IAL - Bio - SB2 - Teaching Plans - 7C

TOPIC 7: Teaching plan 7C.
1 Homeostasis and hormones
Student Book links Specification links Links to prior learning Suggested teaching order
● 7C.1 ● 7.17 ● The nervous system 1. Homeostasis – review
● 7.21 ● Hormonal control of 2. Endocrine glands
● 7.22 blood sugar levels 3. Hormone release systems
● The importance of 4. The pituitary gland
hormones in reproduction
5. How hormones act
● The cell membrane and
receptors
● Transport across
membranes
● Transcription factors
Learning objectives
● Understand what is meant by the term homeostasis and its importance in
maintaining the body in a state of dynamic equilibrium during exercise, including the
role of the hypothalamus in thermoregulation.
● Understand how the pituitary gland and osmoreceptors in the hypothalamus,
combined with the action of antidiuretic hormone (ADH), bring about negative
feedback control of mammalian plasma concentration and blood volume.
● Understand how genes can be switched on and off by DNA transcription factors,
including the role of peptide hormones acting extracellularly and steroid hormones
acting intracellularly.
Key terms Practical skills
● Hormones ● Releasing factors ● There are no new practical skills in this section.
● Endocrine glands ● Release-inhibiting factors
● Exocrine glands ● Antidiuretic hormone (ADH)
● Pituitary gland ● Cyclic AMP (cAMP)
● Hypothalamus
● Neurosecretory cells
© Pearson Education Ltd 2019.

Copying permitted for purchasing institution only. This material is not copyright free. This document may have been altered from the original.
Maths skills Digital learning ideas
 Recognise and use expressions in decimal and standard form (e.g. when comparing
composition of plasma and glomerular filtrate) (A.0.2)
 Construct and interpret frequency tables and diagrams, bar charts and histograms
(e.g. interpret diagrams to show urine production and concentration after drinking
water) (A.1.3)
 Translate information between graphical, numerical and algebraic forms (A.3.1)
Pre-unit homework suggestions
● Students should produce a user’s guide to the endocrine system.
● Students should read Section 7C.1 in the Student Book, and then answer the Checkpoint questions at the end.
Suggested starter activities Equipment Teacher notes
1. In groups, students sort cards into the correct order Prepared cards, A3 paper Provide one set of cards per group showing the
to represent a negative feedback loop. key components and processes of the negative
feedback loop. Include components such as
‘receptor’ and processes such as ‘detects
change’. Students order the cards and then draw
connecting arrows onto paper underneath.
6. Play ‘Pin the body part on the human’. Display an Prepared cards or list of parts Include system parts such as endocrine glands
outline of a human body and head. Give students and outline of a human body and parts of the brain.
cards showing the name of a part of the endocrine
or nervous system. Students take turns to stick or
draw them onto the outline.
7. Give each student a word related to the topic. They Cards showing key terms or Alternatively, students could choose the words
must stand up and say the word, then point to list of key terms themselves.
someone in the class who must give the meaning.
That person then chooses the next person to say a
word.
Suggested main activities Equipment Teacher notes
1. In pairs, students draw a cartoon strip about Drawing materials, paper
hormones and their effects.

2. Students construct a 3D model of a membrane Modelling clay A model of the transcription initiation complex on
receptor site and the hormone it detects. DNA could also be made.
3. Students produce a table with three columns to
show the gland, the hormone the gland produces
and the function of the hormone.
Suggested plenary activities Equipment Teacher notes
1. In small groups, play Just A Minute™ to explore Stop clock One player starts. The clock is stopped when
students’ existing knowledge of homeostasis. another player makes a challenge. This player
Students must aim to talk for 1 minute without then continues talking. The winner is the person
hesitation, repetition or deviation. talking when 1 minute is up.
2. Show the molecular structures of other hormones. Diagrams of other hormone Students should recognise the key aspects of
Students decide on the likely mode of action of each structures protein or lipid structure and understand that only
hormone. lipid-based large molecules can pass through the
phospholipid bilayer.
3. Check students’ understanding of the relevant key Mini whiteboards This is most easily done by describing the
terms. meaning of each term and asking students to
write the appropriate word. Include ‘endocrine
gland’, ‘hormone’, ‘target cell’, ‘receptor’, ‘first
messenger’ and ‘second messenger’.
Homework suggestions
● Students write a script for a rap battle between the endocrine system and the nervous system (search online for ‘epic rap battles of
history’ for examples).
Wider reading
● Research how peptide hormones still manage to have a wide effect on the biochemistry of the cell and yet they are not lipid soluble.
Support ideas
● For Starter activity 1, provide a suitable diagram of the negative feedback loop and ask students to fill in the blanks.
● Show animations on hormone actions.

