BRIANNA DESMOND

HOMEOSTASIS UNIT
GRADE 10 | LIFE SCIENCE

UNIT BACKGROUND INFO AND OVERVIEW

OVERVIEW

Students will engage in a week-long inquiry-based learning activity by constructing an experiment that follows the
scientific method to test a feedback mechanism of the human body. The teacher will act as a facilitator by posing
questions, providing answers when needed, and keeping students on the right path. At the end of the unit,
students will present their findings to the class using powerpoint.

● TIME REQUIRED: ~5 class periods

Lessons:

1. Homeostasis introduction
2. Planning an Experiment
3. Student Guided Experiment
4. Experiment Wrap-Up
5. Presentation of Findings

Standard (NGSS)

HS-LS1-3: ​Plan and conduct an investigation to provide evidence that feedback mechanisms maintain
homeostasis

● Clarification Statement​: Examples of investigations could include heart rate response to exercise,
stomatal response to moisture and temperature, and root development in response to water levels
● Assessment Boundary​: Assessment does not include the cellular processes involved in the feedback
mechanism.

SCIENCE AND ENGINEERING PRACTICES

● Plan and conduct an investigation individually and collaboratively to produce data to serve as the basis for
evidence, and in the design: decide on types, how much, and accuracy of data needed to produce reliable
measurements and consider limitations on the precision of the data (e.g., number of trials, cost, risk,
time), and refine the design accordingly.
● Scientific inquiry is characterized by a common set of values that include: logical thinking, precision,
open-mindedness, objectivity, skepticism, replicability of results, and honest and ethical reporting of
findings

DISCIPLINARY CORE IDEAS

● Feedback mechanisms maintain a living system’s internal conditions within certain limits and mediate
behaviors, allowing it to remain alive and functional even as external conditions change within some
 BRIANNA DESMOND

range. Feedback mechanisms can encourage (through positive feedback) or discourage (negative
feedback) what is going on inside the living system.

CROSSCUTTING CONCEPTS

● Feedback (negative or positive) can stabilize or destabilize a system.

● WHST.9-12.7: Conduct short as well as more sustained research projects to answer a question (including a
self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize
multiple sources on the subject, demonstrating understanding of the subject under investigation.
● [Link].9-10.7: Integrate quantitative or technical analysis (e.g., charts, research data) with
qualitative analysis in print or digital text.
● [Link].9-10.7: Translate quantitative or technical information expressed in words in a text into
visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in
an equation) into words.

SOURCES

● Cooper, Ashley. "Planning an Investigation." ​BetterLesson​. BetterLesson, n.d. Web. 03 June 2017.
● Harwood, Jessica, Ph.D. Douglas Wilkin, Ph.D. Doris Kraus, Niamh Gray-Wilson, Ph.D. Jean Brainard, Sarah
Johnson, Jane Willan, and Corliss Karasov. "Homeostasis." CK-12 Foundation. CK-12 Foundation, 04 Jan.
2017. Web. 05 June 2017.
● Reichhold, Chad. "How The Heart Maintains Homeostasis." [Link]. Prezi, 05 Nov. 2014. Web. 05 June
2017.
● "Steps of the Scientific Method." ​Science Buddies​. Science Buddies, n.d. Web. 05 June 2017.
 BRIANNA DESMOND

HOMEOSTASIS UNIT
GRADE 10 | LIFE SCIENCE

LESSON 1: HOMEOSTASIS INTRODUCTION

OVERVIEW

● Students will be assessed on their prior knowledge and introduced to the idea of feedback mechanisms
and homeostasis in the human body. This will be done through video, worksheet and heart rate activity.
Students will also break off into groups where they will discuss and choose a system in the human body to
test a feedback mechanism in following lessons.
o TIME REQUIRED: 50 minutes

STANDARD (NGSS)

● HS-LS1-3: Plan and conduct an investigation to provide evidence that feedback mechanisms maintain
homeostasis

DICIPLINARY CORE IDEA

● Feedback mechanisms maintain a living system’s internal conditions within certain limits and mediate
behaviors, allowing it to remain alive and functional even as external conditions change within some
range. Feedback mechanisms can encourage (through positive feedback) or discourage (negative
feedback) what is going on inside the living system.

