Finalunitplan

EquilibriumandHomeostasis
12thGradeAnatomyandPhysiologyCAPAHighSchool
10thGradeBiochemistrySLAHighSchool
UnitOverview
Lesson1
HomeostasisInquiryLab
Inquirybasedlableadsthewayfor
theunitstopichomeostasis
IntroductiontoHomeostasis
InteractiveSimulationdepicting
regulationofbodytemperature
throughhomeostasis
FeedbackLoops:Part1
UnderstandingPositiveandNegative
FeedbackLoopsconnecting
feedbackloopstohomeostasis
FeedbackLoops:Part2
Inquiryintoaspecificfeedbackloop
anditsroleintheworld
LeChteliersPrinciple
ExploringshiftsinequilibriumandLe
ChaterliersPrinciplethrough
simulation
HomeostasisProject
Inquiryintohomeostasisroleinthe
body.
PresentationResearch
Researchingadiseasethatdisrupts
homeostasisandcreatingavisual
presentation
FinalGroupPresentations
Grouppresentationsondiseasesthat
disrupthomeostasis.
Lesson2
Lesson3
Lesson4
Lesson5
Lesson6
Lesson7
Lesson8
VictoriaEricksonandAshleySmith
Unit:Homeostasis
Established
Goals
EnduringUnderstandings
Theworldworksinsystems,when
onethingchangesonthe
microlevel,itcanimpactthesystem
onamacrolevel.
Humanbodiesarecapableofself
regulationinordertoallowsurvival
underawidevarietyofconditions.
Objectives
EssentialQuestions
SWBATexplaintheconceptof
homeostasisIOTunderstandhow
andwhyorganismsselfregulate
whenanenvironmentalchange
occurs.
SWABTusetheconceptsofpositive
andnegativefeedbackIOTexplain
howsystemsareregulatedinorderto
maintainbalanceandtheproblems
thatariseiftheseloopsmalfunction.
SWABTanalyzefactorsthataffect
chemicalsysteminequilibriumIOT
determinewhichwaythereaction
willproceed.
SWBATproposeasolutiontoregain
homeostasisinsystemswhere
homeostasisismalfunctioning.
Whatishomeostasis
andwhyisitcrucialto
thesurvivalof
organisms?
Howdohumans
bodiesregulate
themselves?
Whatisequilibrium?
Whyisequilibriuman
importantpartof
systems?
Whatisafeedback
loop?
Howcanfeedback
loopsbeusedto
maintainordisrupt
balancewithinan
environment?
Howdoeschanging
onefactorofa
chemicalequationalter
theequilibriumofa
reaction?
Whathappenswhen
homeostasisisnot
workinginsomeones
body?
Howdodiseases
causethedisruptionof
homeostasis?
Assessment=
MultipleIntelligences=
Inquiry=
Differentiation=
RealWorldConnection=
Argumentation=
NGSS=
Unit:Homeostasis
Lesson1
EssentialQuestions:
Whatishomeostasisandwhyisitcrucialtothesurvivaloforganisms?
Objectives:
SWBATexplaintheconceptofhomeostasisIOTunderstandhowandwhyorganisms
selfregulatewhenanenvironmentalchangeoccurs.
MaterialsUsed:
RespirationLabActivity
8gallongarbagebags
Timers
PowerPoint
DoNow(5minutes)
Whathappenstoyourbreathingratewhenyoustarttoexercise?Whydoyouthinkthis
happens?
Studentsshouldbeabletoseetheconnectionbetweenexercisingandachange/
increaseinbreathingratebecauseitissomethingtheyhaveallexperiencedbefore(realworld
connection).Ichosethisasanopenerforourlab,becausethisquestionandthelabitselfboth
showhowasinglefactorcaninfluencebreathingrate.Inourlab,studentswillseehowa
buildupofCO2(frominhalingandexhalingintoagarbagebag)alsoincreasesbreathingrate/or
depthofbreath(likeexercising)becauseitisthebodyswayoftryingtomaintainhomeostasis.
Body
LabIntroductionandDemonstration(15min):
Studentswillgetintheirlabgroups(groupsof
4)andbrieflyskimoverthelabhandout.Anyquestionsfromstudentsortipsfromtheteacher
forrunningthelabexperimentwillbedoneatthistime.Thiswillalsobethetimewhenstudents
canperformtheprelabprocedure.
StudentsareoftenhandedlabsandjusttoldtoGoget
started,eventuallyleadingtomanyunansweredquestionsorincorrectperformancesof
procedures,whichthenenduptakingmoretimetocorrectandredo.Thisgivesstudentsa
chancetovoiceanyquestionsorconcernstheyhavebeforegettingstarted.Italsogivesthe
teachertimetoprovidekidswithtipsorreminders.Forthislabinparticular,studentshaveto
breathintoagarbagebagfor4minutestoshowtheeffectofincreasingbloodlevelsofCO2on
respiration.Ifstudentsarentshownhowtoholdthegarbagebagwhilebreathingwhen
performingthisexperiment,orshownhowtomeasuredepthofeachbreath(whichcanvary
fromindividualtoindividual)itcouldcausetheirdatabecomeskewedanddiminishtheoverall
takeawayfromthelab.Byusingthebeginningofclasstohavestudentsperformtheprelab
procedure,theteacherisgiventhechancetocorrectmisconceptionsandaddressstudentson
agrouptogroupbasis.
Assessment=
Inquiry=
Differentiation=
Argumentation=
NGSS=
Unit:Homeostasis
LabExperiment(35min):
Studentswillperformalabexperimenttoinvestigatehow
breathingrateanddepthofbreathareaffectedwhenoxygensuppliesaredepletedand
replacedwithCO2.
