Download Lesson Overview: Homeostasis, Body systems

Lesson Plan
CHAPTER 20 Homeostasis and Human Body
Systems
Chapter Opener
__ Reading Toolbox, Assessing Prior Knowledge, TE Assess students' prior knowledge of
concepts they will need for the chapter. (GENERAL)
__ Reading Toolbox, Visual Literacy, TE Discuss the chapter opener photograph and
captions with students in the context of the chapter topic. (GENERAL)
__ Why It Matters, Homeostasis and Human Body Systems, SE Discuss the relevance of
the chapter topic to students' lives.
__ Inquiry Lab, Blood Pressure and Homeostasis, SE In this lab, students use a compound
light microscope to observe prepared slides of bacteria. (GENERAL)
__ Datasheet for Chapter Opener Inquiry Lab, Blood Pressure and Homeostasis, CRF
Students can use this datasheet to record data. (GENERAL)
__ Reading Toolbox, SE These reading tools help students learn the material in this chapter:
Using Words, Using Language, Using Science Graphics. (GENERAL)
SECTION 1 Homeostasis
PACING
Regular Schedule:
Block Schedule:
with lab(s): N/A days
with lab(s): N/A days
without lab(s): 2 days
without lab(s): 1 days
OBJECTIVES
1. How does a change in the external environment affect an organism?
2. How does an organism respond to changes, and what happens if the organism
fails to respond to the changes?
3. What organ systems do humans need in order to survive?
LIVING ENVIRONMENT CORE CURRICULUM
4.1.2c The components of the human body, from organ systems to cell organelles,
interact to maintain a balanced internal environment. To successfully accomplish this,
organisms possess a diversity of control mechanisms that detect deviations and make
corrective actions.
4.1.2d If there is a disruption in any human system, there may be a corresponding
imbalance in homeostasis.
4.1.2e The organs and systems of the body help to provide all the cells with their basic
needs. The cells of the body are of different kinds and are grouped in ways that enhance
how they function together.
4.1.3a The structures present in some single-celled organisms act in a manner similar to
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Lesson Plan
the tissues and systems found in multicellular organisms, thus enabling them to perform
all of the life processes needed to maintain homeostasis.
4.5.2a Homeostasis in an organism is constantly threatened. Failure to respond
effectively can result in disease or death.
4.5.3a Dynamic equilibrium results from detection of and response to stimuli. Organisms
detect and respond to change in a variety of ways both at the cellular level and at the
organismal level.
TEACH
__ Teaching Key Ideas, Harmful and Helpful Bacteria, TE Students learn how bacteria
are beneficial and harmful. (GENERAL)
__ Teaching Transparency, G26 Water Movement in Plants Use this transparency to
show how water moves through plants (GENERAL)
__ Teaching Transparency, G32 Control of the Stomatal Opening Use this transparency
to show how stomatal openings are controled. (GENERAL)
__ Teaching Transparency, J3 Major Organ Systems of the Human Body Use this
transparency to show the major organ systems of the human body. (GENERAL)
__ Visual Concept, Bacteria Use this Visual Concept to help students understand bacteria.
(GENERAL)
__ Visual Concept, Characteristics of Bacteria Use this Visual Concept to help students
understand characteristics of bacteria. (GENERAL)
__ Visual Concept, Parts of aProkaryotic Cell Use this Visual Concept to help students
understand parts of aprokaryotic cell. (GENERAL)
__ Visual Concept, Comparing Organisms that Are Unicellular and Multicellular Use
this Visual Concept to help students understand comparing organisms that are unicellular
and multicellular. (GENERAL)
__ Visual Concept, Structure of Cilia and Flagella Use this Visual Concept to help
students understand structure of cilia and flagella. (GENERAL)
__ Visual Concept, Bacterial Capsule Use this Visual Concept to help students understand
bacterial capsule. (GENERAL)
__ Visual Concept, Pilus Use this Visual Concept to help students understand pilus.
(GENERAL)
__ Visual Concept, Conjugation Use this Visual Concept to help students understand
conjugation. (GENERAL)
__ Visual Concept, Chemoautotroph Use this Visual Concept to help students understand
chemoautotroph. (GENERAL)
__ Visual Concept, Gram Stain Use this Visual Concept to help students understand gram
stain. (GENERAL)
__ Teaching Key Ideas, Peptidoglycan, TE Students learn that the cell wall is involved in
many pathogenic properties of bacteria. (GENERAL)
__ SciLinks, Bacteria, SE Students use SciLinks Code HX80133 to research Internet
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Lesson Plan
sources about bacteria. (GENERAL)
__ Differentiated Instruction: Advanced Learners/GATE, True or False?, TE Students
discuss the statement: Bacteria are successful in part because they have cellular structures
that enable them to live in a wide variety of environments. (ADVANCED)