CROSSCUTTING CONCEPTS

● [Link].9-10.7: Translate quantitative or technical information expressed in words in a text into

visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in
an equation) into words.

SCIENCE AND ENGINEERING PRACTICES

● Plan and conduct an investigation individually and collaboratively to produce data to serve as the basis for
evidence, and in the design: decide on types, how much, and accuracy of data needed to produce reliable
measurements and consider limitations on the precision of the data (e.g., number of trials, cost, risk,
time), and refine the design accordingly.

BSCS 5E MODEL

● Engage: Teacher assess current knowledge with post-video discussion that raises questions about
feedback mechanisms and homeostasis. Teacher could also use the worksheet as a more in-depth
knowledge assessment. Teacher also generates interest in homeostasis and future experiment topic with
heart rate activity.
 BRIANNA DESMOND

LEARNING OBJECTIVES

1. Students recall current knowledge about feedback mechanisms and homeostasis.

2. Students can describe the phenomenon of feedback mechanisms and homeostasis from .
3. Students can translate information expressed visually into words.

MATERIALS

● Computer
● Projector
● Student Worksheet

SET UP

● Introduction video should be pulled up and free of ads.

● Students should be grouped in tables of 4 or 5.

SAFETY PRECAUTIONS

● Students should not participate in the “aerobic exercise” part of the heart rate activity if the student has a
heart condition, or any other limitation on their ability to exercise.
● Aerobic exercise should be done with precaution, keeping counter edges and other dangerous equipment
in mind.
● Students should not touch other students that do not want to be touched. If there is a student that does
not want to have their pulse taken, the class can share data.

BACKGROUND INFORMATION

● The lesson assumes that the students will have a general idea of what homeostasis is, but not a good
understanding of the definitions or feedback mechanisms that drive homeostasis. They should know that
sensory receptors respond to stimuli by sending messages to the brain (MS-LS1-8) and that the body is a
system of interacting subsystems (MS-LS1-3).
● Homeostasis​ is the property of a system within the body of an organism in which a variable, such as the
concentration of a substance in solution, is actively regulated to remain very nearly constant.[1] Examples
of homeostasis include the regulation of the body temperature of an animal, the pH of its extracellular
fluids, or the concentrations of sodium (Na+), potassium (K+) and calcium (Ca2+) ions as well as that of
glucose in the blood plasma, despite changes in the animal's environment, or what it has eaten, or what it
is doing (for example, resting or exercising).
● A ​feedback mechanism​ is a process that
uses the conditions of one component to
regulate the function of the other. It is done
to either increase or dampen the change in
the system, known as ​negative feedback​.
When the process tends to increase the
change in the system, the mechanism is
known as ​positive feedback​. If a raise in
body temperature (​stimulus​) is detected
(​receptor​), a signal will cause the brain to
maintain homeostasis (​response​). Once the
body temperature returns to normal,
 BRIANNA DESMOND

negative feedback will cause the response to end. This sequence of stimulus-receptor-signal-response is
used throughout the body to maintain homeostasis.
● The heart’s main function is to pump blood throughout the body. By doing this, it is able to regulate
oxygen levels throughout the body. As it moves throughout the body, it supplies oxygen that came from
the lungs when it inhales, to the cells. When the blood returns to the heart it releases carbon dioxide for
the lungs to exhale. An important aspect of cardiovascular homeostasis is heart rate. An example is when
you are exercising, your body needs more oxygen, and so blood vessels contract raising your blood
pressure. This results in a nervous response that increases the heart rate, thus maintaining the level of
oxygen in your cells and preventing homeostatic imbalance.

VOCABULARY

● Feedback mechanism​: a mechanism by which the products of a process can act as regulators of that
process.
● Positive feedback​: the enhancement or amplification of an effect by its own influence on the process that
gives rise to it.
● Negative feedback​: the diminution or counteraction of an effect by its own influence on the process
giving rise to it.
● Homeostasis​: the tendency toward a relatively stable equilibrium between interdependent elements,
especially as maintained by physiological processes.
● Stimulus, Receptor, Response