Ingroupsof4,studentswillbreathintoagarbagebagfilledwithairfor
4minutes.Astheycontinuetoinhaleandexhale,theoxygeninthebagwillbeusedupand
replacedwithcarbondioxide.Thislabpushesstudentstoconstructtheirownunderstandingof
thehumanbodyandhowitregulatesitselfinordertomaintaincorrectfunctioning
(homeostasis).Studentsshouldnotice,throughthisinquiry,thateitherbreathingrateordepth
ofbreath(dependingontheindividual)willincreaseinvoluntarily,asthebodyattemptsto
maintainthecorrectbalanceofgasesinsidetheblood.Duringthewrapupwewillexplicitly
connectwhatwesawhereandtheideaofhomeostasis.Thisdemonstrationisalsogroudedin
therealworldbecauseitshowsstudentswhatwillactuallyhappentotheirbodiesifoxygen
supplyisbecomeslimited(I.E.Duringasthmaattacks,individualsbegintobreathveryquicklyto
tryandincreasetheamountofoxygentheyarereceivingbecausetheirairwaydiameteris
decreased).Thelabalsoutilizesmultipleintelligencesbecauseitprovidesstudentswitha
numberofvectorstograsptheessentialunderstanding(kinestheticreasoning,logical
reasoning,andverbalreasoningduringthewrapup).
WrapUp(10min):
Discussionofresultsandintroductionofthetermhomeostasis.
Teacher
willleadadiscussionoftheresultsstudentsgatherwhileperformingthelab.Theteacherwill
thendefineforstudentsthetermhomeostasisandaskthemtorelatethetermtowhattheysaw
intheexperimentandhowthissituationismanifestedincertainindividualsonaregularbasis
(Asthma).
Homework/Assessment:
Studentswillfinishtheirlabreportsforhomework.Thiswillcount
asoneoftheunitsassessments.
Havingstudentsfinishthelabreportforhomeworkisuseful
fortworeasons.1Itsavesustimeintheclassroom.2Studentsaremorelikelytoremembera
conceptthemoretimestheyseeit,soinsteadofhavingthemrushtofinishtheirreport,theyare
giventimetointernalizetheinformationduringtheirsecondexposure(homework).
Assessment=
Inquiry=
Differentiation=
Argumentation=
NGSS=
Unit:Homeostasis
Name___________________________Date__________________
RegulationofBreathingLab
QuestionInvestigated
Howdoesreplacingoxygenwithcarbondioxideaffecttherateofbreathing(howfastyouare
breathing),aswellasthedepthofbreath(howdeepyouarebreathingin)?
Hypothesis:
_________________________________________________________________________
__________________________________________________________________________
MaterialsUsed:
PreLabProcedure
Performthisprelabprocedurebeforegettingstartedtoensurethatyouandyourlabpartners
arerecordingyourdataaccurately.As
1.
Electanindividualtoperformtheexperimentfirst(youallwillperformiteventually!)
2.
Openupthegarbagebagandfillitwithair.Gatherupmostoftheopeningofthebagin
onehand.Holdthegatheredparttoonesideandthenholdtherestoftheopeningtightlyover
yourmouthandnose.(Youdontwanttoletoutsideairin!)
3.
Havethefirstindividualbreatheinandoutfor30seconds.Theother3individualsinthe
groupshouldcountthenumberofbreathsandrecordthenumber
beforesharingout
.Thisisto
ensureyouareallaccuratelymeasuringthenumberofbreaths.Iftherearediscrepancies,try
thisagain.Whenperformingthefulllabyouwillrecordthenumberofbreathesevery30
secondsforthefull4minutesofthetrial.
4.
Aftermeasuringnumberofbreaths,runthetrialagainfor1minute,butthistimehave
thethreeremainingmembersdeterminethedepthofbreath.Asthebreathsbecomedeeper
(thegarbagebagshrinksmore),thevalueyouassigntodepthshouldincreaseby1.Likein
step3haveeachmemberrecordthedepthofbreathfor30secondintervals,
beforesharing
out
.
5.
Makesureeachpersoninthegrouphasachancetodothebreathing,measurenumber
ofbreathsandmeasurebreathdepth.
Assessment=
Inquiry=
Differentiation=
Argumentation=
NGSS=
Unit:Homeostasis
LabProcedure
Youwillcarryoutyourexperimentfourtimeseachtimeadifferentgroupmemberwillbethe
experimentalsubject.Eachsubjectwillbreatheintothebagfor4minutes(or312minutesifyou
starttofeeltoouncomfortableandcan'tcontinueforthefull4minutes).Foreachexperimental
subject,theotherthreepeopleinthegroupwillobserveandrecordthedatatableonthenext
page.
Experimenter1willdothebreathing
Experimenter2willtimeeach30sec.interval
Experimenter3willassessandrecordthedepthofbreath
Experimenter4willassessandrecordthenumberofbreaths
Makesureeachgroupmemberdoesall4roles!
DataTable
Recordtheresultsforeachsubjectintheappropriatecolumns.
AnalyzingandInterpretingData
1.
Describeanychangesyounoticedinyourbreathingtowardtheendofyourfourminutesof
breathingintothebag.
Assessment=
Inquiry=
Differentiation=
Argumentation=
NGSS=
Unit:Homeostasis
2.
Calculatetheaveragenumberofbreathsandaverageratingfordepthofbreathingforeach
30sec.interval.Graphyourdataintheprovidedgraphsbelow
.DontforgettolabeltheXand
Yaxisforeachofthegraphsbasedonthevariables.
AverageNumberofBreaths
AverageDepthofBreath
Assessment=
Inquiry=
Differentiation=
Argumentation=
NGSS=
Unit:Homeostasis
SummarizingConclusions
1.