Extension ideas
● List the metabolic processes that could cause changes to the internal environment and suggest what changes would occur.
● Find out about further examples of positive feedback.
Potential misconceptions
● Students may assume that internal conditions are kept perfectly constant.
● Students sometimes have problems understanding the mechanism of negative feedback.
● Students may assume that positive feedback only leads to the level of a variable becoming more positive, while negative feedback only
leads to the level becoming more negative.
● Students may confuse excretion and secretion.
● Students may assume that hormones travel only to their target cells or organ, rather than simply being released into the blood.
Links to future learning
● The structure and function of the nervous system.
● How coordination in animals is brought about through nervous and hormonal control.
Notes

TOPIC 7: Teaching plan 7C.2 Osmoregulation in mammals: the kidney
● 7C.2 ● 7.18 ● The production of metabolic 1. The liver, protein metabolism and
● 7.19 waste including urea homeostasis
● 7.20 ● The cell membrane, receptors 8. Osmoregulation in mammals
and transport across 9. The structure and functions of the kidney:
membranes
 How urea is removed from the
● The production of ATP bloodstream by ultrafiltration
● Homeostasis and negative and
 Selective reabsorption in the proximal
positive feedback
tubule
● The importance of maintaining
 How the loop of Henle acts as a
pH, temperature and water
countercurrent multiplier to increase the
potential in the body
reabsorption of water
● Mammalian hormones and
endocrine glands  The distal tubule
 The collecting duct
4. Urine
Learning objectives
● Know the gross and microscopic structure of the mammalian kidney.
● Understand how urea is produced in the liver from excess amino acids (details of the
ornithine cycle are not required) and how it is removed from the bloodstream by
ultrafiltration.
● Understand how solutes are selectively reabsorbed in the proximal tubule and how the
loop of Henle acts as a countercurrent multiplier to increase the reabsorption of water.

● Osmoregulation ● Nephrons ● There are no new practical skills in this
● Deamination ● Proximal tubule section.
● Ornithine cycle ● Countercurrent multiplier
● Ultrafiltration ● Distal tubule
● Selective reabsorption ● Collecting duct
● Tubular secretion
● Recognise and use expressions in decimal and standard form (e.g. when comparing ● Search online for ‘kidney ultrafiltration
composition of plasma and glomerular filtrate) (A.0.2) animation’, ‘interactive nephron’ and
● Construct and interpret frequency tables and diagrams, bar charts and histograms ‘countercurrent kidney animation’ to find
(e.g. interpret diagrams to show urine production and concentration after drinking several good digital resources.
water) (A.1.3)
● Translate information between graphical, numerical and algebraic forms (A.3.1)
● Students should revise their knowledge of the structure of blood vessels from the first year of the course.
● Students should read Section 7C.2 in the Student Book, and then carry out internet research to find the best digital resource to explain the
processes that take place either in the glomerulus or in the loop of Henle. They should be prepared to explain the resource in class.
1. In pairs, students have 3 minutes to think of ten Stop clock Use this activity as an introduction and to assess
facts about the kidney. students’ current knowledge.
10. Choose several students to display and explain Projector, internet access, random Use a random name generator to choose
the digital resources they selected for Pre-unit name generator students.
homework.
11. Challenge students to draw an amino acid from Use this activity to introduce deamination.
memory and label the amino group.