ACTIVITY

● Intro​: The teacher will show the video “Big Bang Theory- Homeostasis” on YouTube. After the video is
done, the students should be engaged by the teacher in a discussion of how Sheldon’s actions model the
process of homeostasis to gain insight into their current level of understanding. Questions should include
“Can you describe​ how​ homeostasis might regulate your internal environment”, “What other properties
(other than temperature and pH) do you think homeostasis regulates”.
o [Link]
o TIME REQUIRED: ~ 10 minutes
● Heart Rate Activity​: Students will break off into pairs. One student (A) will take and record heart rates and
the other (B) will have their heart rate taken and engage in aerobic activity. First student A will take
student B’s resting heart rate, using their wrist, and record beats per minute. Next, student B will engage
in aerobic activity for 1 minute straight. This could include jumping jacks, push-ups, ect. Immediately after
the minute is up, student A will take student B’s heart rate in beats per minute again. The student’s heart
rate will be taken again after 5 minutes of sitting down with little movement. During that time, the
teacher will probe the students about current knowledge regarding feedback mechanisms and
homeostasis, now that they have observed 2 data points. Also at this time, the vocabulary should be
introduced along with the feedback loop (picture in ‘background info’). After all three heart rates are
taken, they should be graphed on the student worksheet provided. Students should complete the rest of
the worksheet and discuss their results with each other. The teacher should answer any questions that
come up and lead students in the right direction when necessary, without ‘giving away answers’. Students
should be completing the worksheet thoroughly, interpreting their data and arguing from evidence in an
attempt to describe the phenomenon of homeostasis.
o TIME REQUIRED: ~20 minutes
● Student break off​: The students will be coming up with their project topic, including the body system they
will be testing and what they want to test about that system, i.e. the digestive system, testing the pH of
 BRIANNA DESMOND

saliva before and after eating food. They will design an experiment in the next class period that can be
done in one class period, like the heart rate activity they just did. Students should confirm their topic with
the teacher, so that the teacher can lead the students away from any experiments too hard, or topics that
do not pertain to a feedback loop.
o TIME REQUIRED: ~15 minutes
● Conclusion​: The teacher should have the students direct their attention back to the front of the
classroom. The teacher will explain that the next lesson period, the students will be designing the rest of
their experiment. The teacher will also clear up any last minute questions the students may have.
o TIME REQUIRED: ~5 minutes

SOURCES

● Cooper, Ashley. "Planning an Investigation." ​BetterLesson​. BetterLesson, n.d. Web. 03 June 2017.
● Harwood, Jessica, Ph.D. Douglas Wilkin, Ph.D. Doris Kraus, Niamh Gray-Wilson, Ph.D. Jean Brainard, Sarah
Johnson, Jane Willan, and Corliss Karasov. "Homeostasis." CK-12 Foundation. CK-12 Foundation, 04 Jan.
2017. Web. 05 June 2017.
● Reichhold, Chad. "How The Heart Maintains Homeostasis." [Link]. Prezi, 05 Nov. 2014. Web. 05 June
2017.

WORKSHEETS

● Heart Rate Activity worksheet

 BRIANNA DESMOND

Name: _________________________________________ Date: ______________________________________

Heart Rate Activity: Cardiovascular Homeostasis

The heart’s main function is to pump blood throughout the body. By doing this, it is able to
regulate oxygen levels throughout the body. As it moves throughout the body, it supplies
oxygen that came from the lungs when it inhales, to the cells. When the blood returns to the
heart it releases carbon dioxide for the lungs to exhale. An important aspect of cardiovascular
homeostasis is heart rate.

Trial 1 - Resting heart rate: ______ beats/minute

Trial 2 - Heart rate following exercise: ______ beats/minute

Trial 3 - Heart rate after 5 minutes: ______ beats/minute

Heart Rate vs Trial

 BRIANNA DESMOND

1. Express in words what is happening in your graph.

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

2. Why do you think this is happening?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

3. Do you think this supports the idea of homeostasis? Why or why not?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

4. How might heart rate be affected at high altitudes?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

5. What might happen if someone’s heart rate did not respond effectively to change in
environment?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
 BRIANNA DESMOND

HOMEOSTASIS UNIT
GRADE 10 | LIFE SCIENCE

LESSON 2: PLANNING AN EXPERIMENT

OVERVIEW

● Students will engage in the scientific method, and in groups design an experiment to test a feedback
mechanism of the human body. They will ask questions, prepare a hypothesis, background research, and
write out a procedure and list of materials needed, so that they will be able to perform the experiment
with ample time in the next lesson period.
o TIME REQUIRED: 50 minutes

STANDARD (NGSS)

● HS-LS1-3: Plan and conduct an investigation to provide evidence that feedback mechanisms maintain
homeostasis

DICIPLINARY CORE IDEA

● Feedback mechanisms maintain a living system’s internal conditions within certain limits and mediate
behaviors, allowing it to remain alive and functional even as external conditions change within some
range. Feedback mechanisms can encourage (through positive feedback) or discourage (negative
feedback) what is going on inside the living system.

