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=

VictoriaEricksonandAshleySmith
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=

MultipleIntelligences=

Inquiry=

Differentiation=

RealWorldConnection=

Argumentation=

NGSS=

VictoriaEricksonandAshleySmith
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=

MultipleIntelligences=

Inquiry=

Differentiation=

RealWorldConnection=

Argumentation=

NGSS=

VictoriaEricksonandAshleySmith
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=

MultipleIntelligences=

Inquiry=

Differentiation=

RealWorldConnection=

Argumentation=

NGSS=

VictoriaEricksonandAshleySmith
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=

MultipleIntelligences=

Inquiry=

Differentiation=

RealWorldConnection=

Argumentation=

NGSS=

VictoriaEricksonandAshleySmith
Unit:Homeostasis

2.
Calculatetheaveragenumberofbreathsandaverageratingfordepthofbreathingforeach
30sec.interval.Graphyourdataintheprovidedgraphsbelow
.DontforgettolabeltheXand
Yaxisforeachofthegraphsbasedonthevariables.
AverageNumberofBreaths

AverageDepthofBreath

Assessment=

MultipleIntelligences=

Inquiry=

Differentiation=

RealWorldConnection=

Argumentation=

NGSS=

VictoriaEricksonandAshleySmith
Unit:Homeostasis

SummarizingConclusions
1.
Brieflydescribethetrendinaveragenumberofbreathsper30sec.interval.Doesthistrend
matchwhatyoupredictedinyourhypothesis?Brieflysummarizethesimilaritiesand/or
differencesbetweenyourobservedresultsandyourprediction.

2.
Brieflydescribethetrendinaveragedepthofbreathper30sec.interval.Doesthistrend
matchwhatyoupredictedinyourhypothesis?Brieflysummarizethesimilaritiesand/or
differencesbetweenyourobservedresultsandyourprediction.

Assessment=

MultipleIntelligences=

Inquiry=

Differentiation=

RealWorldConnection=

Argumentation=

NGSS=

VictoriaEricksonandAshleySmith
Unit:Homeostasis

Lesson2

EssentialQuestions:
Howdohumansbodiesregulatethemselves?

Objective
SWBATexplaintheconceptofhomeostasisIOTunderstandhowandwhyorganisms
selfregulatewhenanenvironmentalchangeoccurs.

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=

MultipleIntelligences=

Inquiry=

Differentiation=

RealWorldConnection=

Argumentation=

NGSS=

VictoriaEricksonandAshleySmith
Unit:Homeostasis

TreadmillSimulation
https://www.explorelearning.com/index.cfm?method=cResource.dspView&ResourceID=659

Assessment=

MultipleIntelligences=

Inquiry=

Differentiation=

RealWorldConnection=

Argumentation=

NGSS=

VictoriaEricksonandAshleySmith
Unit:Homeostasis

Assessment=

MultipleIntelligences=

Inquiry=

Differentiation=

RealWorldConnection=

Argumentation=

NGSS=

10

VictoriaEricksonandAshleySmith
Unit:Homeostasis

Assessment=

MultipleIntelligences=

Inquiry=

Differentiation=

RealWorldConnection=

Argumentation=

NGSS=

11

VictoriaEricksonandAshleySmith
Unit:Homeostasis

Assessment=

MultipleIntelligences=

Inquiry=

Differentiation=

RealWorldConnection=

Argumentation=

NGSS=

12

VictoriaEricksonandAshleySmith
Unit:Homeostasis

Assessment=

MultipleIntelligences=

Inquiry=

Differentiation=

RealWorldConnection=

Argumentation=

NGSS=

13

VictoriaEricksonandAshleySmith
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=

MultipleIntelligences=

Inquiry=

Differentiation=

RealWorldConnection=

Argumentation=

NGSS=

14

VictoriaEricksonandAshleySmith
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=

MultipleIntelligences=

Inquiry=

Differentiation=

RealWorldConnection=

Argumentation=

NGSS=

15

VictoriaEricksonandAshleySmith
Unit:Homeostasis

Lesson4
EssentialQuestions:
Whatisafeedbackloop?
Howcanfeedbackloopsbeusedtomaintainordisruptbalancewithinanenvironment?

Objectives:
SWABTusetheconceptsofpositiveandnegativefeedbackIOTexplainhowsystems
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=

MultipleIntelligences=

Inquiry=

Differentiation=

RealWorldConnection=

Argumentation=

NGSS=

16

VictoriaEricksonandAshleySmith
Unit:Homeostasis

Question:Differentiatebetweenpositiveandnegativefeedbackloops.Provideatleastonereal
lifeexampleofeachandexplainwhythesemechanismsareimportant.
Thiswouldbea
formativeassessmentusedbytheteachertoseeifthestationshelpedclarifyforstudentsthe
differenttypesoffeedbackloopsandhowtheyplayaroleinmaintainingaparticular
environmentandhowthisconnectstohomeostasis.

Assessment=

MultipleIntelligences=

Inquiry=

Differentiation=

RealWorldConnection=

Argumentation=

NGSS=

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VictoriaEricksonandAshleySmith
Unit:Homeostasis

Name______________________

Date__________

FeedbackLoopStations

Inthefollowingareabelow,recordyourresponsestothequestionsthatyouwillfindat
eachstation.Trytoconstructafeedbackloopforeachstationscenario.

