Unit Homeostasis

Author Riham Aqel

Grade/course Grade 12/ SBI4U
Organisms have strict limits on
the internal conditions that they
can tolerate.
Big Ideas Systems that maintain
homeostasis rely on feedback
mechanisms.
Environmental factors can affect
homeostasis.

Summary
During this unit students will learn the importance of homeostasis and how different
systems in the body work to maintain it throughout the body. Students will learn
that organisms have strict limitations on the internal condition they can withstand
and the process in which these organisms' bodies go through to maintain a
desirable condition. Finally, students will learn how environmental factors can affect
an organisms state of homeostasis.

Expectations
E1. Evaluate the impact on the human body of selected chemical
substances and of environmental factors related to human activity
E1.1 assess, on the basis of findings from a case study, the effects on the human
body of taking chemical substances to enhance performance or improve health
E1.2 evaluate, on the basis of research, some of the human health issues that arise
from the impact of human activities on the environment

E2. Investigate the feedback mechanisms that maintain homeostasis in

living organisms
E2.1 use appropriate terminology related to homeostasis, including, but not limited
to: insulin, testosterone, estrogen, nephron, dialysis, pituitary, synapse, and
acetylcholine
E2.2 plan and construct a model to illustrate the essential components of the
homeostatic process (e.g., create a flow chart that illustrates representative
feedback mechanisms in living things)
E2.3 plan and conduct an investigation to study a feedback system
E2.4 plan and conduct an investigation to study the response mechanism of an
invertebrate to external stimuli, using appropriate laboratory equipment and
techniques
E3. Demonstrate an understanding of the anatomy and physiology of
human body systems, and explain the mechanisms that enable the body to
maintain homeostasis.
E3.1 describe the anatomy and physiology of the endocrine, excretory, and nervous
systems, and explain how these systems interact to maintain homeostasis
E3.2 explain how reproductive hormones act in human feedback mechanisms to
maintain homeostasis E3.3 describe the homeostatic processes involved in
maintaining water, ionic, thermal, and acidbase equilibrium, and explain how these
processes help body systems respond to both a change in environment and the
effects of medical.

Assessment
Strategy Category Recording Device
Class Discussion Class Debate Informal Anecdotal notes
Kahoot Diagnostic Anecdotal notes
Quiz Journal Entry Formative Anecdotal notes
Test Case Study Summative Answer Key

Resources
Projector/Smartboard
Computer
Worksheets
Youtube
Images
Activities

Prior Knowledge/skills
Prior to this unit students will have learned about the different systems and
their functions in the body

Accommodations/Differentiation

Use diagrams and pictures in the PowerPoint for the visual learners and
those with reading/comprehension difficulties (ELL, student with learning
disabilities, etc.)
Use discussions and ask questions regarding the understanding of the
material. To ensure all students participate in this, randomly choosing
students to answer the questions/discussions.
Provide the PowerPoint presentation before class as an electronic version
or a paper copy for those who need it
Play games such as Kahoot! to assess students prior knowledge instead of
using traditional written tests.
Use class debates to facilitate student learning.
Incorporate kinesthetic activities where students can move around and
use their bodies to demonstrate a concept taught.
Lesson Descriptions
Lesson 1: Introduction to Homeostasis Product Assessm
ent
Time Learning Goals/Success Criteria: Class Anecdota
: I can define the term "homeostasis" Discussio l notes
75mi I can identify a positive and negative feedback loop n
n I can provide different examples where the body experiences Diagnosti
X2 homeostasis. Kahoot! c
Lesson Outline
Day 1: Journal Anecdota
Introduction: Entry l notes:
25min ___5mark
Show students picture s

Ask students what they think picture is representing

Tell students the picture is a sweat drop and we are starting
the Homeostasis Unit.
Ask students how the picture is related to the unit of study.
Play the following video for students to watch
https://www.youtube.com/watch?v=oyhgKX4_dAo
Ask students to come up with a definition for Homeostasis as
a class. Write the definition the class comes up with on the
board.
Developmental Strategies
45min
Play Kahoot!
https://play.kahoot.it/#/k/1e0f0bcf-964e-441b-ab03-
b5b5958b375d
Start "Introduction to Homeostasis Note" PowerPoint
Handout out "Intro to Homeostasis HO" to students.
Have students complete the note while the lesson is being
taught.
Day 2:
Introduction:
10min
Review:
Have students review what they recall from last
class.
 Developmental Strategies:
45min
Continue the "Introduction to Homeostasis Note"
PowerPoint
Have students complete the "Intro to Homeostasis HO"
note while the lesson is being taught.