1. Students dissect and observe the gross Kidneys, dissection equipment, Ensure students see the cortex, medulla and
structure of the kidney. They draw a tissue plan hand lens, examination gloves, pelvis as well as the arrangement of tubes
of the kidney cut in longitudinal section. They microscope, permanent slides of entering and leaving the kidney. When examining
then examine permanent, stained microscope kidney sections the slides, students should first find the cortex and
slides of kidney sections, and draw and label then look for the proximal and distal convoluted
what they see. tubules on high power.
12. In pairs, students sequence cards with Prepared cards, A3 paper When they have sequenced the cards, students
statements describing what happens in the draw a large labelled diagram of the nephron
glomerulus, proximal convoluted tubule, loop of based on the statements.
Henle and collecting duct.
13. Role play the countercurrent multiplier process. Labels for water, sodium ions and This could be done using a loop of Henle and
Students should decide themselves how to do chloride ions capillaries drawn on the ground in chalk. Students
this. are labelled as either a water molecule or an ion.
Give one student the role of ‘choreographer’.
1. Play ‘Verbal charades’ with structures of the Prepared cards Provide one set of cards showing the names of
kidney in small groups. parts of the kidney per group. Students take turns
to draw a card and must describe the processes
that take place in that part of the kidney, but
without naming it. Other students guess the part.
14. Play a ‘Loop game’ with statements that Prepared cards, stop clock Prepare a sequence of cards, each of which has
describe the processes of filtration and the end of one sentence plus the beginning of the
reabsorption along the length of the nephron. next. The first student reads out the starting half-
sentence and the student with the corresponding
ending continues, then starts the next sentence.
The final half sentence should arrive back with the
first student. Time the class, swap cards and
repeat, aiming for a faster time. This will reveal
any areas of uncertainty.
15. In fewer than 40 words, students explain why Students should initially write individual
the processes that take place in the loop of definitions, then refine their answers in pairs.
Henle are described as a ‘countercurrent
multiplier’.

● Students provide a table comparing the concentration of various solutes in blood, filtrate and urine. For example, search online for
‘comparing solutes in plasma nephron and urine’. Ask students to explain how the differences arise for each solute.
● Students produce a flow diagram to show what happens to the protein content of an overly large steak dinner.
Wider reading
● Read about the symptoms that are caused by uraemia (excess urea in the blood). This can be caused by kidney failure, but also find out
what farming practices have been linked to uraemia in cattle and sheep.

Support ideas
● Kinaesthetic teaching techniques where the students act out the movement of ions, glucose, amino acids and water can help students to
understand the movement of materials into and out of the nephron.
● Help students make the links between structure and function by relating the gross structure of the kidney to the location of the nephrons.
Use 3D models of the kidney and nephron.
Extension ideas
● Birds and insects excrete uric acid rather than urea. What is the advantage of excreting uric acid in these organisms?
● Explain how water can pass from the tissue fluid in the medulla of the kidney and into the blood plasma by osmosis when the tissue fluid
has a low water potential.
● Some students think that only urea is filtered out of the blood in the glomerulus.
● Students can find water potential very difficult to understand. Recap water potential separately before examining nephron function.
● How organisms are adapted to their habitat and how this affects their distribution in an ecosystem.
● How the pituitary gland and osmoreceptors in the hypothalamus, combined with the action of antidiuretic hormone (ADH), bring about
negative feedback control of mammalian plasma concentration.
Notes

TOPIC 7: Teaching plan 7C.3 Control of the kidney and homeostasis
● 7C.3 ● 7.16(ii) ● The cell membrane and 1. Osmoregulation
● 7.17 receptors within the 1. Action of ADH
membrane
● 7.21 2. Negative feedback control of mammalian
● Diffusion and osmosis plasma concentration
● Transport across 3. Extra feedback
membranes
● The production of ATP in
cellular respiration
● The importance of
maintaining pH,
temperature and water
potential in the body
Learning objective
● Understand the principle of negative feedback in maintaining systems within narrow
limits.
● Understand how the pituitary gland and osmoreceptors in the hypothalamus,
combined with the action of antidiuretic hormone (ADH), bring about negative
feedback control of mammalian plasma concentration and blood volume.
● Osmoreceptors  There are no new practical skills in this section.

