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Feedback Mechanisms 9-17-18 HAP (Human Anatomy and Physiology)

I. Background
 Grade Level: 10-12
 Students: 30 total
 Class Period: 6th hour, 50 minutes
 Special Considerations: 8 students with special needs
 3 ASD
 4 LD
 1 EI, LD
II. Goals and Rationale
 Goal: Students understand how a negative and positive feedback mechanism work and
can provide examples.
 Rationale: feedback mechanisms work within and among multiple organ
systems. Throughout the year, we will be seeing feedback mechanisms over and
over again in every organ system working to maintain balance and life processes.
 Goal: Students can identify that negative feedback mechanisms are one of the main
ways the body maintains homeostasis.
 Rationale: Negative feedback mechanisms provide a controlled means of
maintenance. The main goal of most negative feedback mechanisms is to
maintain homeostasis and each body system we learn about will exemplify this.
III. Objectives
 Know the goal of feedback mechanisms
 Understand how they maintain homeostasis
 Provide examples
IV. Prep
 Lab
 2 50mL beakers/ 16 groups= 32 50mL beakers
 2 pipets/ 16 groups= 32 pipets
 2 100mL beakers/ 8 tables= 16 100mL beakers
o 1 red water at each table
o 1 blue water at each table
 Assign Partners
 Class
 Copy and cut 30 of the large examples
 Copy and cut 30 examples from NGSS book
 Copy and cut lab questions
 Prepare notes (make a google doc w/ link to video)
 Find youtube video
 Update your HILL pages
 Post HILL pages in Google Classroom
V. Assessment
 No prior knowledge assessment—going straight into lab
 Short term: question sheets about lab, review on wed with some small activities with
examples (there will be a sub)
 Long term: Test Friday, application of knowledge throughout organ systems
VI. Instructional Procedures
 Review Hour
 Assign lab groups—they may not go to the lab until all groups are assigned
 TELL THEM TO START ON STEP 5 ---THEY ONLY HAVE 10/15 MINUTES to do the lab so
read the directions very carefully so that you can get it right before your time is up
 They have to restart if they do it incorrectly
 When they finish the lab—grab a sheet and start working on it at your assigned seat in
the classroom.
 If you finish the questions, add the half sheet to the bottom of 16
 If you finish that, add thermostat and temperature to page 17
 When everyone has finished, one group that did the lab correctly will demonstrate while
the rest of us make sure we have the correct answers on our lab sheets
 Put in HILL
 While they’re putting it in their Hills, I’ll pull up the DOC for notes and the youtube video
we’re going to watch
 “While we are watching this youtube video, be listening for these things. Pay
close attention and feel free to jot down notes when you hear the answers”
 I’ll lead discussion/Class notes—Page 16 in HILL
 Incorporate examples from lab too
 WRAP UP
 Sub tomorrow—you’ll have some practice with feedback mechanisms but before
you even start those, make sure your HILLs are perfect
o TOC
o Page numbers
o Updated to page 17
o Add organ systems to page 18
 Organ systems colored and in HILL on page 18
VII. Reflection: This lesson went alright the way I taught it. My cooperating teacher insisted I
teach the lab portion the way she would normally teach it and the students ended up really
frustrated and I really had to work to bring them back for the rest of the lesson. I had
originally planned the lesson opening with the YouTube video so the students would have
something to go off of during the lab because the lab instructions are not perfectly clear. The
lab itself I did not put together, in the future, I would definitely rewrite the lab to make it
clearer. We were restarting students if they didn’t end up with the correct final result but
they legitimately could not figure out what they were doing wrong without a lot of
prompting. Further, not wasting the time it takes for them to try it 10 or more times will
allow us to really focus on what was important in the entirety of the lesson: feedback
mechanisms.