Culminating Task
10min
Journal Entry: Define Homeostasis and give an
example of how the body tries to maintain
balance.

**collect and evaluate the journal**

Expectation: E2.1, E3.1, E3.3

Resource: Picture, Kahoot!, "Introduction to

Homeostasis Note", "Intro to Homeostasis HO",
https://www.youtube.com/watch?v=oyhgKX4_dAo

Lesson 2: Feedback Loops Product Assessm

ent
Time Learning Goals/Success Criteria: Class Anecdota
:75m I can identify a feedback loop Discussio l notes
in I can identify the importance of a feedback loop n
in the human body Anecdota
I can identify the stimulus, receptor, integrating Journal l notes
center, effector, and response to both an increase Entry Mark:
in blood sugar, and a decrease in blood sugar __/5

Lesson Outline
Preparation:
Print the following number of copies from
"Feedback Loop Activity":
25-40 copies of "Glucose" and "Insulin" cards
5-10 copies of the "Circulatory System"
1 copy of all other cards
Introduction:
10min
Review:
Have students review what they recall from last
class.
Ask students the following questions:
What happens in our bodies after we
eat?
What type of nutrients/molecules are in
those foods?
 Make a list on the board of students' responses
Ask Students - What do carbohydrates provide
for our bodies, our cells? (This should be review
of macromolecules and cellular respiration)

Developmental Strategies:
15min
Explain to students that human cells need a
consistent supply of glucose for the production
of ATP (maintains vital functions).
Show the following flow chart and discuss with
students

Ask students to identify the stimulus, receptor,
integrating center, effector, and response to
both an increase in blood sugar, and a
decrease in blood sugar.

Activity:
35min
Assign students an organ system and allow
them to stand in the appropriate place
depending on organ. Use the following chart:
System Structure Task
Tear the starches
Digestive Mouth in half
and pass to
(1 student) stomach
Stomach Break sugars into
monomers of
(1 student) glucose and
pass to sm
intestine
Pass the glucose
Small Intestine to the
 (1 student) circulatory system

Carry glucose to
Circulatory Blood muscle,
(multiple
students) liver, brain

Carry insulin to
Blood target
(multiple
students) Organs

-Command B-cells
Endocrine Pancreas to
(1 student) release insulin.
-Stop insulin
production
when needed.

Beta cells Pass insulin to the

(could have 2 or circulatory system
more when
students) Told
Takes insulin from
Target organs Muscle blood
first, then can
(1 student) then take
glucose from
Liver blood
(1 student)
Brain
(1 student)
Activity steps:
Set up this homeostasis game in a circular
pattern and instruct the students as follows:
1. The (student representing the) mouth is
given a polymer of starch, made from the
included glucose monomers. He/she is
instructed to tear it in half and pass the
 halves to the stomach.
2. The stomach separates the remaining
pieces into individual monomers and
passes them to the small intestine.
3. The small intestine passes the glucose,
individually, to one of the circulatory
runners
4. The circulatory runners will walk around
the room in a circle.
5. The pancreas will call out how many
runners pass with glucose, calling out
Glucose!. After he/she has counted out
five runners with glucose, he/she will
instruct the b-cells, Release the insulin!
6. The b-cells will pass insulin (from the
provided templates) to any circulatory
runners who are not carrying glucose.
7. The insulin runners will pass their insulin
on to the target cells (brain, liver, muscle).
8. Once the target cells have insulin passed
to them, they can take glucose from the
glucose runners. ***Target cells can only
receive a glucose monomer if they are
holding an insulin key.
9. The circulatory runners continue to circle
around the room. The pancreas calls out,
Stop insulin production! once there are
no more glucose monomers being passed.

Culminating Task
10min
Journal Entry:
Write a brief description of the activity you just
did. Make a list of your classmates, what role
they played, and what task they had to
perform.

**collect and evaluate the journal**

Expectation: E2.1, E2.2, E2.3, E3.1, E3.3

Resource: Picture, "Feedback Loop Activity"

Lesson 3: The Excretory and Urinary Systems Product Assessm

ent
Time Learning Goals/Success Criteria: Class Anecdota
75mi I can identify key structures/functions in the Discussio l notes
n X2 excretory and urinary system n
I can identify the key structures/functions of the Anecdota
 kidneys Journal l notes
Entry Mark:
Lesson Outline __/5
Day 1:
Introduction:
10min
Review:
Have students review what they recall from last
class.