__ Up Close, Bacteria, TE Students learn about e.coli, motile and nonmotile bacteria.
(GENERAL)
__ Why It Matters, Food Poisoning, TE Students learn that symptoms of E. coli O157:H7
food poisoning include bloody diarrhea and kidney failure. (GENERAL)
__ Differentiated Instruction: Basic Learners, E. coli in the Intestine, TE Students learn
that E. coli is a normal resident of the human digestive tract, where it performs important
functions. (BASIC)
__ Quick Lab, Investigation of Homeostasis, SE In this lab, students estimate how many
bacteria are present in a population if you know the growth rate of bacteria and how much
time has passed. (GENERAL)
__ Datasheet for Quick Lab, Investigation of Homeostasis, CRF Students can use this
datasheet to record data. (GENERAL)
__ Why It Matters, Nitrogen-Fixing Bacteria, TE Students observe the figure, and discuss
what would happen if all nitrogen- fixing bacteria were eliminated. (GENERAL)
__ Differentiated Instruction: Basic Learners/Struggling Readers, Word Parts, TE
Students study word parts and their meanings. (BASIC)
__ Teaching Key Ideas, CSI Bacteria?, TE Students learn that forensic genomics can help
researchers track natural pathogens. (GENERAL)
__ Directed Reading Worksheet, CRF Students complete the exercises in this worksheet to
help them understand the material as they read the section. (BASIC)
__ Active Reading Worksheet, CRF Students read a passage related to the section topic and
answer questions. (GENERAL)
CLOSE
__ Formative Assessment, TE Students answer questions about chemoautotrophs.
(GENERAL)
__ Section Review, SE Assign Section Review questions for review. (GENERAL)
__ Quiz, CRF This quiz reviews the main concepts covered in this section. (GENERAL)
__ Spanish Section Quiz, OSP This quiz is a direct Spanish translation of the Quiz.
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Lesson Plan
SECTION 2 Human Body Systems
PACING
Regular Schedule:
Block Schedule:
with lab(s): N/A days
with lab(s): N/A days
without lab(s): 1.5 days
without lab(s): 0.75 days
OBJECTIVES
1. How do the skeletal and muscular systems help the body maintain
homeostasis?
2. How does the integumentary system help the body maintain homeostasis?
3. How do the nervous and endocrine systems help the body maintain
homeostasis?
4. How do the digestive and excretory systems help the body maintain
homeostasis?
5. How do the circulatory and respiratory systems help the body maintain
homeostasis?
LIVING ENVIRONMENT CORE CURRICULUM
4.1.2a Important levels of organization for structure and function include organelles,
cells, tissues, organs, organ systems, and whole organisms.
4.1.2b Humans are complex organisms. They require multiple systems for digestion,
respiration, reproduction, circulation, excretion, movement, coordination, and immunity.
The systems interact to perform the life functions.
4.1.2c The components of the human body, from organ systems to cell organelles,
interact to maintain a balanced internal environment. To successfully accomplish this,
organisms possess a diversity of control mechanisms that detect deviations and make
corrective actions.
TEACH
__ Demonstration, Viral Characteristics, TE Students learn about the typical shape of a
virus, and discuss whether it is alive ot not. (GENERAL)
__ Teaching Transparency, J3 Major Organ Systems of the Human Body Use this
transparency to show the major organ systems of the human body. (GENERAL)
__ Teaching Transparency, J17 Opposing Muscles in the Arm Use this transparency to
discuss the opposing muscels in the arm. (GENERAL)
__ Teaching Transparency, J18 Structure of Skin Use this transparency to show the
structure of skin. (GENERAL)
__ Teaching Transparency, J64 Structure of the Human Brain Use this transparency to
show the structure of the human brain. (GENERAL)
__ Teaching Transparency, J79 The Endocrine System Use this transparency to discuss
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CHAPTER 20
Lesson Plan
the endocrine system. (GENERAL)
__ Teaching Transparency, J83 Major Endocrine Glands Use this transparency to show
the major endocrine glands. (GENERAL)
__ Teaching Transparency, J49 Digestive System in the Human Body Use this
transparency to discuss the digestive system in the human body. (GENERAL)
__ Teaching Transparency, J57 Excretory System in the Human Body Use this
transparency to show the structure of the excretory system in the human body. (GENERAL)
__ Teaching Transparency, J22 Cardiovascular System Use this transparency to discuss
the cardiovascular system. (GENERAL)
__ Teaching Transparency, J31 The Human Respiratory System Use this transparency to
show the human respiratory system. (GENERAL)