● Recognise and use expressions in decimal and standard form (e.g. when comparing ● Search online for ‘osmoregulation animation’.
the composition of plasma and glomerular filtrate) (A.0.2)
● Construct and interpret frequency tables and diagrams, bar charts and histograms
(e.g. interpret diagrams to show urine production and concentration after drinking
water) (A.1.3)
● Students should read Section 7C.3 in the Student Book, and then carry out internet research to find the best digital resource to explain the
processes that take place either in the glomerulus or in the loop of Henle. They should be prepared to explain the resource in class.
● Students should revise their knowledge of osmosis and active transport from the first year of the course.
1. Play ‘Verbal tennis’ with key terms about the kidney In pairs, students take turns to name a keyword or
and water balance. phrase, which must be different from all previous
words. The first student to pause loses the
‘volley’. Repeat, using tennis scoring to determine
a winner.
16. Students suggest the negative feedback For example, consider negative feedback in
mechanisms that might occur in response to response to drinking a litre of water or excessive
different scenarios. sweating. Use this activity to assess students’
prior knowledge.
17. Display the statement ‘Alcohol is a diuretic and can Use this activity to discuss the meaning of the
cause dehydration’. Students write one sentence to terms ‘diuretic’ and ‘antidiuretic’.
explain this statement and one thing they would like
to know in relation to it.
1. Role play the countercurrent multiplier process, if Labels for water, sodium ions This could be done using a loop of Henle and
not already done so in the previous lesson. Students and chloride ions capillaries drawn on the ground in chalk. Students
should decide themselves how to do this. are labelled as either a water molecule or an ion.
Give one student the role of ‘choreographer’.

2. Relate the osmoregulation response to the standard Outline flow diagram Supply each student with an outline diagram of
five-point pathway of a negative feedback response. the pathway with stimulus, receptor, control
centre, effector and response. Students insert
details of each step during the response to a
falling or rising water potential.
3. If not already done, in pairs, students sequence Prepared cards, A3 paper When they have sequenced the cards, students
cards with statements describing what happens in draw a large labelled diagram of the nephron
the glomerulus, proximal convoluted tubule, loop of based on the statements.
Henle and collecting duct.
1. Play ‘Back-word’ with key terms relevant to the Prepared list of terms A volunteer sits at the front of the class and a
topic. word is written on the board behind their back.
The volunteer invites a classmate to provide a
clue, then asks another, until they can guess the
word correctly.
18. In groups, students produce ideal exam-style Prepared questions Prepare three or four different exam-style
answers. questions on separate sheets of paper. All
questions should be worth about the same
number of marks. Divide the class into groups of
three or four. Provide each student in the group
with a different question. Allow 3 minutes to
answer the question. Each question is then
passed to the next student in the group, who adds
additional points. The last student to receive the
question attempts to mark it. Collect students’
answers and use them for formative assessment.

19. If not already done, play a ‘Loop game’ with Prepared cards, stop clock Prepare a sequence of cards, each of which has
statements that describe the processes of filtration the end of one sentence plus the beginning of the
and reabsorption along the length of the nephron. next. The first student reads out the starting half-
sentence and the student with the corresponding
ending continues, then starts the next sentence.
The final half sentence should arrive back with the
first student. Time the class, swap cards and
repeat, aiming for a faster time. This will reveal
any areas of uncertainty.
● Using the description in Section 7C.3 in the Student Book, students produce a diagram to show the mechanism of the effect of ADH on
the distal tubule and the collecting duct at a cellular level.
● Students answer Exam practice question 2 at the end of Chapter 7C in the Student Book.
Wider reading
● The relationship between the length of the loop of Henle and its ability to concentrate urine is not as straightforward as one might think.
Carry out research to find out more about this relationship.
● Fish do not have a loop of Henle in their nephrons. Find out how fish in both fresh- and saltwater environments control their water and salt
balance.
● Some people say that drinks containing caffeine are diuretics and can cause dehydration; other people say this is not the case. Carry out
research to find out the true answer. Use only quality research and sources.
Support ideas
● A wide range of animations and video clips are available on the internet with explanations at different academic levels.
● Use a flowchart to make clear how ADH operates within a negative feedback system.
● Students may find water potential very difficult to understand. Recap water potential separately before going on to examine nephron
function.
Extension ideas
● Review the relative lengths of the loop of Henle in a range of mammals. Explain why mammals adapted to a freshwater environment have
shorter loops compared to those adapted to an arid environment.
● Research how alcohol causes a diuretic effect. Write a paragraph of explanation for a health leaflet.