Developmental Strategies:
45min
Use PowerPoint to teach about the function of
the Excretory system and intro to the Urinary
System
Provide link to PowerPoint to students

Culminating Task
10min
Journal Entry Question: You have just eaten a
whole bag of "Salt & Vinegar" chips alone.
Explain using your own words how this would
affect your body and relate it to the kidney.

Answer: Eating such salty chips would cause

you to be thirsty because your body wants to
try to maintain a concentration of salt to water.
Drinking water to dilute the salt could be one
way you can maintain a desirable salt to water
concentration. The kidney tries to dilute the
salt through the process of conserving water.
This is important because it helps maintain
blood pressure.

**collect and evaluate the journal**

Day 2:

Introduction
10min
Show students picture
 Ask students what they think picture is
representing
Tell students the picture is a close-up of a kidney
stone.
Ask students: what is a kidney stone?
Ask students how the picture is related to the
unit of study.

Developmental Strategies
45min
Youtube:
https://www.youtube.com/watch?
v=l128tW1H5a8
Have students fill in the Worksheet while
watching the video.
Take up the worksheet with students and
discuss the importance of the kidney to the
body.

Use the PowerPoint to teach about the Kidney

Discuss symptoms of kidney disease
Let students know they will be assessed on
the nephron the next day.
Provide link of PowerPoint to students

Expectation: E2.1, E3.1, E3.3

Resource: Picture,
https://www.youtube.com/watch?
v=l128tW1H5a8, "Excretory and Urinary System",
"Functions of the Kidney" , "The Kidney"
Lesson 4: Diseases in the Excretory System Product Assessm
ent
Time Learning Goals/Success Criteria: Class Anecdota
: I can identify and differentiate between the following diseases Discussio l notes
75mi which are found in the excretory system: n
n Gout Answer
Kidney stones Quiz Key
Urinary Tract Infections (UTI) Mark:
Diabetes insipidus __/9
Liddles syndrome

Lesson Outline

Introduction:
10min
Review:
Have students review what they recall from last class.

Developmental Strategies:
10min
Quiz:

Project the following image on the bored and have students label it
on a blank piece of paper.

30min

Jigsaw Activity:
Handout "Diseases of the Excretory System"
Number students from 1-5 and assign each group a disease
from the following list
Gout
Kidney stones
Urinary Tract Infections (UTI)
Diabetes insipidus
 Liddles syndrome

Students are to research the diseases online and come back

to their original group and discuss their findings.
25min
Class Discussion:
Take up handout as a class.

Expectation: E1.2, E2.1

Resource: "Diseases of the Excretory System", Quiz

Lesson 5: Endocrine System Product Assessm

ent
Time: Learning Goals/Success Criteria: Class Anecdota
75min I can draw a feedback loop for increased glucose levels Discussio l notes
X2 I can describe the homeostatic processes involved n
in maintaining insulin and glucose levels and Anecdota
explain how these processes help body systems Journal l notes
respond to both a change in environment. Entry Mark:
__/5
Lesson Outline
Introduction:
12min
Show video to students:
https://www.youtube.com/watch?v=eWHH9je2zG4

Developmental Strategies
30min
Cracker Activity:
Give students each a cracker and have them eat it.
Discuss with students the type of feedback loop associated
with eating the cracker.
As a class, draw the feedback loop on the board and have
students copy it down.
The checkout line analogy:
Present the students with the following scenario:
You are a manager at a grocery store. Almost always there are
customers in the store and therefore there always needs to be at
least one or two cashiers at the registers. The lines are usually only
1 or two people long. However, it is now 5 oclock. People have
left work to go shopping. Lines at the registers are now 6-7 people
long.

Ask students the following questions:

1. What would you do as the manager?
Answer: To bring more cashiers to the registers.
2. How would this help?
Answer: Customers will get checked out more quickly. It will be
more efficient.
3. But the people will still pass through lines to buy food at the
store? Why does it matter if its efficient or not?
Answer: The customers will not like to shop at the store because
of the long lines. It will damage profit and reputation in the
long run. After students have responded to the last question,
make the connection to glucose. So having people wait in line
is damaging to the store. Well glucose homeostasis works very
similar in the body. There is always glucose in the blood and
therefore there are always transporters on body cells, just like
there were always cashiers to take care of customers.
However, when a person eats a meal, glucose levels in the
blood rise, very similar to how the amount of customers in the
store increased around 5 oclock. Now the permanent
transporters that are always there can take up glucose, but this
take times. And just like the grocery store, this is damaging to
the body. Therefore, the body signals cells to have more
transporters to take up glucose from the blood, just as a
manager would tell his/her employees to open up more
registers for the customers. By having glucose taken up into
the body efficiently, glucose will not damage the body.