__ Visual Concept, Virus Use this Visual Concept to help students understand virus.
(GENERAL)
__ Visual Concept, Parts of a Virus Use this Visual Concept to help students understand
parts of a virus. (GENERAL)
__ Visual Concept, Bacteriophage Use this Visual Concept to help students understand
bacteriophage. (GENERAL)
__ Visual Concept, Lytic Cycle Use this Visual Concept to help students understand lytic
cycle. (GENERAL)
__ Visual Concept, Lysogenic Cycle Use this Visual Concept to help students understand
lysogenic cycle. (GENERAL)
__ Visual Concept, Relationship between the Lytic and Lysogenic Cycles Use this Visual
Concept to help students understand relationship between the lytic and lysogenic cycles.
(GENERAL)
__ Visual Concept, Pathogen Use this Visual Concept to help students understand pathogen.
(GENERAL)
__ Visual Concept, Prophages and Proviruses Use this Visual Concept to help students
understand prophages and proviruses. (GENERAL)
__ Teaching Key Ideas, Viral Structure, TE Students learn about the two important parts
of a virus: the capsid (made of protein) and the nucleic acid (RNA or DNA). (GENERAL)
__ Why It Matters, Plant Viruses, TE Students learn about how plants from the same
family are vulnerable to the same viral diseases. (GENERAL)
__ Differentiated Instruction: Struggling Readers, K-W-L, TE Students note what they
know, want to know, and have learned about in this section. (BASIC)
__ SciLinks, Viruses, SE Students use SciLinks Code HX81607 to research Internet sources
about viruses. (GENERAL)
__ Teaching Key Ideas, Capsid Proteins, TE Students learn that only a few different kinds
of proteins are found in a viral capsid, and that one gene can code all of the capsid
components. (GENERAL)
__ Math Skills, Viral Reproduction, TE Students learn that a single virus that infects a
bacterial cell can produce about 100 new viruses in 20 minutes, and calculate the rate for 1
hour. (GENERAL)
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Lesson Plan
__ Reading Toolbox, Process Chart, SE Students learn to summarize the information in the
figure. (GENERAL)
__ Differentiated Instruction: Alternative Assessment, Design a Virus, TE Students
create a fictitious virus. (BASIC)
__ Up Close, HIV Reproduction, TE Students learn about the process of HIV and AIDS
reproduction. (GENERAL)
__ Misconception Alert, HIV Infection and AIDS, TE Students learn that an individual
who has been infected with HIV can pass the virus to others even though he or she shows
no symptoms of AIDS. (GENERAL)
__ Differentiated Instruction: Advanced Learners/GATE, AIDS Drug, TE Students
design a hypothetical drug that will disable the infection cycle of HIV. (ADVANCED)
__ Quick Lab, Filtration Rate in the Kidney, SE In this lab, students represent a model
comparing a millimeter to a nanometer. (GENERAL)
__ Datasheet for Quick Lab, Filtration Rate in the Kidney, CRF Students can use this
datasheet to record data. (GENERAL)
__ Directed Reading Worksheet, CRF Students complete the exercises in this worksheet to
help them understand the material as they read the section. (BASIC)
__ Active Reading Worksheet, CRF Students read a passage related to the section topic and
answer questions. (GENERAL)
CLOSE
__ Formative Assessment, TE Students answer questions about virus anatomy. (GENERAL)
__ Section Review, SE Assign Section Review questions for review. (GENERAL)
__ Quiz, CRF This quiz reviews the main concepts covered in this section. (GENERAL)
__ Spanish Section Quiz, OSP This quiz is a direct Spanish translation of the Quiz.
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Lesson Plan
SECTION 3 Feedback Mechanisms
PACING
Regular Schedule:
Block Schedule:
with lab(s): N/A days
with lab(s): N/A days
without lab(s): 1.5 days
without lab(s): 0.75 days
OBJECTIVES
1. How do feedback mechanisms help maintain homeostasis?
2. How does a feedback mechanism control a person's breating rate?
3. How does a feedback mechanism maintain the concentration of glucose in the
bloodstream?
LIVING ENVIRONMENT CORE CURRICULUM
4.1.2c The components of the human body, from organ systems to cell organelles,
interact to maintain a balanced internal environment. To successfully accomplish this,
organisms possess a diversity of control mechanisms that detect deviations and make
corrective actions.
4.1.2e The organs and systems of the body help to provide all the cells with their basic
needs. The cells of the body are of different kinds and are grouped in ways that enhance
how they function together.
