• Quick retrieval from earlier learning (Homeostasis and negative feedback loops). Students answer on mini whiteboards.
• Show answers together and note who needs support in the main task.

1. In a control system, what role do these play: muscles that cause shivering? (receptor / coordination centre / effector) → effectorPrompt: Detect → decide → respond.
2. Which is NOT controlled by homeostasis in humans? (water levels in the body / blood glucose concentration / body temperature / eye colour) → eye colourPrompt: Homeostasis keeps internal conditions stable when they change.
3. Homeostasis: which statement is NOT true? (Body temperature is kept close to 37 °C. / Effectors can be muscles or glands. / Receptors carry out the response. / In negative feedback, a rise in a value triggers changes that lower it.) → Receptors carry out the response.Prompt: Which part detects and which part responds?

• Ask everyone to find their pulse, then jump for 30 seconds and find it again.
• Share the objective: How the body warms up and cools down. Read the success criteria together.

• Work through the example out loud, saying why you do each step, not just what you do.
• Example: When does this happen: shivering?
• Step 1: When too cold, the body reduces heat loss and releases more heat.
• Step 2: So the answer is: response when too cold
• Answer: response when too cold
• Pause after each step and ask a student to say what comes next.

• Do these together. Students try each step on whiteboards before you reveal it.
• Use the hints as prompts rather than giving the answer.

1. When does this happen: shivering? (response when too hot / response when too cold) → response when too coldPrompt: Does it help lose heat or keep it?
2. How does sweating cool you down? (Sweat makes blood vessels move / Sweat blocks the Sun / Evaporating sweat transfers energy away from the skin / Sweat is cold when it is made) → Evaporating sweat transfers energy away from the skinPrompt: Evaporation needs energy.

• Students work on the student sheet. Circulate and check the first two answers of every student early.
• Students who finish: write a question of their own for a partner, with the answer.

The 6 questions are on the student sheet below, with answers in the key.

• Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.

1. Temperature control: which statement is NOT true? (Sweating cools the body when the sweat evaporates. / Vasoconstriction reduces heat loss from the skin. / Normal human body temperature is about 37 °C. / Shivering cools the body down.) → Shivering cools the body down.Prompt: Do blood vessels actually move?
2. When does this happen: hairs lie flat? (response when too hot / response when too cold) → response when too hotPrompt: Does it help lose heat or keep it?

Free online practice with hints and printable worksheets for this skill: eurekami.com/science/grade-10.