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.
- Compared with nerves, hormones usually act… (only in the brain / faster and for a shorter time / exactly the same way / more slowly but for longer) → more slowly but for longerPrompt: Blood travels more slowly than an electrical impulse.
- Coordination and control: which statement is true? (Insulin raises blood glucose. / Reflex actions are controlled by conscious thought. / Hormones travel along nerves. / Normal human body temperature is about 37 °C.) → Normal human body temperature is about 37 °C.Prompt: Nerves carry electrical impulses; hormones are chemicals.
- Which hormone lowers blood glucose concentration? (oestrogen (estrogen) / testosterone / adrenaline (epinephrine) / insulin) → insulinPrompt: It is made in the pancreas.
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: the thermoregulatory centre in the brain? (receptor / coordination centre / effector) → coordination centrePrompt: Detect → decide → respond.
- What is negative feedback? (A change triggers a response that makes the change bigger / A change triggers a response that reverses the change, back towards the set point / Bad news from a doctor / A response that never stops) → A change triggers a response that reverses the change, back towards the set pointPrompt: Think of a thermostat in a house.
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.
- Why is it important to keep internal conditions within narrow limits? (Enzymes and cells only work well in a narrow range of conditions / It is not important / So that we never feel hungry / So that hair grows faster) → Enzymes and cells only work well in a narrow range of conditionsPrompt: What happens to enzymes at the wrong temperature or pH?
- In a control system, what role do these play: the spinal cord? (receptor / coordination centre / effector) → coordination centrePrompt: 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