Kimberly Conner

ED 350
Instructional Plan Lesson Plan One
Dr. Jensen
8 December, 2016

Topic:
Homeostasis and Feedback Mechanisms
Standard and Benchmark:
NGSS: HS-LS1-3
Plan and conduct an investigation to provide evidence that feedback mechanisms
maintain homeostasis. [Clarification Statement: Examples of investigations could include
heart rate response to exercise, stomate response to moisture and temperature, and root
development in response to water levels.] [Assessment Boundary: Assessment does not
include the cellular processes involved in the feedback mechanism.]
Objective:
Once the homeostasis lesson is complete, tenth-grade biology students will be able to complete
the following:
Choose any part of the cell and describe its function accurately and conclude how DNA
determines the structure of proteins by reading a section from their textbook (pg. 101-
109) about the importance of homeostasis in our bodies while completing the pre reading
strategy (magnet summaries) and creating an electronic poster over one of the processes
in our bodies that is regulated by negative feedback with 85% accuracy according to the
poster rubric.
Learning Sequence:
Students should be familiar with the following:
All cell organelles and their functions in plant and animal cells
The hierarchal order of molecules, cells, organs, and organ systems
The concept that all organ systems work together in the body
Materials/Resources Needed:
The students will need the following:
Writing utensil
 Textbook section summarizing homeostasis, negative feedback, and the many processes
in our bodies that work together to achieve this
One notecard to fill out as they complete their pre-reading magnet summary
One computer per group for the electronic poster (PowerPoint)
Rubric for the electronic poster
The teacher will need the following:
White board or chalk board
Markers or chalk
Textbook with the section summarizing homeostasis ready to read (pg. 101-109)
o Title of the section, different headings, and important terms should be highlighted
Pre-written questions to prompt the students during their pre-reading time
Example of an electronic poster (PowerPoint)
Main Instructional Sequence:
Instruction:
The teacher will use this portion of the lesson to prompt the students to look at the title of the
section in their text they are about to read, different headings and subheadings, and any notes
that are in the margins (Key et al. 2010). This will get the student familiar with the text
before they actually start reading it. The teacher should propose questions throughout the pre-
reading time to engage the students mind with what they can infer about the text from the
headings, title, etc. Now the teacher will choose one term to set as an example to show that
important words are highlighted or in italics. Students will then choose their own word from
the text that stands out to them, or that they wonder about. This goes onto the center of a
notecard. The word in the middle is the magnet. Magnets attract metal as words attract
information (Key et al. 2010). An example of a term the students could choose from the
reading is negative feedback.
Check for understanding:
After each student has had time to look over the text and choose a term or concept as their
magnet word, they will actually read the text, filling in any information that relates to the
word they have chosen on their notecard. The teacher will check for understanding by asking
the students to share with the class what they added to their notecards and correcting any
misunderstandings or misconceptions.
Concluding Sequence:
Assessment:
At this point in the lesson, students will split up into groups and create their own electronic
poster based on the information they have read from the text. Each group will choose a
different process in our bodies that is regulated by negative feedback to maintain
homeostasis.
Evaluation/Closure:
For the formative assessment for this lesson, students will be constantly asked questions
throughout the class period to check for understanding. This will allow for the teacher to know if
they need to cover a particular concept, or better clarify something again.
To close out this lesson, the teacher will ask one more time if there are any questions about
homeostasis or negative feedback that the students still dont understand. After this, the teacher
will tell the students that they will have tomorrow as a work day for their posters. The final draft
of their poster is due two days from today.
Literature Cited
Key, L. V., Bradley, J.A., & Bradley, K.S. (2010). Stimulating instruction in social studies. The
Social Studies, 101 (30), 117-120.