Brieflydescribethetrendinaveragenumberofbreathsper30sec.interval.Doesthistrend
matchwhatyoupredictedinyourhypothesis?Brieflysummarizethesimilaritiesand/or
differencesbetweenyourobservedresultsandyourprediction.
2.
Brieflydescribethetrendinaveragedepthofbreathper30sec.interval.Doesthistrend
matchwhatyoupredictedinyourhypothesis?Brieflysummarizethesimilaritiesand/or
differencesbetweenyourobservedresultsandyourprediction.
Assessment=
Inquiry=
Differentiation=
Argumentation=
NGSS=
Unit:Homeostasis
Lesson2
EssentialQuestions:
Howdohumansbodiesregulatethemselves?
Objective
DoNow(5min)
Recallthetermhomeostasisyoulearnedyesterday.Canyouthinkofany
otherexamplesofthishappeningintheworldorinyourbody?(5min)
Thiswillserveasawayforstudentstorecalltheirresultsfromthepreviousdayslabandthe
termhomeostasisthatwasbrieflydiscussedattheendofclass.Inaddition,thisDoNowwillact
asasegwayintotheminilessononhomeostasis.
Body
MiniLecture(20min)
AftertheDoNowactivity,wewillgiveabrieflectureonthebreathingcycleanddoapostlab
lectureonwhatishappeningastimeprogresseswhenbreathingintothebag.Wewilldiscuss
theprocessthatoccursinthebreathingcycleandwhathappenswithincreasingcarbondioxide,
anddecreasingoxygen.Oncewehavediscussedhowthebodyregulatesitselfthroughthe
breathingcycle,wewillintroducetheconceptofhomeostasis.Wewillgiveabriefoverviewof
whathomeostasisis,andwhattheroleofhomeostasisisinthebody.
Withthisminilecture,we
wanttousethisasatransitionbetweenthelabfromthepreviousdayintotheintroductionof
homeostasis.Theoverviewofwhathomeostasisiswillonlybebrief,sincewewantthe
simulationthatstudentswilldointhenextpartofclasstostillbesomewhatinquirybased.
Simulation(40min)
Studentswillthenworkonacomputersimulationwhereapersonisrunningonatreadmill,and
studentsmustmonitorthepersonsbodytemperatureastheyrun/walkonthetreadmill.In
addition,studentsmustmonitortheamountofsweatthatthepersonproduceswhileonthe
treadmill,andthencorrelatetheamountofsweatthatisproducedwiththepersonsbody
temperature.
Theaimwithusingthissimulation,istogivestudentsanexampleofhomeostasis
inthebody.Also,afterhavingalreadyperformedthelabandlearningsomeinformationabout
theconceptofhomeostasis,thisactivityasksstudentstoapplywhattheyknowaboutthe
conceptinordertoanalyzethesimulation.Thisactivityisinquirybasedsinceitallowsstudents
toseewhatshouldbeaddedortakenawaytothepersononthetreadmillinorderfor
thermoregulationtooccurandmaintainhomeostasis.Inaddition,thisactivityalsointroducesthe
conceptofthermoregulationwhichisanexampleofafeedbackloop,whichisthetopicweare
discussinginthenextclass.
Assessment=
Inquiry=
Differentiation=
Argumentation=
NGSS=
Unit:Homeostasis
TreadmillSimulation
https://www.explorelearning.com/index.cfm?method=cResource.dspView&ResourceID=659
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Differentiation=
Argumentation=
NGSS=
Unit:Homeostasis
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Differentiation=
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13
Unit:Homeostasis
Lesson3
EssentialQuestions:
Whatisafeedbackloop?
Howcanfeedbackloopsbeusedtomaintainordisruptbalancewithinanenvironment?
Objectives:
SWABTusetheconceptsofpositiveandnegativefeedbackIOTexplainhowsystems
areregulatedinordertomaintainbalanceandtheproblemsthatariseiftheseloops
malfunction.
MaterialsUsed:
PowerPoint
DoNow(5min)
Whydoteachersgivestudentsfeedback?Whataresomeexamplesofpositiveandnegative
feedback?
Thesequestionswouldbeusedasanopenertosegueintoourdiscussionofpositive
andnegativefeedbackloops.Studentsareaskedtorecallincidenceswhentheyreceivedeither
positiveornegativefeedbackfromateacherandtheoutcomethatresultedfromthesetwo
formsoffeedback.Usingthisrealworldexamplemakestheconceptoffeedbackloopsmore
accessibletostudents.
Body
MiniLectureonFeedbackLoops(20min):
Thiswouldbeashortlectureonpositiveand
negativefeedbackloops,focusingontheideaofathermostattodemonstratehowtheywork.In
additiontothethermostatexampleanotherexamplewouldbegiventofamiliarizestudentswith
theconceptinmorethansetting.
Thislecturewouldserveastheinitialintroductionforr
studentsonpositiveandnegativefeedbackloops.Thelecturewillfocusoneachtypeofloop,
howtheloopeffectsthelargersystem,andhowtheyarehelpfulorharmfulinmaintaining
homeostasis.Theexampleofthethermostatwasusedtoprovidestudentswitharealworld
frameworkforfeedbackloops.

FeedbackLoopPractice(15min)
:Withapartner,studentswilllookbackatourinitial
experiment(RegulationofBreathingLab)andusetheknowledgetheyhavelearnedinthis
lectureandtheresultsdemonstratedinthelabtodetermineifwewitnessedapositiveor
negativefeedbackloop.Oncepartnershavedeterminediftheloopwewitnessedinlabwas
negativeorpositive,theywillshareoutwithanothergroupofpartnerstheirchoiceandthe
evidencetheyareusingtobackuptheirchoice.