CROSSCUTTING CONCEPTS

● WHST.9-12.7: Conduct short as well as more sustained research projects to answer a question (including a
self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize
multiple sources on the subject, demonstrating understanding of the subject under investigation.

SCIENCE AND ENGINEERING PRACTICES

● Plan and conduct an investigation individually and collaboratively to produce data to serve as the basis for
evidence, and in the design: decide on types, how much, and accuracy of data needed to produce reliable
measurements and consider limitations on the precision of the data (e.g., number of trials, cost, risk,
time), and refine the design accordingly.

BSCS 5E MODEL

● Explore: Teacher provides time for students to work together, observes and listens to students as they
interact in groups. Teacher asks probing questions to redirect students’ investigations and experiment
set-up when necessary. Students think creatively to design an experiment following the scientific method
to test a feedback mechanism of the human body.
● Elaborate: Students use previous information to ask questions, propose solutions, make decisions, and
 BRIANNA DESMOND

design an experiment following the scientific method to test homeostasis and a feedback mechanism.

LEARNING OBJECTIVES

1. Students can recall the scientific method and define each step.
2. Students can construct an experiment based off of a human body system to test a feedback mechanism.
3. Students can thoroughly plan their hypothesis, background research, procedure and list of materials
needed for upcoming experiment.

MATERIALS

● Computer
● Projector

SET UP

● Students should sit in groups of 4-5 with their experiment groups.

BACKGROUND
INFORMATION

● Students should
already be familiar with the
steps of the scientific
method. Students may not
be entirely competent when
it comes to writing out their
own steps, especially
hypothesis.
● The scientific
method is ​a method of
procedure that has
characterized natural
science since the 17th
century, consisting in
systematic observation,
measurement, and
experiment, and the
formulation, testing, and
modification of hypotheses.
Source website, ​"Steps of
the Scientific Method", can
further explain the scientific
and give a more detailed
help for each step if needed.
 BRIANNA DESMOND

ACTIVITY

● Intro​: The teacher will show the video “The Big Bang Theory Scientific Method Clip Season 6 Episode 5” on
YouTube. After the video, the teacher will engage the students in a discussion of how Sheldon and
Leonard’s model the scientific method. The discussion should include questions like “Can you recall the
steps of the scientific method” and “Why do outcomes need to be duplicable”?
o [Link]
o TIME REQUIRED: ~ 10 minutes
● Student planning time​:
o Students will fill out the ‘Planning Your Experiment’ worksheet in their experiment groups​.
o The teacher should make sure the student’s plan’s focuses on changes within a chosen range in
the external environment of a living system, and responses of a living system that would stabilize
and maintain the system’s internal conditions (homeostasis), even though external conditions
change, thus establishing the positive or negative feedback mechanism. Students should be able
to describe why the data will provide information relevant to the purpose of the investigation. In
the investigation plan, students should be able to describe how the change in the external
environment is to be measured or identified, how the response of the living system will be
measured or identified how the stabilization or destabilization of the system’s internal conditions
will be measured or determined, the experimental procedure, the minimum number of different
systems (and the factors that affect them) that would allow generalization of results, the
evidence derived from the data, and identification of limitations on the precision of data to
include types and amounts; and whether the investigation will be conducted individually or
collaboratively.
o TIME REQUIRED: ~ 35 minutes
● Conclusion​: The teacher should have the students direct their attention back to the front of the
classroom. The teacher will explain that the next lesson period, the students will be conducting their
experiment. The teacher will remind students of proper laboratory attire and also clear up any last minute
questions the students may have.
o TIME REQUIRED: ~ 5 MINUTES

SOURCES

● "Steps of the Scientific Method." ​Science Buddies​. Science Buddies, n.d. Web. 05 June 2017.
● Cooper, Ashley. "Planning an Investigation." BetterLesson. BetterLesson, n.d. Web. 03 June 2017.