4.5.3b Feedback mechanisms have evolved that maintain homeostasis. Examples include
the changes in heart rate or respiratory rate in response to increased activity in muscle
cells, the maintenance of blood sugar levels by insulin from the pancreas, and the
changes in openings in the leaves of plants by guard cells to regulate water loss and gas
exchange.
TEACH
__ Demonstration, Yogurt, TE Students observe the bactieria that change milk into yogurt.
(GENERAL)
__ Teaching Transparency, J90 Negative Feedback Use this transparency to discuss
negative feedback. (GENERAL)
__ Teaching Transparency, J32 O2 and CO2 in the Blood Use this transparency to show
the flow of O2 and CO2 in the blood. (GENERAL)
__ Teaching Transparency, J88 Maintaining a Normal Blood Glucose Level Use this
transparency to show how the body maintaines a normal blood glucose level. (GENERAL)
__ Visual Concept, Koch’s Postulates Use this Visual Concept to help students understand
Koch’s Postulates. (GENERAL)
__ Visual Concept, Bacteria and Food Use this Visual Concept to help students understand
bacteria and food. (GENERAL)
__ Visual Concept, AIDS (Acquired Immune Deficiency syndrome) Use this Visual
Concept to help students understand AIDS (Acquired Immune Deficiency syndrome).
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Lesson Plan
(GENERAL)
__ Differentiated Instruction: Advanced Learners/GATE, Breakthroughs in Science,
TE Students discuss the technological uses of bacteria. (ADVANCED)
__ Why It Matters, Spread of Disease to Isolated Communities, TE Students learn that
isolated communities are at particular risk of epidemics when outsiders visit. (GENERAL)
__ Go hrw.com, Koch’s Postulates, SE Students can interact with “Koch’s Postulates” by
going to go.hrw.com and typing in the keyword HX8VBCF10. (GENERAL)
__ Misconception Alert, "Bad" Bacteria, TE Students learn that bacteria are nature’s
recyclers, and scientists are finding ways to use bacteria to produce desirable materials
and degrade wastes. (GENERAL)
__ Differentiated Instruction: English Learners/Struggling Readers, Paired
Summarizing, TE Students read and summarize the passage in pairs. (BASIC)
__ Teaching Key Ideas, Current Infections, TE Students create a class information center,
where they can post the latest information about research, outbreaks, controversies, and
other details about the diseases. (GENERAL)
__ Reading Toolbox, Cause and Effect, SE Students list all of the diseases discussed in this
section, indicating the pathogen that causes the disease, and whether the pathogen is a
bacterium or a virus. (GENERAL)
__ Why It Matters, Bacterial Toxins, TE Students learn that bacterial toxins can be used
for medical purposes. (GENERAL)
__ Teaching Key Ideas, Preventing Antibiotic Resistance, TE Students learn antibiotic
resistance is one of the world’s most pressing public health problems. (GENERAL)
__ Differentiated Instruction: Special Education Students, Antibacterial Agents, TE
Students list products containing antibacterial agents, and discuss their impact and
effectiveness. (BASIC)
__ Differentiated Instruction: Basic Learners, Graphing TB Cases, TE Students research
and graph the incidence of TB over the last few decades. (BASIC)
__ Why It Matters, Influenza, TE Students learn that influenza has been perhaps the most
lethal viral disease in human history. (GENERAL)
__ Differentiated Instruction: Basic Learners, County Health Department, TE Students
discuss viral diseases that are of concern in their county, including prevention and public
health preparadness. (BASIC)
__ Quick Lab, Blood pH and Homeostasis, SE In this lab, students observe data and
discuss the recent emergence of bird flu. (GENERAL)
__ Datasheet for Quick Lab, Blood pH and Homeostasis, CRF Students can use this
datasheet to record data. (GENERAL)
__ SciLinks, Emerging Viruses, SE Students use SciLinks Code HX80499 to research
Internet sources about emerging viruses. (GENERAL)
__ Directed Reading Worksheet, CRF Students complete the exercises in this worksheet to
help them understand the material as they read the section. (BASIC)
__ Active Reading Worksheet, CRF Students read a passage related to the section topic and
answer questions. (GENERAL)
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Lesson Plan
__ Why It Matters, Tiny Terrors, TE Students learn about biological weapons. (GENERAL)
__ Reading Toolbox, Visual Literacy, SE Students learn to identify some of the measures
that are taken to protect against biological weapons. (GENERAL)