Studentsshouldberealizingthatthisisa
negativefeedbackloopatworkwithinthebody,totryandcorrectthemalfunction(lackof
oxygen)inordertoreturnthebodytoanormalstate(maintainhomeostasis).

StabilityandChange(NGSSCrosscuttingStandard)
Feedback(negativeorpositive)canstabilizeordestabilizeasystem.(HSLS13)
Assessment=
Inquiry=
Differentiation=
Argumentation=
NGSS=
14
Unit:Homeostasis
ClassDiscussionandClarification(15min):
Atthistimetherewillbeawholeclass
discussiononwhatthegroupsdeterminedandthereasoningbehindtheirdecisions.Any
questionsontheconceptoffeedbackloopswillbeclarifiedatthistime.
Theteacherwillbegin
thispartofthelessonbyaskingdifferentgroupstoshareoutwhichtypeoffeedbackloopthey
thinktheywitnessedandtheirr
easoning/evidence
forthisdetermination.Afterwards,the
teacherwillusethistimetoclearupanymisconceptionsorquestionsstudentsmayhaveon
feedbackloops.
WrapUp/VideoOnFeedbackLoops(10min):
Avideowillbeshowntodemonstrateagain
forstudentstheconceptsofpositiveandnegativefeedbackloops.
Forsomestudents,hearinga
lecturethefirsttime,whiletakingnotes,makesithardtocomprehendthetopicathand.
Showingavideotocovertheconceptagain,whilenotetakingdoesnotdistractstudents,will
helptoreinforcethetopic.Also,showingstudentsavideowillhelpvisuallearners,aswellas
verballinguisticlearners.
https://www.youtube.com/watch?v=inVZoI1AkC8
Assessment=
Inquiry=
Differentiation=
Argumentation=
NGSS=
15
Unit:Homeostasis
Lesson4
EssentialQuestions:
Whatisafeedbackloop?
Howcanfeedbackloopsbeusedtomaintainordisruptbalancewithinanenvironment?
Objectives:
areregulatedinordertomaintainbalanceandtheproblemsthatariseiftheseloops
malfunction.
MaterialsUsed:
ExitTickets
Stations
DoNow(10min)
ThefollowingquestionwillbeontheboardwhenstudentscomeinastheDoNow:Ondays
whenwedrinkverylittlewater,ourkidneysworkextrahardtoretainwater(whichiswhyour
peebecomebrightyellow).Isthisanexampleofapositiveornegativefeedbackloop(provide
evidence)?Whywouldthisbeimportant?
Studentsshouldknowfromyesterdaysexamplethat
whenthebodyistryingtocorrectchangewithinthebodythatisnotoptimal,ittypicallyusesa
negativefeedbackloop.Thekidneyswilldecreasetheamountofwaterleavingthebodyto
compensateforthefactthatnotwaterisbeingtakeninasawaytotryandmaintain
homeostasis.Thisisimportantbecauseallofourcellsrequirewatertofunction.Studentswillbe
askedtoprovidethissortofevidencetobacktheirreasoning.Afterstudentshaveansweredthe
question,theteacherwillleadaclassdiscussiononwhatstudentsthoughtandcorrectany
misconceptionsonthetopic.
Body
Stations(45min)
:Stationswillbesetuparoundtheroomtheaskstudentstoanalyze
differentrealworldscenariosandarguewhethertheybelievethescenariotodemonstrate
positiveornegativefeedbackloopsandhowthepresenceoftheseloopseffectsthelarger
system.Oncestudentshavespenttimeateachstation,awholeclassdiscussionwillhappen
askingstudentstosharetheiranswersandtheirargumentsfortheiranswers.
Thisactivitywas
incorporatedintothelessonbecauseitgivesstudentsmoretimetopracticeadifficultconcept
(feedbackloops),withouthavingthemsitthroughanotherlecture.Thestationsalsouseful
becausetheygivestudentsachancetogetupandmoveabouttheroom,butinacontrolled
manner.
StabilityandChange(NGSSCrosscuttingStandard)
Feedback(negativeorpositive)canstabilizeordestabilizeasystem.(HSLS13)
ExitTickets/Assessment(10min)
Assessment=
Inquiry=
Differentiation=
Argumentation=
NGSS=
16
Unit:Homeostasis
Question:Differentiatebetweenpositiveandnegativefeedbackloops.Provideatleastonereal
lifeexampleofeachandexplainwhythesemechanismsareimportant.
Thiswouldbea
formativeassessmentusedbytheteachertoseeifthestationshelpedclarifyforstudentsthe
differenttypesoffeedbackloopsandhowtheyplayaroleinmaintainingaparticular
environmentandhowthisconnectstohomeostasis.
Assessment=
Inquiry=
Differentiation=
Argumentation=
NGSS=
17
Unit:Homeostasis
Name______________________
Date__________
FeedbackLoopStations
Inthefollowingareabelow,recordyourresponsestothequestionsthatyouwillfindat
eachstation.Trytoconstructafeedbackloopforeachstationscenario.
Station1
Station2
Assessment=
Inquiry=
Differentiation=
Argumentation=
NGSS=
18
Unit:Homeostasis
Station3
Station4
Assessment=
Inquiry=
Differentiation=
Argumentation=
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19
Unit:Homeostasis
Station#1
Instagramallowsuserstoadvertiseservicesorproductstheyhavetoofferthroughtheirposts.
Whenenoughpeoplelikecertainposts,theybecometrendingpoststhatmoreusersare
notifiedofthroughtheExplorepageontheapp.Throughthispromotiontothispageforposts
thathavehadasignificantamountoflikes,thepostisthenadvertisedmoreandhasthe
opportunitytoreceivemoreviews.Wouldyousaythisisresemblesapositiveornegative
feedbackloop?Why?