WORKSHEETS

● ‘Planning Your Experiment’ worksheet

 BRIANNA DESMOND

Name: __________________________________________ Date: ______________________________________

Planning Your Experiment

The scientific method is a method of procedure that has characterized natural science since the 17th century,
consisting in systematic observation, measurement, and experiment, and the formulation, testing, and
modification of hypotheses. You will follow the scientific method during your group’s experiment next class period,
so plan your experiment with the method in mind.

1. Body system being tested​: ________________________________________________________________

2. What about that system is being tested?​ The scientific method starts when you ask a question about
something that you observe: How, What, When, Who, Which, Why, or Where? Think about the stimulus
and the response.

3. Background research​: Rather than starting from scratch in putting together a plan for answering your
question, you want to be a savvy scientist using library and Internet research to help you find the best way
to do things and insure that you don't repeat mistakes from the past.

4. Hypothesis​: "If _____[I do this] _____, then _____[this]_____ will happen."

5. List of materials​: ​(Please highlight any materials you need the teacher to supply)
 BRIANNA DESMOND

6. Procedure​:

7. Data collection​: How will you collect data? Beats per minute? pH level?
 BRIANNA DESMOND

HOMEOSTASIS UNIT
GRADE 10 | LIFE SCIENCE

LESSON 3: STUDENT GUIDED EXPERIMENT

OVERVIEW

● Students will perform their individual group experiments. They will record any observations and data
points.
o TIME REQUIRED: 45 minutes

STANDARD (NGSS)

● HS-LS1-3: Plan and conduct an investigation to provide evidence that feedback mechanisms maintain
homeostasis

DISCIPLINARY CORE IDEA

● Feedback mechanisms maintain a living system’s internal conditions within certain limits and mediate
behaviors, allowing it to remain alive and functional even as external conditions change within some
range. Feedback mechanisms can encourage (through positive feedback) or discourage (negative
feedback) what is going on inside the living system.

CROSSCUTTING CONCEPTS

● WHST.9-12.7: Conduct short as well as more sustained research projects to answer a question (including a
self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize
multiple sources on the subject, demonstrating understanding of the subject under investigation.

SCIENCE AND ENGINEERING PRACTICES

● Plan and conduct an investigation individually and collaboratively to produce data to serve as the basis for
evidence, and in the design: decide on types, how much, and accuracy of data needed to produce reliable
measurements and consider limitations on the precision of the data (e.g., number of trials, cost, risk,
time), and refine the design accordingly.

BSCS 5E MODEL

● Explore: Students test their predictions and hypotheses while performing their own experiment.
● Elaborate: Teacher expects students to apply scientific concepts, skills and vocabulary to their experiment.
Students record observations and explanations of experiment.

LEARNING OBJECTIVES

1. Students can test their hypothesis by following their procedure and adhering to classroom safety
procedure.
 BRIANNA DESMOND

2. Students collect and record changes in the external environment and organism responses as a function of
time.
3. Students can evaluate if observations make sense scientifically and assess why their experiment could
have gone wrong.

MATERIALS

● Computer
● Projector
● Blank paper
● Any needed materials for the experiment would have been expressed by students the previous day.

SET UP

● Students should be in their “experiment groups” of 4-5 people

SAFETY PRECAUTIONS

● While each student group is performing a different experiment, if ANY group if working with glassware,
heating apparatus, hazardous chemicals, etc., the entire class should be wearing goggles, closed-toed
shoes and following all safety rules.

BACKGROUND INFORMATION

● Students should be ready to go with their experiments and following their ‘Planning Your Experiment’
worksheet from the previous lesson. What they may need help with is set up of any equipment and
reminder of safety protocols.