**Time permitting**
Start the following PowerPoint: End at slide 30
https://www.slideshare.net/diverzippy/bioknowledgy-
presentation-on-66-hormones-homeostasis-and-reproduction
Provide link to students.

Culminating Task:
10min
Journal Entry: Draw the feedback loop associated with low
glucose levels.

**collect and evaluate the journal**

 Day 2:

Introduction
10min
Quick recap of what students have learned

Developmental Strategies
45min
Start/continue the following PowerPoint: End at slide 30
https://www.slideshare.net/diverzippy/bioknowledgy-
presentation-on-66-hormones-homeostasis-and-reproduction
Provide link to students.

Expectation: E2.1, E3.1, E3.2,E3.3

Resource: https://www.youtube.com/watch?
v=eWHH9je2zG4, questions,
https://www.slideshare.net/diverzippy/bioknowledgy-
presentation-on-66-hormones-homeostasis-and-
reproduction

Lesson 6: Nervous System Product Assessm

ent
Time: Learning Goals/Success Criteria: Journal Anecdota
75min I can identify key structures/functions in the Entry l notes
Nervous system Mark:
I can distinguish between the "flight or fight" __/5
response

Lesson Outline
Introduction:
12min
Show the following video to students:
https://www.youtube.com/watch?
v=qPix_X-9t7E

Developmental Strategies:
50min
Use "Neurons" and "Fight or Flight" PowerPoint
Provide link to PowerPoint to students

Culminating Task
10min
Journal Entry:
Provide an example of a time you had a "Fight
or Flight" response. How did your body try to
maintain balance during this time?

Expectation: E2.1, E3.1, E3.2,E3.3

 Resource: Youtube, "Nervous System", "Fight or Flight"

Lesson 7: Iguanas Product Assessm

ent
Time: Learning Goals/Success Criteria: Class Anecdota
75min I can draw a feedback loop that represents iguanas ability to Discussio l notes
maintain homeostasis under water. n
I can describe the homeostatic processes involved
in maintaining thermal equilibrium and explain
how these processes help body systems respond
to both a change in environment.

Lesson Outline
Introduction:
5min
Show video to students: https://www.youtube.com/watch?
v=tO_9zm9tsCs

Developmental Strategies
40min
Have students research the following questions independently:
How do marine iguanas maintain homeostasis?
Why can marine iguanas only stay under water for 10min?
Why do their muscles tense up under water?
Draw a feedback loop that represents how iguanas are able
to maintain homeostasis.

Class Discussion:
30min
Discuss the above questions as a class.

Expectation: E2.1, E3.1, E3.3

Resource: https://www.youtube.com/watch?
v=tO_9zm9tsCs, questions

Lesson 8: Impact on the Human Body By Chemical Substances Product Assessm

ent
Time: Learning Goals/Success Criteria: Class Anecdota
75min I can identify chemical substances that impact homeostasis in Debate l notes
the human body
I can identify how some chemical substances impact Class Anecdota
homeostasis Discussio l notes
n
Lesson Outline
Introduction:
Class Discussion
 20min
Ask students if they can think of any chemical substances
that have an impact on the human body.
Acceptable answers include but are not limited to:
Pain killers
Steroids
Antidepressants
Birth control
Ask students to think about what each chemical substance
is targeting and how the feedback loop would look like.

Developmental Strategies
10min
Hand out the case study "Baseball-Steroids" and have
students read it indecently.
Ask the following questions:
Why do steroids have such a bad reputation?
Do you think they are good or bad for your body?
Why?
Can they be beneficial?
What do steroids target?

Class Debate:
20min
Randomly choose students to be pro steroids and some
against.
Be sure to discuss debate etiquette with students.
Have the groups get together and make their argument.
Ensure students they are allowed to use the internet as a
resource.
25min
Have class debate

Expectation: E1.1, E1.2,E2.1, E3.1, E3.3

Resource: "Basebal-Steroids"

Lesson 9: Case Study Product Assessm

ent
Time: Learning Goals/Success Criteria: Case Part I:
75min I can draw conclusions and assess case studies based on my Study Correct
prior knowledge of Homeostasis. Answer:
mark:
Lesson Outline ___/5
Introduction: Part II:
10min Completi
Review key concepts and ideas discussed in the unit. on
Encourage students to use their notes to answer questions on the Part III:
Case Study. Correct
 Let students know they are to hand the case study Answers:
in as part of the summative assessment for the mark:
course. ___/10
Discuss with students how the Case study will be
evaluated.
Part I: Correct Answer: 5marks
Part II: Completion
Part III: Correct Answers: 10marks

Developmental Strategies
60min
Hand out " Summative Assessment - Case Study " to
students and have them work on it.
Allow students to work on the Case study
independently.