Station#2
Withinanecosystemthereisacarryingcapacitythemaximumnumberoforganismsan
ecosystemcansupport(providespaceandnutrientsfortheseindividuals).Doeshavinga
limitedamountofresourcesavailable,whichthenresultsinlimitingthenumberoforganisms
abletosustainlife,demonstrateapositiveornegativefeedbackloop?Why?Howdoesthis
feedbackloopaffectthegreatersystematlarge?
Assessment=
Inquiry=
Differentiation=
Argumentation=
NGSS=
20
Unit:Homeostasis
Station#3
ToysRUsspendalmost10milliondollarsthispastholidayseasonadvertisingthenewFur
RealPets.Thisadvertisementhelpedincreasesalesby10%.Nowmanymorestudentsat
CornwellsElementaryhavethetoyandfriendsoftheseindividualswhodonothaveaFurReal
Petyet,wantone.Isthisapositiveornegativefeedbackloop?Whydoyouthinkso?Howdoes
thisfeedbackloopeffectthegreatersystematlarge(numberofsales)?
Station#4
Lastyearyouput$100dollarsinasavingaccount.Interestallowedthatamounttogrowto$115
overthecourseoftheyear.Ifyouleavethemoneyintheaccountforanotheryearwhatdoyou
thinkwillhappen(dontworryaboutexactmath,justtheoveralltrend)?Isthisanexampleofa
positiveornegativefeedbackloop?Why?Howdoesthisfeedbackloopeffectthegreater
systematlarge?
Assessment=
Inquiry=
Differentiation=
Argumentation=
NGSS=
21
Unit:Homeostasis
Lesson5
EssentialQuestions:
Howdoeschangingonefactorofachemicalequationaltertheequilibriumofareaction?
Objective:
SWABTanalyzefactorsthataffectchemicalsysteminequilibriumIOTdeterminewhich
waythereactionwillproceed.
MaterialsUsed:
Computersforstudentstoperformsimulation
SimulationHandout
ExitTicket
DoNow(5min)
Isbloodacidicorbasic?Whendoyouthinkbloodismoreacidic?Whendo
youthinkbloodismorebasic?
ThisDoNowwillactasadiagnosticassessmenttoseeifstudentsunderstandtheconceptof
acidity.Ifstudentsarehavingissueswiththedifferencebetweenacidicandbasicthenwewill
havetodoabriefreviewofthisconcepts.Also,thisDoNowwillactasabroadquestiontotry
andengagestudents.Whilelisteningtostudentsresponsesofwheretheythinkbloodwillbethe
mostacidicorbasic,wewillnotsaywhetheranyansweriswrongornot.Indoingthis,wehope
toencouragestudentstobemoreconfidentinparticipating.
Body
Lechatleirsprinciplesimulation(35min)
RatherthanjustgivingalectureaboutLechatleirsprinciple,byhavingstudentspredictfirst
whatwillhappenasyouincreaseordecreaseasubstance,thetemperatureorpressure,it
allowsformoreofaninquiryapproach.Studentswillpredictwhattheythinktheoutcomeofone
ofthesechangeswillbe,thentheywillactuallymakethechangeinthesimulationandrecord
theirobservations.
Similartothesimulationofthepersonrunningonthetreadmillfromearlieronintheunit,this
simulationwillallowstudentstoexploretheconceptofequilibriumshiftsontheirownbefore
beinglecturedonthetopic.Thissimulationallowsstudentstoseehowchangingthreedifferent
factorsofachemicalreactionwillshiftthereaction.Thecorrespondingworksheetforthis
simulationactivityalsoasksstudentstothinkofanexplanationfortheshiftinequilibriumof
whichtheyobservedinthesimulation.Bydoingthis,itteachestheconceptinamore
inquirybasedapproachsincetheyaretryingtoarticulatethereasoningforwhattheyobserved
insteadofjustbeinggiventhedefinitionsandexpectedresultsofchangingtheconditionsofan
equilibriumreaction.
Assessment=
Inquiry=
Differentiation=
Argumentation=
NGSS=
22
Unit:Homeostasis
WrapupDiscussion(22min)
Discussstudentsobservationsfromthesimulation.TheteacherwillgivethedefinitionofLe
Chatelier'sprincipleandexplainshiftsinequilibriumwithmultipleexamplesofchemical
reactions.Oneoftheseexampleswillbeofshowingtheequationforcarbonicacidinthe
blood.Oncethisreactionisshown,itwillbeusedtoexplainthequestionthatwasaskedinthe
donow,toshowhowdifferentconditionswillshifttheequilibriumofthisreaction,causingthe
acidityofbloodtochange.
Thepointofthispartofthelesson,istohavegivenstudentstheopportunitytoinquireaboutLe
Chatelier'sprincipleontheirownthroughthesimulation,thentoclarifytheconceptina
classwidediscussion.Ontheaccompanyinghandouttothesimulation,therearequestionsof
whydoyouthinkthereactionshiftedthewayitdidinthesimulation,andthereforetherewillbe
avarietyofresultsthatpeoplelist,andnotoneclearanswer.Inthisgroupdiscussion,the
teacherwillaskstudentsfortheiropinionsfortheshiftsothatthewholeclasscanhearwhat
theirpeersthinkishappening,andthenasaclasswewillcollectivelycomeupwithadefinition
forLechatelier'sprinciple.
ExitTicket(3min)
HowdoyouthinkLechatleirsprinciplerelatestotheconceptofhomeostasis?
Thepurposeofthisexitticket,istogetstudentsthinkingabouthowhomeostasisand
Lechatlerisprinciplebothdealwithmaintainingequilibrium.