ACTIVITY

● Intro: The teacher will pull up the classroom safety presentation and remind the students of key points
and rules. The teacher should also ask the students “What hazards can you find in your own experiments,
and what can we do to stay safe”.
o [Link]
o TIME REQUIRED: ~10 minutes
● Individual group experiment time: Students will follow the procedures they developed last class period
using their “Planning Your Experiment” worksheet. The teacher should instruct the students to record
their data on a sheet of blank paper according to their “Planning Your Experiment” plan.
o TIME REQUIRED: ~35 minutes
● Conclusion: The teacher should have the students direct their attention back to the front of the
classroom. The teacher will explain that the next lesson period, the students will be drawing conclusions
from their data and putting together a presentation of their findings.
o TIME REQUIRED: ~5 minutes

SOURCES

● Cooper, Ashley. "Planning an Investigation." BetterLesson. BetterLesson, n.d. Web. 03 June 2017.
 BRIANNA DESMOND

HOMEOSTASIS UNIT
GRADE 10 | LIFE SCIENCE

LESSON 4: EXPERIMENT WRAP UP

OVERVIEW

● Students will work in their experiment groups to draw conclusions from their data, make real-life
connections and ask bigger picture questions. They will use this information to put together a
presentation on their findings that will be given in the next class period.
o TIME REQUIRED: ~45 minutes

STANDARD (NGSS)

● HS-LS1-3: Plan and conduct an investigation to provide evidence that feedback mechanisms maintain
homeostasis

DICIPLINARY CORE IDEA

● Feedback mechanisms maintain a living system’s internal conditions within certain limits and mediate
behaviors, allowing it to remain alive and functional even as external conditions change within some
range. Feedback mechanisms can encourage (through positive feedback) or discourage (negative
feedback) what is going on inside the living system.

CROSSCUTTING CONCEPTS

● [Link].9-10.7: Integrate quantitative or technical analysis (e.g., charts, research data) with
qualitative analysis in print or digital text.
● [Link].9-10.7: Translate quantitative or technical information expressed in words in a text into
visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in
an equation) into words.

SCIENCE AND ENGINEERING PRACTICES

● Plan and conduct an investigation individually and collaboratively to produce data to serve as the basis for
evidence, and in the design: decide on types, how much, and accuracy of data needed to produce reliable
measurements and consider limitations on the precision of the data (e.g., number of trials, cost, risk,
time), and refine the design accordingly.

BSCS 5E MODEL

● Explain: Teacher encourages students to explain concepts and definitions of feedback mechanisms and
homeostasis in humans in their own words from their experiments’ observations. Students list possible
solutions, uses recorded observations in explanations and listens critically to others.
 BRIANNA DESMOND

LEARNING OBJECTIVES

1. Students can examine their experimental observations to draw meaningful conclusions.

2. Students evaluate their investigation, including: assessment of the accuracy and precision of the data.
3. Students can construct a presentation that accurately portrays their findings.

MATERIALS

● ‘Drawing Conclusions’ worksheet

● ‘Presentation Rubric’ worksheet
● Computers

SET UP

● Students should sit in their experiment groups

BACKGROUND INFORMATION

ACTIVITY

● Intro:
● Student work time: Students should fill out the ‘Drawing Conclusions’ worksheet together, using the data
and observations they recorded during the experiment. The teacher should also pass out the
‘Presentation Rubric’ and explain that students will be presenting their findings during the next class
period and should follow the rubric when designing their presentation. During this time, the teacher
should make sure the students stay on track and answer any questions that may arise.
● Conclusion: The teacher should have the students direct their attention back to the front of the
classroom. The teacher will explain that the next lesson period, the students will be presenting their
information to the rest of the class.
o TIME REQUIRED: ~5 minutes

SOURCES

● Cooper, Ashley. "Planning an Investigation." BetterLesson. BetterLesson, n.d. Web. 03 June 2017.
● Harwood, Jessica, Ph.D. Douglas Wilkin, Ph.D. Doris Kraus, Niamh Gray-Wilson, Ph.D. Jean Brainard, Sarah
Johnson, Jane Willan, and Corliss Karasov. "Homeostasis." CK-12 Foundation. CK-12 Foundation, 04 Jan.
2017. Web. 05 June 2017.

WORKSHEETS

● ‘Drawing Conclusions’
● ‘Presentation Rubric’
 BRIANNA DESMOND

Name: _______________________________________ Date: ______________________________________

Drawing Conclusions
1. Represent your data points graphically

2. How accurate is your data? (​closeness of two or more measurements to each other) 

3. How precise is your data? (closeness of a measured value to a standard or known value) 

4. Translate the information shown in your graph into words.

5. According to your data, do you reject or accept your hypothesis? (Do your data and observations support
your hypothesis)?

