Science lesson plan · 10th grade (Year 11 in England) · 45 minutes
Blood glucose control, insulin and diabetes
Human body and health
CCSS NGSS.HS-LS1-3England: GCSE Combined Science: Homeostasis and response
Objective and success criteria
Students will: Blood glucose control, insulin and diabetes.
- 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: Homeostasis and negative feedback loops
Leads to: the next skill in this area.
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 (Homeostasis and negative feedback loops). Students answer on mini whiteboards.
- Show answers together and note who needs support in the main task.
- In a control system, what role do these play: a gland releasing a hormone? (receptor / coordination centre / effector) → effectorPrompt: Detect → decide → respond.
- Why is it important to keep internal conditions within narrow limits? (So that hair grows faster / So that we never feel hungry / It is not important / Enzymes and cells only work well in a narrow range of conditions) → Enzymes and cells only work well in a narrow range of conditionsPrompt: What happens to enzymes at the wrong temperature or pH?
- Homeostasis: which statement is NOT true? (Effectors can be muscles or glands. / Homeostasis uses both nervous and hormonal responses. / Negative feedback makes changes bigger. / In negative feedback, a rise in a value triggers changes that lower it.) → Negative feedback makes changes bigger.Prompt: Which part detects and which part responds?
Hook · 5 min
- Ask everyone to find their pulse, then jump for 30 seconds and find it again.
- Share the objective: Blood glucose control, insulin and diabetes. 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: Which organ releases insulin?
- Step 1: The pancreas monitors blood glucose and releases insulin or glucagon.
- Step 2: So the answer is: pancreas
- Answer: pancreas
- 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.
- Many people with type 1 diabetes now wear a continuous glucose monitor. What does it do? (removes glucose from the blood / makes insulin from glucose / measures glucose levels all the time so insulin doses can be matched / replaces the pancreas) → measures glucose levels all the time so insulin doses can be matchedPrompt: "Monitor" means watch or measure.
- Two people drank the same glucose drink. Blood glucose (mmol/L): A: 4.5 → peak 7 at 30 min → 4.5 at 2 h. B: 4.5 → peak 14 at 60 min → 12 at 2 h. Which person most likely has diabetes? (Both, because glucose rose in both / Person B, because glucose rose much higher and stayed high / Person A, because glucose returned to normal / Neither, because glucose always rises after a drink) → Person B, because glucose rose much higher and stayed highPrompt: In a healthy person, insulin brings glucose back down within about 2 hours.
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.
- Many people with type 1 diabetes now wear a continuous glucose monitor. What does it do? (removes glucose from the blood / replaces the pancreas / measures glucose levels all the time so insulin doses can be matched / makes insulin from glucose) → measures glucose levels all the time so insulin doses can be matchedPrompt: "Monitor" means watch or measure.
- Two people drank the same glucose drink. Blood glucose (mmol/L): A: 5 → peak 8 at 30 min → 5 at 2 h. B: 5 → peak 12 at 60 min → 10 at 2 h. Which person most likely has diabetes? (Person A, because glucose returned to normal / Person B, because glucose rose much higher and stayed high / Both, because glucose rose in both / Neither, because glucose always rises after a drink) → Person B, because glucose rose much higher and stayed highPrompt: In a healthy person, insulin brings glucose back down within about 2 hours.
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: Homeostasis and negative feedback loops.
- 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
- 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