Assessment=
Inquiry=
Differentiation=
Argumentation=
NGSS=
23
Unit:Homeostasis
Name____________________________
Date________________
LeChateliersPrincipleSimulation
Onyourcomputer,visitthefollowinglink:
http://www.mhhe.com/physsci/chemistry/essentialchemistry/flash/lechv17.swf
Onceyouhavethesimulationup,explorehowchangingtheconcentration,pressure,and
temperatureofanexperimentaffectshowthereactionproceeds.
ChangeinConcentration
Thereactionthesimulationexploreswhenchangingtheconcentrationis:
2+
3+
FeSCN
(aq)Fe
(aq)+SCN
(aq)
1) WhathappenswhenNaSCNisaddedtothereaction?
3+
2)WhathappenstothereactionwhenFe
isremoved?
3)Whatexplanationcanyouthinkoffortheresultsofquestions1and2?
ChangeinPressure
Thereactionthesimulationexploreswhenchangingthepressureis:
I
2(g)2I(g)
1) Whathappenstothereactionwhenthepressureisincreased?
Assessment=
Inquiry=
Differentiation=
Argumentation=
NGSS=
24
Unit:Homeostasis
2)Whathappenstothereactionwhenthepressureisdecreased?
3)Whatexplanationcanyouthinkoffortheresultsofquestions1and2?
ChangeinTemperature
Thereactionthesimulationexploreswhenchangingthetemperatureis:
N
(g)
2O
4(g)2NO
1) Whathappenstothereactionwhenthetemperatureisincreased?
2)Whathappenstothereactionwhenthetemperatureisdecreased?
3)Doyouthinkthereactioninthisexampleisexothermicorendothermic?Explainyour
reasoning.
Assessment=
Inquiry=
Differentiation=
Argumentation=
NGSS=
25
Unit:Homeostasis
Lesson6
EssentialQuestions
Howcanhomeostasisbeobservedinthebody?
Whathappenswhenhomeostasisisnotworkinginsomeonesbody?
Objective:
withinorganismsareregulatedtomaintainhomeostasis
Materials:
ArtSuppliesforPosters/Presentations
Computerstouseforresearching
MiniLecture(20min)
Inthisminilecture,theteacherwillmodelapresentationonabiologicalconditionwhere
homeostasisisnotworkinginthebody.Theteacherwillusethecaseofhypothermia,andgive
abackgroundofthecondition,discusswhatisbeingaffectedinthebodybythiscondition,and
howhomeostasishasbeendisrupted.Inaddition,treatmentstorecreatehomeostasiswillbe
discussedaswell.Oncetheminilectureiscompleted,studentswillbegivenarubricthat
outlineswhatisexpectedfromthemwhenresearchingandcreatingtheirproject.Theywillalso
receiveaGuidedResearchSheettohelpthembreakdowntheprojectintosmallersections,
whichcanbedelegatedaccordingtoeachgroupsdiscretion.AccountabilityWorksheetswill
alsobeexplainedatthistime.
Thisminilecturewillactasamodelforthestudentssotheyknow
whatistobeexpectedoftheminperformingtheirownresearchproject.Inaddition,sincethe
processthroughwhichthebodyregulatestemperaturewasdiscussedfromthetreadmill
simulation,hypothermiawillshowacasewherethebodyisnotsuccessfullymaintaining
homeostasis.
HomeostasisMalfunctionResearchProject(45min)
Studentswillparticipateinagroupresearchproject.Theclasswillbesplitintoeightgroupsof
four.Eachgroupwillberesearchingadiseasethataffectsthehumanbodybydisrupting
homeostasis.Groupswillhavetoresearchadiseaseandpresenttheirfindingsonthe
backgroundofthedisease,howthediseaseaffectsthebodybeingabletomaintain
homeostasis,andproposeasolutiontoassistthebodyinregaininghomeostasis.Thissolution
thattheyproposecanbeadrugthatiscapableofreturningthebodytohomeostasis,a
treatmentetc.Studentscanchoosewhicheverplatformtheydesiretopresenttheirfindings
(video,poster,rap,skit,infomercial,podcastetc.)Forthefirstfifteenminutes,groupswill
Assessment=
Inquiry=
Differentiation=
Argumentation=
NGSS=
26
Unit:Homeostasis
researchtheeightpossiblediseaseswhichareavailabletotheminordertorankthediseases
fromtoptolastchoice.Then,studentswillpickfromahattochoosetheorderinwhichtheywill
picktheirassigneddisease.Forthenext30minutes,studentswillbegintoplanandoutlinetheir
projects.
Throughtheseprojects,ourgoalistohavestudentstakewhattheyhavelearnedabout
equilibriumandhomeostasis,andapplytheseconceptstoareallifebiologicaldisorder.Multiple
intelligencesareaddressedinthisprojectthroughthemultipleplatformsthroughwhichstudents
canpresenttheirprojectsin.Byprovidingtheresearchguideanaccountabilityworksheet,
studentswillbescaffoldedintotheproject,whichwillallowteacherstobeabletodifferentiate
instructionandaideinthehelpingstudentsfindvalidsources.
Topicsofresearchinclude:
Diabetes
Anemia
Hyper/hypothyroid
Leukemia
Hypoglycemia
Gout
Hemophilia
ExitTicket(5min)
Inthelastfiveminutesofclass,studentswillfilloutanexitticketrespondingtothefollowing
questions:Whatisyourgroup'splanforthisproject?Whatwillyouberesponsiblefortonightto
bepreparedtoresearchtomorrow?
Thisexitticketwillnotonlymakestudentsthinkaboutwhattheyneedtodothatnightinorderto
bepreparedandontracktofinishtheirproject,butitalsoallowstheteacherknowwhateach
studentiscommittingtosothatifthereareissueslateronwithcollaborationinthegroup,
teachersknowwhateachstudentsresponsiblywassincethebeginningoftheproject.