6. Does this represent a positive or negative feedback loop?

7. Draw the feedback mechanism for your experiment including the stimulus, receptor, signal, response.
 BRIANNA DESMOND

8. What would happen is one of the steps in the feedback mechanism failed?

9. What could you do to correct a failed step in a negative feedback loop?

10. Are there any diseases related to the body system from your experiment that deal with feedback
mechanisms?
 BRIANNA DESMOND

Name: __________________________________________ Date: ______________________________________

Homeostasis Presentation Rubric

You will be presenting your findings as a group to the class using powerpoint. Follow the rubric
below to insure full points.

3 2 1

Visuals ● Presentation is ● Presentation is ● Presentation is

made is not made on not made on
powerpoint powerpoint or powerpoint and
● Includes color does not include does not include
pictures color pictures color pictures

Basic Info ● Names of group ● Names of group ● Names of group

members members or members and
● Body system body system body system
being tested being tested not being tested not
included included

Experiment Recapp ● Include what ● Presentation ● Presentation

about the missing 1 of the missing 2 or
system is being following: what more of the
tested about the following: what
● Include system is being about the
hypothesis, tested, system is being
procedure, graph hypothesis, tested,
of data. procedure, graph hypothesis,
● Include if of data, and if procedure, graph
hypothesis is hypothesis is of data, and if
accepted or accepted or hypothesis is
rejected rejected accepted or
rejected
 BRIANNA DESMOND

HOMEOSTASIS UNIT
GRADE 10 | LIFE SCIENCE

LESSON 5: PRESENTATION OF FINDINGS

OVERVIEW

● Students will give their present their findings following their experiments and field their own questions.
Students should be engaged during both their and other group’s presentations.
o TIME REQUIRED: 45 minutes

STANDARD (NGSS)

● HS-LS1-3: Plan and conduct an investigation to provide evidence that feedback mechanisms maintain
homeostasis

CROSSCUTTING CONCEPTS

● WHST.9-12.7: Conduct short as well as more sustained research projects to answer a question (including a
self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize
multiple sources on the subject, demonstrating understanding of the subject under investigation.
SCIENCE AND ENGINEERING PRACTICES

● Plan and conduct an investigation individually and collaboratively to produce data to serve as the basis for
evidence, and in the design: decide on types, how much, and accuracy of data needed to produce reliable
measurements and consider limitations on the precision of the data (e.g., number of trials, cost, risk,
time), and refine the design accordingly.

BSCS 5E MODEL

● Evaluate: Teacher observes presentations and assesses students as they apply new concepts and skills.
Teacher asks open-ended questions. Student demonstrates an understanding of how feedback
mechanisms maintain homeostasis by presenting their investigation.

OBJECTIVES

1. Students can clearly explain their group’s findings and the conclusions that they’ve drawn.
2. Students can constructively criticize their own and other group’s findings.
3. Students can construct answers to questions and formulate their own educated questions.

MATERIALS

● Computer
● Projector
 BRIANNA DESMOND

SET UP

● Students should be sitting in their experiment groups

BACKGROUND INFORMATION

● Students have been working on their experiments for the past 4 class periods. At this point, they should
be familiar with what homeostasis is, how a feedback mechanism works and make predictions regarding
homeostasis.

ACTIVITY

● Student presentation time: Students will present their presentations to the class using powerpoint. The
teacher will grade the student’s presentation using the ‘Homeostasis Presentation Rubric’ worksheet.
o TIME REQUIRED: ~40 minutes
SOURCES

● Cooper, Ashley. "Planning an Investigation." BetterLesson. BetterLesson, n.d. Web. 03 June 2017.
● Harwood, Jessica, Ph.D. Douglas Wilkin, Ph.D. Doris Kraus, Niamh Gray-Wilson, Ph.D. Jean Brainard, Sarah
Johnson, Jane Willan, and Corliss Karasov. "Homeostasis." CK-12 Foundation. CK-12 Foundation, 04 Jan.
2017. Web. 05 June 2017.

WORKSHEETS

● Homeostasis Presentation Rubric