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Stage 5 - Living World Body Responses - Coggle Diagram

- - - - Class Discussion
        
        Have a class discussion prompting students to describe homeostasis. Delve into types of homeostasis that occurs in the human body and what cell homeostasis may look like. Do not give direct answers but gather students thoughts.
      - Shared Concept map
        
        Have student's research different biological systems and list what forms of homeostasis takes place in their chosen system. Students will add information to a shared Concept map at the end of the lesson.
      - Informative Video
        
        *Watch a video about Homeostasis within cells. Students can use this information to confirm if their thought processes were correct.
      - Content and Outcomes
        
        Analyses interactions between components and processes within biological systems SC5-14LW
        
        LW1 b. describe how the coordinated function of internal systems in multicellular organisms provides cells
        with requirements for life, including gases, nutrients and water, and removes cell wastes
        LW1 a. describe some examples of how multicellular organisms respond to changes in their environment
  - - - Practical 1. Temperature regulation. Try and keep the water warm.
      - Practical 2. Heart rate regulation - HR at rest, HR after relaxation technique, HR after listening to an irritating noise.
      - Practical 3. Jumping Jack test - Respiration at rest and after exercise. Focus on why the change occurs (cell response).
      - Practical 4 Stress Response - Have students take heart rate, resp rate, blood pressure and temp before completing task then have students solve a list of math equations etc. in 30 seconds and retake vitals.
      - Content and Outcomes
        
        LW1 c. outline some responses of the human body to infectious and non-infectious diseases
        LW1 d. describe the role of, and interaction between, the coordination systems in maintaining humans as functioning organisms
        
        analyses interactions between components and processes within biological systems SC5-14LW
      - Data collected could be added to a shared document. Could be used later for assessment?
  - - - This could be done in the form of a Kahoot or using Plicker. Questions such as
        "Which cell helps fight disease?"
        "What is the purpose of ___ body system?"
        There would be multiple answers with one or more being right and one or more being a ploy
    - - Following the quiz scenario a review of the answers could be completed as a class. Teacher could ask the room, "Why do we think this?" about certain questions. This gives students the opportunity to respond and if no response the teacher could give a reason why they believe this may be why student came to a certain conclusion, then go on to debunk that theory. Examples must be used
    - - This lesson revises Stage 4 content from Cells within Living World
      - SC5-8WS - Applies scientific understanding and critical thinking skills to suggest possible solutions to identified problems
      - LW1 c. Outline some responses of the human body to infectious and non-infectious diseases
- - - - Complete a Kahoot or pictogram to see what students understand about the feedback loop given their known knowledge of homeostasis
    - - Negative feedback vs positive feedback. Review the answers given by students and discuss why these answers support or don't support the feedback loop.
    - - Watch video that explains Negative / Positive feedback. https://www.youtube.com/watch?v=Iz0Q9nTZCw4
    - - LW1 a. . describe some examples of how multicellular organisms respond to changes in their environment
        LW1 d. describe the role of, and interaction between, the coordination systems in maintaining humans as
        functioning organisms
      - analyses interactions between components and processes within biological systems SC5-14LW
  - - - Brainstorm what was learnt last lesson.
      - Revisit issues / diseases caused by homeostatic imbalance.
    - - Students to select issue caused by homeostatic imbalance of system of their choosing. They must elaborate on why this 'malfunction' causes issues and what scientific advancements have been made to help overcome this.
    - - LW1 e. discuss, using examples, how the values and needs of contemporary society can influence the focus of scientific research, eg the occurrence of diseases affecting animals and plants, an epidemic or pandemic disease in humans or lifestyle related non-infectious diseases in humans Lw1 c. outline some responses of the human body to infectious and non-infectious diseases
      - analyses interactions between components and processes within biological systems SC5-14LW
        explains how biological understanding has advanced through scientific discoveries, technological developments and the needs of society SC5-15LW
  - - - Students get one lesson to complete research of disease of choosing.
    - - Students present to their table group (4 people) the research they completed
    - - Students complete peer assessment in form of Two stars and a Wish (Two things they learnt and one thing they want to know more about)
    - - Teacher collects research from each student at the end of the lesson.
    - - analyses interactions between components and processes within biological systems SC5-14LW
        explains how biological understanding has advanced through scientific discoveries, technological developments and the needs of society SC5-15LW
- - - - Have a class discussion about non-infectious diseases. Relate this to the diseases caused by a homeostatic imbalance that were discussed by the students last week.
    - - What else can be the cause of a non-infectious disease? Have students anonymously add words to an online concept bubble displayed on the screen.
      - Have a discussion about the brainstorm answers. Why do they work vs why don't they work?
    - - Watch video discussing infectious and non-infectious diseases. Following video, a check in task will be given to the students. "In their own words they must explain scientific difference between the two disease types. Giving examples of each. This will be submitted through a quiz portal https://www.youtube.com/watch?v=GbzUaLIb61k
    - - analyses interactions between components and processes within biological systems SC5-14LW
        explains how biological understanding has advanced through scientific discoveries, technological developments and the needs of society SC5-15LW
      - LW1 c. outline some responses of the human body to infectious and non-infectious diseases
  - - - Teacher leads discussion. - What effects do infectious diseases have on the body?
        
        Teacher asks class to make connection between these affects and homeostasis. Students, Think, Pair, share. Teacher then leads class discussion again
    - - Students participate in a short practical investigating diseases transmission. Every student has a beaker of water. One student's beaker contains the "virus". Students share water between beakers and then test their water for the "virus". They then have to work out where it originated.
    - - LW1
        a. describe some examples of how multicellular organisms respond to changes in their environment c. outline some responses of the human body to infectious and non-infectious diseases d. describe the role of, and interaction between, the coordination systems in maintaining humans as functioning organisms e. discuss, using examples, how the values and needs of contemporary society can influence the focus of scientific research, eg the occurrence of diseases affecting animals and plants, an epidemic or pandemic disease in humans or lifestyle related non-infectious diseases in humans
      - analyses interactions between components and processes within biological systems SC5-14LW
        explains how biological understanding has advanced through scientific discoveries, technological developments and the needs of society SC5-15LW
  - - - Students are provided with a list of diseases. Students to sort them into infectious and noninfectious. Giving reasons of why. A class Gallery Walk will be completed. This way student get to see each other's thoughts.