how the kidney dialysis
machine works and label a
diagram to show how osmosis is
used to keep concentrations
equal.
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Investigate the quantity of
urine produced if a person is
dehydrated compared to
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efficiently.
The kidneys produce urine
by filtration of the blood and
selective reabsorption of
useful substances such as
glucose, some ions and
water.
Compare the advantages and
disadvantages of treating organ
failure by a dialysis machine
with having an organ transplant.
Knowledge of other parts of
the urinary system, the
structure of the kidney and
the structure of a nephron
is not required.
hydrated.
QSP.3F.05
Students can investigate
different ‘urines’ (dyed water)
to determine different kidney
problems (coloured water with
added glucose, protein, dark
coloured for dehydration) and
diagnose the different kidney
problems.
People who suffer from
kidney failure may be
treated by organ transplant
or by using kidney dialysis.
Students should know the
basic principles of the
operation of a dialysis
machine.
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Spec
ref.
Summary of the
specification
content
Learning outcomes
What most candidates
should be able to do
Suggeste
d timing
(hours)
Opportunities to develop
scientific communication
skills
Opportunities to develop
and apply practical and
enquiry skills
Self/peer
assessment
opportunities and
resources
Reference to past
questions that
indicate success
4.5.3.4
Hormones in
human
reproduction
Students should be able to
describe the roles of
hormones in human
reproduction, including the
menstrual cycle.
1
Label diagrams of male and
female changes at puberty (links
with PHSE).
Label the male reproductive
tract.
During puberty reproductive
hormones cause secondary
sex characteristics to
develop.
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Describe the main reproductive
hormones in males and females,
where they are secreted from
and what they do.
Testosterone is the main
male reproductive hormone
produced by the testes and
it stimulates sperm
production.
4.5.3.4
Female
reproductive
hormones
Oestrogen is the main
female reproductive
hormone produced in the
ovary. At puberty eggs
begin to mature and one is
released approximately
every 28 days. This is
1
Label a female reproductive
tract.
Define menstruation, menstrual
cycle, ovulation.
Describe the actions of the
different female hormones.
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d timing
(hours)
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scientific communication
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and apply practical and
enquiry skills
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assessment
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called ovulation.
Label a flow diagram to show
what happens to the female
reproductive system during the
menstrual month as different
hormones are secreted.
Several hormones are
involved in the menstrual
cycle of a woman.
•
•
•
4.5.3.5
Contraception
Follicle stimulating
hormone (FSH) causes
maturation of an egg in
the ovary
Luteinising hormone
(LH) stimulates the
release of the egg
Oestrogen and
progesterone are
involved in maintaining
the uterus lining.
Students should be able to
evaluate the different
hormonal and nonhormonal methods of
contraception.
Fertility can be controlled
by a variety of hormonal
Q12W1H04
Q13W.1H.02
Q10WY1H07
QCJ98H1.7A
Interpret a graph of different
hormones and their effects on
each other. Use the graph to
indicate when during the 28
days, a girl could get pregnant
or menstruation starts.
1
Define fertilisation.
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Describe different methods of
contraception and how they
prevent fertilisation.
GCSE Biology
Examine data on the reliability of
the different forms of
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d timing
(hours)
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scientific communication
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and apply practical and
enquiry skills
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assessment
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Reference to past
questions that
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and non-hormonal methods
of contraception.
These include:
•
•
•
•
oral contraceptives that
contain hormones to
inhibit FSH production
so that no eggs mature
injection, implant or
skin patch of slow
release progesterone to
inhibit the maturation
and release of eggs for
a number of months or
years
barrier methods such
as condoms and
diaphragms which
prevent the sperm
reaching an egg
intrauterine devices
which prevent the
implantation of an
contraception ie:
Q12WY1H09
NHS – How effective is
contraception at preventing
pregnancy?
GCSE Science A
QK13S5H03
Center for Young Women's
Health – Success and failure
rates of contraceptives
Discuss why people might use
or not use different forms of
contraception, and why issues
around contraception cannot be
answered by science alone.
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and apply practical and
enquiry skills
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•
•
•
embryo or release a
hormone
spermicidal agents
which kill or disable
sperm
abstaining from
intercourse when an
egg may be in the
oviduct
surgical methods of
male and female
sterilisation.
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