Assessment=
Inquiry=
Differentiation=
Argumentation=
NGSS=
27
Unit:Homeostasis
Name___________________________
GroupNumber____________________
Date___________________
ResearchGuideforHomeostasisMalfunctionProject
Thisresearchguideisbrokendownintofivegroups,eachofwhichwillcounttowardsyour
overallgroupgrade.Makesuretofillouteachofthesectionsandturnthisinafteryour
presentation.
Section1:AccountabilityWorksheets
AccountabilityWorksheet
ResearchDay1
ResearchDay2
Completion(circleone)
Complete/Incomplete
Complete/Incomplete
Whatdoyouneedto
completeforyourgroupat
home?
AfterDay1Ineedto...
AfterDay2Ineedto..
Section2:Sources
YouarerequiredtolistwhereyougotyoursourcesinMLAformat.Beforetakinginformation
fromawebsitecheckforthesethings:
Doesthewebsiteendin.edu.govor.org(ifitendsin.comyouneedtodoublecheckto
makesurethissiteiscredible)
Isthesitebiased(tryingtopromoteorsellsomething?)
Source#1
_________________________________
_________________________________
Source#2
____________________________
____________________________
Assessment=
Inquiry=
Differentiation=
Argumentation=
NGSS=
28
Unit:Homeostasis
Section3:Content
NameofDisease/Malfunction:
NameofDisease/Malfunction:
Howdoesthis
disease/malfunctionmanifest
itselfwithinthebody?
Howdoesthis
disease/malfunctioninterrupt
homeostasis?
SignsandSymptomsof
homeostasisdisruption
Whyisthisdangerous?
Assessment=
Inquiry=
Differentiation=
Argumentation=
NGSS=
29
Unit:Homeostasis
Section4:Solution
Inthissection,yourgroupmembersshouldbebrainstormingsolutionstorestorehomeostasis.
Youcancreateamedicationandexplainhowitwouldcorrectthemalfunctionorsuggesta
certainlifestylechange.Iftherethereisalreadyatreatmentinplace,explainhowthistreatment
worksandwhyitisbeneficialforhumanssufferingfromyourdisease/malfunction.
Section5:Presentation
Yourgroupwillhave5minutestopresent.Usethissectiontodeterminewhichpartsofyour
projecteachmemberwillpresent.Besuretoallotthesameamountoftimetoeachindividual.
MemberName:
RoleinPresentation
Assessment=
Inquiry=
Differentiation=
Argumentation=
NGSS=
30
Unit:Homeostasis
RubricForPresentation
CATEGORY
Delegationof
Responsibility
Eachstudentinthe
groupcanclearly
explainwhat
informations/heis
responsiblefor
locating.Basedon
\"Accountability
Worksheets\".
Eachstudentinthe
groupcan,with
minimalprompting
frompeers,clearly
explainwhat
informations/heis
responsiblefor
locating.Basedon
\"Accountability
Worksheets\".
Eachstudentinthe
groupcanclearly
explainwhat
informationisneeded
bythegroup,what
informations/heis
responsiblefor
locating,andwhenthe
informationis
needed.Basedon
\"Accountability
Worksheets\".
Oneormorestudentsin
thegroupcannotclearly
explainwhatinformation
theyareresponsiblefor
locating.Basedon
\"Accountability
Worksheets\".
QualityofSources
Researchers
independentlylocateat
least2reliable,
interestinginformation
sourcesforEACHof
theirideasor
questions.
Researchers
independently
locateatleast2
reliableinformation
sourcesforEACH
oftheirideasor
questions.
Researchers,with
someadulthelp,
locateatleast2
reliableinformation
sourcesforEACH
oftheirideasor
questions.
Eachindividualin
thegroupspokeon
thetopicinafairly
clearand
sophisticated
manner,though
someindividuals
spokemorethan
others.Students
couldanswer
questionsposedby
classmatesand
teacheronthetopic
mostofthetime.
Slightlyundertime
limit.
Everyindividualin
thegroupdidnot
present.Those
individualsthatdid
presentdidnot
speakinaclearand
concisemanner.
Studentswereable
toanswersomebut
notallquestions
posedby
classmatesand
teachers.Well
undertimelimit.
Presentationisfairly
Presentationis
Researchers,
withextensiveadult
help,locateatleast2
reliableinformation
sourcesforEACHof
theirideasorquestions.
Presentation
Eachindividualinthe
groupspentanequal
amountoftime
speakingonthetopicin
aclearand
sophisticatedmanner.
Eachindividualwas
abletoanswer
questionsonthetopic
whenposedby
classmates/teacher.
Adheredtotimelimit.
Presentationaccurately
Allindividualsinthe
groupdidnotpresent
andthosewhodidwere
notspeakinginaclear
andsophisticatedtone.
Individualsinthegroup
couldnotanswer
questionsposedby
classmates/teachers.
Usedverylittleofthe
timeallottedtopresent.
Presentationlacksa
Assessment=
Inquiry=
Differentiation=
Argumentation=
NGSS=
31
Unit:Homeostasis
Content/Homeostasis
Malfunction
describedhow
homeostasisis
disruptedwithinthe
bodywhen
experiencingthis
conditionandthelarger
ramifications
individualsmustdeal
withbecauseofthis
malfunction(signsand
symptoms).
accuratein
describinghow
homeostasisis
disruptedwithinthe
bodywhen
experiencingthis
conditionandthe
largerramifications
individualsmust
dealwithbecause
ofthismalfunction
(signsand
symptoms).
inaccuratein
describinghow
homeostasisis
disruptedwithinthe
bodywhen
experiencingthis
conditionandthe
largerramifications
individualsmust
dealwithbecause
ofthismalfunction
(signsand
symptoms).
descriptionofhow
homeostasisisdisrupted
bytheassigned
conditionandthe
macroleveleffectsof
experiencingthis
malfunction(signsand
symptoms).
