Science lesson plan · 10th grade (Year 11 in England) · 45 minutes
Homeostasis and negative feedback loops
Human body and health
CCSS NGSS.HS-LS1-3England: GCSE Combined Science: Homeostasis and response
Objective and success criteria
Students will: Homeostasis and negative feedback loops.
- I can answer questions on today's skill on my own, without help.
- I can explain each step and say why it works.
- I can check my answer and spot a mistake.
Before and after
Needs first: Nervous system, reflexes and hormones
Leads to: Blood glucose control, insulin and diabetes; How the body warms up and cools down
Materials: Stopwatches, Body diagrams, Mini whiteboards, A diagram or short video clip of the idea, Printed student sheet (below).
Warm-up · 5 min
- Quick retrieval from earlier learning (Nervous system, reflexes and hormones). Students answer on mini whiteboards.
- Show answers together and note who needs support in the main task.
- Which hormone lowers blood glucose concentration? (insulin / oestrogen (estrogen) / adrenaline (epinephrine) / testosterone) → insulinPrompt: It is made in the pancreas.
- Coordination and control: which statement is true? (Adrenaline (epinephrine) prepares the body for "fight or flight". / Reflex actions are controlled by conscious thought. / Insulin raises blood glucose. / Hormones travel along nerves.) → Adrenaline (epinephrine) prepares the body for "fight or flight".Prompt: Nerves carry electrical impulses; hormones are chemicals.
- Compared with nerves, hormones usually act… (faster and for a shorter time / only in the brain / exactly the same way / more slowly but for longer) → more slowly but for longerPrompt: Blood travels more slowly than an electrical impulse.
Hook · 5 min
- Ask everyone to find their pulse, then jump for 30 seconds and find it again.
- Share the objective: Homeostasis and negative feedback loops. Read the success criteria together.
I do: model it · 10 min
- Work through the example out loud, saying why you do each step, not just what you do.
- Example: In a control system, what role do these play: a gland releasing a hormone?
- Step 1: Effectors (muscles or glands) carry out the response.
- Step 2: So the answer is: effector
- Answer: effector
- Pause after each step and ask a student to say what comes next.
We do: guided practice · 10 min
- Do these together. Students try each step on whiteboards before you reveal it.
- Use the hints as prompts rather than giving the answer.
- In a control system, what role do these play: a gland releasing a hormone? (receptor / coordination centre / effector) → effectorPrompt: Detect → decide → respond.
- Which is NOT controlled by homeostasis in humans? (blood glucose concentration / eye colour / water levels in the body / body temperature) → eye colourPrompt: Homeostasis keeps internal conditions stable when they change.
You do: independent practice · 10 min
- 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 8 questions are on the student sheet below, with answers in the key.
Exit ticket · 5 min
- Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
- Homeostasis: which statement is NOT true? (Negative feedback makes changes bigger. / In negative feedback, a rise in a value triggers changes that lower it. / Body temperature is kept close to 37 °C. / Homeostasis uses both nervous and hormonal responses.) → Negative feedback makes changes bigger.Prompt: Which part detects and which part responds?
- In a control system, what role do these play: light-sensitive cells in the retina? (receptor / coordination centre / effector) → receptorPrompt: Detect → decide → respond.
Watch out for
- Everyday meanings of words getting in the way of the science meaning: define key words explicitly.
- Remembering facts without the reason: ask "why?" and "what is the evidence?"
Support and stretch
Support
- Review first: Nervous system, reflexes and hormones.
- Use concrete materials: stopwatches.
- Give the first step of each question, or a partly worked example to finish.
- Pair with a confident partner for the guided practice.
Stretch
- Move on to: Blood glucose control, insulin and diabetes; How the body warms up and cools down.
- Explain a common mistake in writing and how to fix it.
- Write a word problem that uses today's skill, then solve a partner's.
Homework and more practice
Free online practice with hints and printable worksheets for this skill: eurekami.com/science/grade-10.
Free lesson plan from eurekami.com/lesson-plan-builder