Back to the lesson plan builder
Lesson length30 min45 min60 min
Questions🔀 New questions

Print the plan for yourself; the student sheet prints on its own page after it.

Science lesson plan · 10th grade (Year 11 in England) · 60 minutes

How the body warms up and cools down

Human body and health

CCSS NGSS.HS-LS1-3England: GCSE Biology: Homeostasis and response (control of body temperature)

Objective and success criteria

Students will: How the body warms up and cools down.

  • 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 · 6 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.
  1. In a control system, what role do these play: light-sensitive cells in the retina? (receptor / coordination centre / effector) → receptorPrompt: Detect → decide → respond.
  2. Why is it important to keep internal conditions within narrow limits? (So that hair grows faster / It is not important / So that we never feel hungry / 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?
  3. Homeostasis: which statement is NOT true? (Homeostasis uses both nervous and hormonal responses. / In negative feedback, a rise in a value triggers changes that lower it. / Receptors carry out the response. / Effectors can be muscles or glands.) → Receptors carry out the response.Prompt: Which part detects and which part responds?

Hook · 6 min

  • 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.

I do: model it · 12 min

  • 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.

We do: guided practice · 12 min

  • 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: sweating? (response when too hot / response when too cold) → response when too hotPrompt: Does it help lose heat or keep it?
  2. Why does shivering warm you up? (It shakes cold air away / It widens blood vessels / It makes sweat / Rapid muscle contractions increase respiration, which releases heat) → Rapid muscle contractions increase respiration, which releases heatPrompt: Muscles need energy to contract.

You do: independent practice · 17 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 · 7 min

  • Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
  1. How does sweating cool you down? (Sweat makes blood vessels move / Sweat is cold when it is made / Evaporating sweat transfers energy away from the skin / Sweat blocks the Sun) → Evaporating sweat transfers energy away from the skinPrompt: Evaporation needs energy.
  2. 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?

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

eurekami

How the body warms up and cools down

Name

Date

Score/ 8

  1. Question 1

    When does this happen: sweating?

    • A. response when too hot
    • B. response when too cold

  2. Question 2

    Temperature control: which statement is NOT true?

    • A. Sweating cools the body when the sweat evaporates.
    • B. Vasoconstriction reduces heat loss from the skin.
    • C. Shivering cools the body down.
    • D. Normal human body temperature is about 37 °C.

  3. Question 3

    How does sweating cool you down?

    • A. Sweat blocks the Sun
    • B. Evaporating sweat transfers energy away from the skin
    • C. Sweat makes blood vessels move
    • D. Sweat is cold when it is made

  4. Question 4

    When does this happen: vasodilation: blood vessels near the skin widen?

    • A. response when too hot
    • B. response when too cold

  5. Question 5

    Which part of the brain monitors blood temperature?

    • A. the retina
    • B. the spinal cord
    • C. the cerebellum
    • D. the thermoregulatory centre (hypothalamus)

  6. Question 6

    When does this happen: hairs lie flat?

    • A. response when too hot
    • B. response when too cold

  7. Question 7

    A student writes "blood vessels move closer to the skin when you are hot". What is the correct idea?

    • A. The skin moves towards the vessels
    • B. Vessels near the skin widen, so more blood flows near the surface
    • C. Vessels shrink and move deeper
    • D. Blood stops flowing to the skin

  8. Question 8

    When does this happen: shivering?

    • A. response when too hot
    • B. response when too cold

Free from eurekami.com

for the adult only

Answer key: How the body warms up and cools down

  1. 1. A. response when too hot

  2. 2. C. Shivering cools the body down.

  3. 3. B. Evaporating sweat transfers energy away from the skin

  4. 4. A. response when too hot

  5. 5. D. the thermoregulatory centre (hypothalamus)

  6. 6. A. response when too hot

  7. 7. B. Vessels near the skin widen, so more blood flows near the surface

  8. 8. B. response when too cold