Homeostasis Lesson: Exercise Lab

AUTHORS NAME : Astrid Laido

DATE : Oct. 24, 2014

1. TITLE OF LESSON: Homeostasis and Exercise

2. CURRICULUM AREA & GRADE LEVEL: Biology, 9th-12th grade

3. DATE OF LESSON/TIME NEEDED: One block period (1 hr 45 min), Friday Oct. 24, 2nd period, as
introduction to Homeostasis (following cell membrane chapter)

4. RESOURCES: video introduction (extreme sports compil. 2013.mp4), Lab protocol print out , jump
ropes

5. CA CONTENT STANDARD: 9.a Students know how the complementary activity of major body
systems provides cells with oxygen and nutrients and removes toxic waste products such as
carbon dioxide.
NGSS: HS-LS1-3: Feedback mechanisms maintain a living systems 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.
CA ELD STANDARD: 6.a) Explain ideas, phenomena, processes, and relationships within and across
texts (e.g., compare/contrast, cause/effect, themes, evidence-based argument) based on close reading of a
variety of grade-level texts, presented in various print and multimedia formats, using a variety of detailed
sentences and a range of general academic and domain-specific words.

6. BIG IDEA ADDRESSED/ENDURING UNDERSTANDING: How does our body regulate influences from
outside, e.g. heat or exercise, and maintain its healthy balance.

7. ESSENTIAL QUESTIONS: How do body systems work together to keep an organism alive?

8. OBJECTIVES:

(Cognitive and Psychomotor) After performing an exercise lab, students will be able to apply their knowledge
of homeostasis to the lab and explain how exercise affects a persons heart rate, breathing rate, and
perspiration level, by drawing a graph visualizing their data.

(Language development) Students will be able to analyze and explain the observations they make in written
form, by using detailed sentences and scientific terminology relating to homeostasis and scientific method.

9. ASSESSMENT: (formative in formal and formal) Students will present their data in a table and line graphic
and answer the interpretive questions in their lab protocol. Teacher will give oral feedback during class
time when circulating, and written feedback after collecting the lab protocols.
 1. INSTRUCTIONAL STRATEGIES: What the teacher
does
1. Anticipatory Set
Teacher will show an introductory video about
extreme sports, to start the discussion about exercise
and correlation to homeostasis. Teacher will ask
students to remember what is measured when they
go the doctor for a physical.
2. Teacher introduces the exercise lab, hands students a Students listen to teacher and start reading their lab
lab protocol and asks them to read through it using
effective reading strategies (high lighting, noting
questions).
3. Input Modeling
Teacher goes over the lab with students. She
organizes groups of three, and asks students to
assign roles: jumper, time keeper, data recorder. She
then models how to measure pulse and breathing
rate.
4. Check for Understanding
Teacher sets expectations before going outside: all
need to do their job, they need to be quiet so neighbor (phone app) and pencil. They listen to the teacher
classes are not being interrupted. Teacher goes
outside with the students and hands out jump ropes
and has students set up their phone-stopwatch. She
emphasizes that after 2 min. the jumper rests, and
then jumps for the next 2 minutes (not 4).
5. Guided Practice
Teacher circulates, observing students performing
their exercise lab.
6. Independent Practice
After all groups are finished jumping and measuring/
recording data, teacher leads class back into
classroom and explains the next step, creating a
graphic representation of the data. Teacher circulates
the room while students are independently working.
7. Closure
Teacher has students share out their answers. Each
group has to present one of the questions/graphic
presentations.
Attached:
Lab protocol -
1. STUDENT ACTIVITIES: What the students do
1. Anticipatory Set
Students watch the video and participate in the discussion
about exercise and homeostasis, and what happens at a
physical at a doctors.
2. State Objective
protocols, highlighting and noting questions.
3. Input Modeling
Students ask their questions and organize their
groups/assign roles. They clarify what each of them
will be doing. They watch the demonstration.
4. Check for Understanding
Students learn the expectations for their outside behavior
and follow the teacher with lab protocol, stop watch
emphasize details of the procedure. They receive the
jump ropes and start the exercise procedure as directed in
the lab.
5. Guided Practice
Students perform the lab, with each student within a
group fulfilling his assigned role. Jumper jumps
according to lab instructions, timekeeper tells him
when to stop and rest, recorder measures and
records data (pulse, breathing rate and perspiration).
6. Independent Practice
When students have finished the data collection, they
follow the teacher back into the classroom and each
student copies the data into their own protocol.
Students create a graphic chart and answer the
protocol questions. Students can cooperate in table
discussion, but have to fill out individual lab protocols.
7. Closure
Students share out answers to the protocol and
describe their graphic representations. They draw
conclusions how our body is reacting to exercise, and
why.