TITLE: Negative Feedback – Year 12 Biology

Learning Intentions Students will know and understand that:

 Homeostasis involves a stimulus-response and negative feedback model.
 Recognise that in negative feedback the response inhibits the initial stimulus.

Students will be able to:

 Convert an example of negative feedback into a series of sequential steps, which will highlight how negative
feedback functions similarly for most bodily functions.
 Apply their knowledge of negative feedback to a new and unfamiliar example of a bodily function.

Learning Support A combination of textual and visual aspects have been incorporated during teaching to accommodate for distinct
learning preferences and reinforce the core content of the lesson. These aspects include written explanations, pictures,
and diagrams. Teacher assistance available as required.

S T R E T C H In the last task of the lesson, the students may be asked to predict and explain the remaining stimulus and response
interactions if the negative feedback loop were to continue beyond the constraints of the graph supplied. Whether this
occurs will be guided by the amount of time remaining in the lesson and the degree to which the students have
understood the content of the lesson.

Lesson Phase Content and Pedagogies: What are we doing and how are we doing it?

Prepare Beforehand  Negative Feedback Handout.

 Negative Feedback Body Temperature PowerPoint.
 Blank Negative Feedback Graph.
 Blood Glucose Level Strips.

Introduction  Recap of the previous lesson. Students will be separated into two groups and allocated
either the stimulus-response model or the reflex response. Each group will summarise
their allocated concept, including the components that comprise the concept and the
pathway that the concept uses to function, and they will provide an example of the
concept in action. Answers will be shared as a class. Teacher to note the responses on
the board. (10 Minutes)

Body ● Teacher and students to work through the Negative Feedback Handout together. When
working through the body temperature example, there will be a visual representation of
● New Learning the example on the board, which will support the written explanation of the content.
(10 Minutes)
● Using New ● Students will be asked to convert the body temperature example into a series of
Learning sequential steps. They may work individually, in pairs or as a small group. This will
highlight how negative feedback functions similarly for most bodily functions. Students will
● Formative share their answers. (15 Minutes)
Assessment ● Students will be provided with the Blank Negative Feedback Graph and Blood Glucose
Level Strips resources. Students will use their knowledge of negative feedback to plot the
blood glucose level example on the graph. They may work individually, in pairs or as a
small group. (10-15 Minutes)

Conclusion ● The lesson will be summarised. (2 Minutes)