CLOSE
__ Formative Assessment, TE Students answer questions about --------------. (GENERAL)
__ Section Review, SE Assign Section Review questions for review. (GENERAL)
__ Quiz, CRF This quiz reviews the main concepts covered in this section. (GENERAL)
__ Spanish Section Quiz, OSP This quiz is a direct Spanish translation of the Quiz.
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Lesson Plan
END OF CHAPTER REVIEW AND ASSESSMENT
PACING
Regular Schedule:
Block Schedule:
with lab(s): 4 days
with lab(s): 2 days
without lab(s): 2 days
without lab(s): 1 days
REVIEW
__ Reteaching Key Ideas, Homeostasis and Human Body Systems, TE Use these
activities to reinforce Key Ideas from the chapter: Bacterial Reproduction,Viral
Structure,Bacterial and Viral Diseases. (BASIC)
__ Chapter Summary, Homeostasis and Human Body Systems, SE Have students connect
the major concepts in this chapter through a summary that includes an outline of important
points and an index of key terms in the chapter. (GENERAL)
__ Super Summary, Homeostasis and Human Body Systems, online Have students
connect the major concepts in this chapter through an interactive Super Summary that
includes an outline of important points in the chapter, a glossary of chapter vocabulary,
and an interactive Quiz Show game to help students review. Go to go.hrw.com and type in
HSHSTR. (GENERAL)
__ Chapter Review, Homeostasis and Human Body Systems, SE Assign questions to
review the material for this chapter. Use the assignment guide to customize review for
sections covered. (GENERAL)
__ Test Prep Pretest, Homeostasis and Human Body Systems, CRF Use this pretest to
review the main content of the chapter. Questions are keyed to Key Ideas. (GENERAL)
__ Spanish Test Prep Pretest, Homeostasis and Human Body Systems, CRF This
worksheet is a direct Spanish translation of the Test Prep Pretest. (GENERAL)
ASSESSMENT
__ Chapter Test A, Homeostasis and Human Body Systems, CRF This test has been
specially modified to reach struggling students. (SPECIAL NEEDS)
__ Chapter Test B, Homeostasis and Human Body Systems, CRF Assign this chapter test
for general level chapter assessment. Two different tests are available. (GENERAL)
__ Spanish Chapter Test A, Homeostasis and Human Body Systems, CRF This test is a
direct Spanish translation of Chapter Test A. (GENERAL)
__ Chapter Test C, Homeostasis and Human Body Systems, CRF Assign this chapter test
for advanced level chapter assessment. Two different tests are available. (ADVANCED)
__ Spanish Chapter Test B, Homeostasis and Human Body Systems, CRF This test is a
direct Spanish translation of Chapter Test B. (ADVANCED)
__ ExamView® Test Generator, OSP Create a customized homework assignment, quiz, or
test using the HRW Test Generator program.
OTHER
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Lesson Plan
__ Powerpoint© Resources, Homeostasis and Human Body Systems, OSP Use the
customizable presentation to present chapter content and help students practice
standardized test-taking skills. (GENERAL)
__ Vocabulary Review Worksheet, Homeostasis and Human Body Systems, CRF Use
this worksheet to review Key Terms from the chapter. (GENERAL)
__ Spanish Vocabulary Review Worksheet, Homeostasis and Human Body Systems,
CRF This worksheet is a direct Spanish translation of the Vocabulary Review Worksheet.
(GENERAL)
__ Science Skills Worksheet, Interpreting Scientific Illustrations, CRF Use this
worksheet to review interpreting graphics. (GENERAL)
__ Critical Thinking Worksheet, Homeostasis and Human Body Systems, CRF Use this
worksheet to challenge students and help them build critical thinking skills. (ADVANCED)
__ Chapter Lab, Epinephrine and Heart Rate, SE Students stain smears of bacteriaand
practice using sterile technique to avoid contaminating bacterial cultures. (GENERAL)
__ Datasheet A for Chapter Lab, Epinephrine and Heart Rate, CRF Basic-level students
can use this datasheet to perform the lab and to record data. (BASIC)
__ Datasheet B for Chapter Lab, Epinephrine and Heart Rate, CRF General-level
students can use this datasheet to perform the lab and to record data. (GENERAL)
__ Datasheet C for Chapter Lab, Epinephrine and Heart Rate, CRF Advanced-level
students can use this datasheet to perform the lab and to record data. (ADVANCED)
__ Datasheet for Supplemental CRF Lab, Leptin and the Endocrine System, CRF
Students learn the Gram-stain technique by testing known samples of Gram-positive and
Gram-negative bacteria. Then they perform the Gram stain on cultures of unknown
bacteria.
__ Datasheet for Supplemental CRF Lab, Observing the Effects of Thyroxine on Frog
Metamorphosis, CRF Students make three-dimensional models of different types of
viruses. They then compare the sizes of the models to the sizes of the viruses they
represent.
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