Station1

Station2

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MultipleIntelligences=

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Argumentation=

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VictoriaEricksonandAshleySmith
Unit:Homeostasis

Station3

Station4

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VictoriaEricksonandAshleySmith
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=

MultipleIntelligences=

Inquiry=

Differentiation=

RealWorldConnection=

Argumentation=

NGSS=

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VictoriaEricksonandAshleySmith
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=

MultipleIntelligences=

Inquiry=

Differentiation=

RealWorldConnection=

Argumentation=

NGSS=

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VictoriaEricksonandAshleySmith
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=

MultipleIntelligences=

Inquiry=

Differentiation=

RealWorldConnection=

Argumentation=

NGSS=

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VictoriaEricksonandAshleySmith
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.

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MultipleIntelligences=

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Differentiation=

RealWorldConnection=

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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?

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VictoriaEricksonandAshleySmith
Unit:Homeostasis

2)Whathappenstothereactionwhenthepressureisdecreased?

3)Whatexplanationcanyouthinkoffortheresultsofquestions1and2?

ChangeinTemperature

Thereactionthesimulationexploreswhenchangingthetemperatureis:

N
(g)
2O
4(g)2NO

1) Whathappenstothereactionwhenthetemperatureisincreased?

2)Whathappenstothereactionwhenthetemperatureisdecreased?

3)Doyouthinkthereactioninthisexampleisexothermicorendothermic?Explainyour
reasoning.

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VictoriaEricksonandAshleySmith
Unit:Homeostasis

Lesson6

EssentialQuestions
Howcanhomeostasisbeobservedinthebody?
Whathappenswhenhomeostasisisnotworkinginsomeonesbody?

Objective:
SWBATexplaintheconceptofhomeostasisIOTunderstandhowandwhyorganisms
selfregulatewhenanenvironmentalchangeoccurs.
SWABTusetheconceptsofpositiveandnegativefeedbackIOTexplainhowsystems
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=

MultipleIntelligences=

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Differentiation=

RealWorldConnection=

Argumentation=

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VictoriaEricksonandAshleySmith
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=

MultipleIntelligences=

Inquiry=

Differentiation=

RealWorldConnection=

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VictoriaEricksonandAshleySmith
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
____________________________
____________________________

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VictoriaEricksonandAshleySmith
Unit:Homeostasis

Section3:Content

NameofDisease/Malfunction:

NameofDisease/Malfunction:

Howdoesthis
disease/malfunctionmanifest
itselfwithinthebody?

Howdoesthis
disease/malfunctioninterrupt
homeostasis?

SignsandSymptomsof
homeostasisdisruption

Whyisthisdangerous?

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VictoriaEricksonandAshleySmith
Unit:Homeostasis

Section4:Solution
Inthissection,yourgroupmembersshouldbebrainstormingsolutionstorestorehomeostasis.
Youcancreateamedicationandexplainhowitwouldcorrectthemalfunctionorsuggesta
certainlifestylechange.Iftherethereisalreadyatreatmentinplace,explainhowthistreatment
worksandwhyitisbeneficialforhumanssufferingfromyourdisease/malfunction.

Section5:Presentation
Yourgroupwillhave5minutestopresent.Usethissectiontodeterminewhichpartsofyour
projecteachmemberwillpresent.Besuretoallotthesameamountoftimetoeachindividual.
MemberName:

RoleinPresentation

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VictoriaEricksonandAshleySmith
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

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RealWorldConnection=

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VictoriaEricksonandAshleySmith
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=

MultipleIntelligences=

Inquiry=

Differentiation=

RealWorldConnection=

Argumentation=

NGSS=

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VictoriaEricksonandAshleySmith
Unit:Homeostasis

Lesson7

EssentialQuestions
Howdodiseasescausethedisruptionofhomeostasis?

Objective:
SWBATexplaintheconceptofhomeostasisIOTunderstandhowandwhyorganisms
selfregulatewhenanenvironmentalchangeoccurs.
SWABTusetheconceptsofpositiveandnegativefeedbackIOTexplainhowsystems
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=

MultipleIntelligences=

Inquiry=

Differentiation=

RealWorldConnection=

Argumentation=

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VictoriaEricksonandAshleySmith
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=

MultipleIntelligences=

Inquiry=

Differentiation=

RealWorldConnection=

Argumentation=

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VictoriaEricksonandAshleySmith
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______________________
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RealWorldConnection=

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VictoriaEricksonandAshleySmith
Unit:Homeostasis

HomeostasisProjectReflection

a.Whatwasthehardestpartofthisproject?

b.Whatwastheeasiestpartofthisproject?

c.WhatsuggestionswouldyoumakeforthenexttimeIdothisproject?Whatworked/didn'twork?

d.Whatadvicewouldyougivenextyear'sstudentsaboutsuccessfullycompletingthisproject?

e.Howdidyourgroupcollaborateontheproject?Dideveryonedowhattheywereresponsiblefor?

Assessment=

MultipleIntelligences=

Inquiry=

Differentiation=

RealWorldConnection=

Argumentation=

NGSS=

36