Presentation
includesacreative
butinaccurate
solutionthatcould
beimplementedto
treatthecondition
andreestablish
homeostasis.
Studentsdonotprovide
asolutionforcorrecting
homeostasis
malfunction.
Solution
Presentationincludesa
creativeandaccurate
solutionthatcouldbe
implementedtotreat
theconditionand
reestablish
homeostasis.
Presentation
includesacreative
andfairlyaccurate
solutionthatcould
beimplementedto
treatthecondition
andreestablish
homeostasis.
Assessment=
Inquiry=
Differentiation=
Argumentation=
NGSS=
32
Unit:Homeostasis
Lesson7
EssentialQuestions
Howdodiseasescausethedisruptionofhomeostasis?
Objective:
withinorganismsareregulatedtomaintainhomeostasis
SWBATproposeasolutiontoregainhomeostasisinsystemswherehomeostasisis
malfunctioning.
Materials:
ArtSuppliesforPosters/Presentations
Computerstouseforresearching
AccountabilitySheets
DoNow(5min)
Studentswilltakeouttheiraccountabilityworksheetsandspendthefirst5minutesofclass
reviewingwhatstillneedstobedoneandwhichindividualsinthegroupwillbedoingwhat.
HavingstudentsreviewwhattheywroteontheAccountabilityWorksheetsthepreviousdaywill
helpthemtogetstartedontherightfootandremindthemofwhatstillneedstobedonetoday.
Body
ResearchTime(55min)
Studentswillspendsomeofthistimefinishinguptheirresearchontheassignedtopic,though
majorityofthetimewillbeusedtoputtogethertheactualpresentationtheywillbedoingforthe
classthefollowingday.
Studentsshouldbedonemostoftheirinitialresearchatthispoint.Most
ofthistimeshouldbeusedcompilingtheirfinalpresentations.Multipleintelligencesisused
becausestudentsaregivenanumberofdifferentplatformstopresenttheirinformation.The
NGSSthatisbeingrepresentedhereisposingapossiblesolutionforthedisease,inorderto
regainhomeostasis.
WrapUp/Assessment
TeacherwillcollectAccountabilityWorksheetsatthistime.Studentswillusethistimeto
delegateanyleftovertaskstothedifferentindividualsinthegrouptobefinishedforhomework.
TeacherwillusetheAccountabilityWorksheetsasatooltohelpthemunderstandtheeffort
andworkputinbyeachindividualinthegroup.
Assessment=
Inquiry=
Differentiation=
Argumentation=
NGSS=
33
Unit:Homeostasis
Lesson8
DoNow(3min)
Makesureyouandyourgrouphaveeverythingyouneedreadytogoforpresentationstoday.
Thiswilljustbethefirstfewminutesofclasstogetallthestudentsorganizedandpreparedto
startpresentations.
Presentations(60min~7minpergroup)
Studentswillpresenttheirbiologicaldisordersthattheyhaveresearchedtotheirclassmates.As
studentsintheaudiencearelisteningtothepresentations,theywillrecordglowsandgrows
onaworksheetwhichtheywillhandinattheendofallthepresentations.
Byhavingstudentsfillouttheseworksheetswhilestudentsarepresenting,itwillensurethat
studentshavetopayattentiontotheirpeerspresentations.Inaddition,wewillgivethese
sheetsbacktothepresentersattheendoftheirpresentationsasaformofpeerfeedback.
Studentswillbeassessedbytheteacheraccordingtothecriterialistedintherubric.
Homework
Forhomework,studentswillfilloutareflectiononhowtheprojectwent,whattheywould
change,andhowtheythinktheydid.
Thisreflectionwillactasaselfassessmentforstudents,aswellasaformativeassessmentfor
teacherssincetheteacherswillreceivefeedbackonhowtheprojectwentandwhatsuggestions
studentshaveifthisprojectweretocompletedinthefutureagain.
Assessment=
Inquiry=
Differentiation=
Argumentation=
NGSS=
34
Unit:Homeostasis
YourName______________________
NameofPresenter______________________
PeerReviewofPresentations
1. WhatwasoneGlowoftheirpresentation(thingtheydidwell)?
2. WhatwasoneGrowoftheirpresentation(thingtheycanimproveonandwhy)?
3. Whataresomequestionsyouhaveforthepresenter?
4. Whatisonethingyoulearnedfromthepresentation?
YourName______________________
NameofPresenter______________________
PeerReviewofPresentations
5. WhatwasoneGlowoftheirpresentation(thingtheydidwell)?
6. WhatwasoneGrowoftheirpresentation(thingtheycanimproveonandwhy)?
7. Whataresomequestionsyouhaveforthepresenter?
8. Whatisonethingyoulearnedfromthepresentation?
Name______________________
Assessment=
Inquiry=
Differentiation=
Argumentation=
NGSS=
35
Unit:Homeostasis
HomeostasisProjectReflection
a.Whatwasthehardestpartofthisproject?
b.Whatwastheeasiestpartofthisproject?
c.WhatsuggestionswouldyoumakeforthenexttimeIdothisproject?Whatworked/didn'twork?
d.Whatadvicewouldyougivenextyear'sstudentsaboutsuccessfullycompletingthisproject?
e.Howdidyourgroupcollaborateontheproject?Dideveryonedowhattheywereresponsiblefor?
Assessment=
Inquiry=
Differentiation=
Argumentation=
NGSS=
36

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