Expectation: E2.1, E3.1,E3.3

Resource: "Summative Assessment - Case Study"

Lesson 10: Test Product Assessm

ent
Time: Lesson Outline Test Correctio
75min n
Developmental Strategies: Answers:
75min Mark:
Distribute test to students and have them start as soon as ___/47
they receive it.
Expectation: E1.1, E1.2, E2.1, E2.2, E2.3, E3.1, E3.3

Lesson References
#
Lesson Picture: http://www.hekimzade.com/Data/EditorFiles/haberler/haber-
1 icerik15/cilt%20dokusu-hekimzade.jpg
Youtube: https://www.youtube.com/watch?v=oyhgKX4_dAo
PowerPoint:
https://docs.google.com/a/ocdsb.ca/viewer?
a=v&pid=sites&srcid=b2Nkc2IuY2F8c2JpNHV8Z3g6NTM5ZGU5N2ViYzcyM
zY1ZQ
Handout:
https://docs.google.com/a/ocdsb.ca/viewer?
a=v&pid=sites&srcid=b2Nkc2IuY2F8c2JpNHV8Z3g6NjlkOWQ5Y2M2M2M0
ZDkyZA
Lesson Image: http://anatomyandphysiologyi.com/wp-
2 content/uploads/2013/05/Homeostatic-control.jpg
Lesson Activity:
http://outreach.mcb.harvard.edu/teachers/summer09/karyncoulon/teacher
notes.pdf
Lesson Day 1:
3 PowerPoint:
https://www.reference.com/science/urinary-system-maintain-homeostasis-
d25aeb855271ea39#
http://www.ck12.org/user:YXJtc3Ryb25nLmVyaWNAZ21haWwuY29t/sectio
n/The-Excretory-System/

Day 2:
Picture: http://i.imgur.com/NzkRlWc.jpg
Youtube: https://www.youtube.com/watch?v=l128tW1H5a8
PowerPoint: https://view.officeapps.live.com/op/view.aspx?
src=http://www.saburchill.com/IBbiology/chapters03/images/THEKIDNEY.p
pt

Lesson Quiz Image:

4
http://humananatomychart.us/wp-content/uploads/2015/11/kidney-diagram-blank-
a5006075.jpg

Lesson Video: https://www.youtube.com/watch?v=tO_9zm9tsC

5
Lesson Day 1:
6 Picture: http://figures.boundless-cdn.com/19493/full/figure-33-03-01.jpeg
Video: https://www.youtube.com/watch?v=eWHH9je2zG4
Analogy: http://www.neuron.illinois.edu/files/U7_L2_LessonPlan.pdf

Day 2:
PowerPoint: https://www.slideshare.net/diverzippy/bioknowledgy-presentation-on-66-
hormones-homeostasis-and-reproduction

Lesson PowerPoint:
7 Neurons: https://docs.google.com/a/ocdsb.ca/viewer?
a=v&pid=sites&srcid=b2Nkc2IuY2F8c2JpNHV8Z3g6NzY0NWFiZDdmOG
QwNTNlNw
Fight or Flight:
https://view.officeapps.live.com/op/view.aspx?
src=http://images.pcmac.org/SiSFiles/Schools/GA/DouglasCounty/Manc
hesterHighSchool/Uploads/Forms/fight%20or%20flight.ppt

Video: https://www.youtube.com/watch?v=qPix_X-9t7E

Lesson Case Study:

8 http://sciencecases.lib.buffalo.edu/cs/files/baseball_steroids.pdf

Lesson Case Study: http://sciencecases.lib.buffalo.edu/cs/files/dehydration.pdf

9
Lesson Test Resources:
10 https://view.officeapps.live.com/op/view.aspx?
src=http://pplazekgrade11physics.wikispaces.com/file/view/SBI4U+Home
ostasis-Test.docx
https://www.google.ca/url?
sa=t&rct=j&q=&esrc=s&source=web&cd=2&ved=0ahUKEwikgs-
tnK7SAhVq54MKHW1FAy4QFggiMAE&url=https%3A%2F
%2Fbiology11section2.wikispaces.com%2Ffile%2Fview%2FUnit%2BTest
%2B-
%2BTeacher.pdf&usg=AFQjCNE9HwbEHtDKLIjZNhH_85GsbQD76g&sig2=H
oFhxmxF5ugPwy54T9aIPg&cad=rja