● Students may believe that ADH reduces the permeability of the collecting duct walls.
● Students may believe that increasing the permeability of the collecting duct walls increases the volume of urine produced.
● Students may believe that ADH affects ultrafiltration.
● Students may assume that positive feedback only leads to the level of a variable becoming more positive, while negative feedback only
leads to the level becoming more negative.

● The structure and function of the nervous system.
● How coordination in animals is brought about through nervous and hormonal control.
Notes

TOPIC 7: Teaching plan 7C.4 Thermoregulation and exercise
● 7C.4 ● 7.17 ● The nervous system 1. Temperature regulation
● Homeostasis and 4. Thermoregulation in humans:
negative and positive  The skin
feedback
 Keeping cool
● The importance of
temperature in the body  Keeping warm
● Peripheral nervous  Control of core temperature – the role of
system divided into the autonomic nervous system,
autonomic and voluntary thermoreceptors and hypothalamus
systems
● Autonomic nervous
system divided into the
sympathetic and
parasympathetic system
Learning objectives
● Thermoregulation ● Vasoconstriction  There are no new practical skills in this section.
● Endotherms ● Thermoregulatory centre
● Arteriovenous shunt
● Vasodilation
● Construct and interpret frequency tables and diagrams, bar charts and histograms ● Search online for ‘thermoregulation animation’
(A.1.3) for suitable resources.

● Students should read Section 7C.4 in the Student Book. They then write down three important things they have learned, three things that
they already knew and one question that they would still like to be answered.
● Students should review Chapter 7C in the Student Book and write four multiple-choice questions on homeostasis to use in class.
1. In groups, carry out a ‘Chalk talk’ exercise to A3 paper, coloured pens Provide one sheet of A3 paper per group with the
explore students’ current knowledge of word ‘Thermoregulation’ written in the middle.
thermoregulation. Each student in the group must Students may add statements, diagrams and key
add at least one comment. Students should not talk terms, ask a question in writing or annotate
and should only communicate in writing during this another student’s response.
activity.
20. Play ‘Catch the question’. Students write a question Small, light ball The first person reads out a question, leaves 3
and an answer linked to their current knowledge on seconds’ thinking time and then throws the ball to
thermoregulation. A ball is then thrown from student another student who must answer. That student
to student to determine who asks and answers the then reads their own question. All students must
questions. have had a turn by the end.
21. Place a hot mug of coffee on the front table. Ask Hot drink in a mug Do not drink in a laboratory. Encourage use of the
students to describe ways in which heat is lost from terms ‘radiation’, ‘convection’, ‘conduction’,
the mug. ‘evaporation’. Use this activity to introduce the
mechanisms of heat gain and loss in animals.
1. Produce either an online encyclopaedia page or a Textbooks or internet access
labelled diagram on an aspect of homeostasis in a
named mammal.
1. Students draw a cartoon-style diagram to show the A3 paper, coloured pens Use an A3 sheet of paper divided in half. The
endothermic response in a person exposed to very cartoon could be in the style of a cartoon for a
cold temperatures and very hot temperatures. children’s magazine or book that introduces
These should include behavioural and physiological science in a horrible way. Show some examples
responses. of cartoons to stimulate imaginative responses.

22. Students use the Student Book and internet Internet access
research to make a bulleted list of adaptations of
endotherms for temperature regulation in cold
environments and in hot environments.
1. Revisit the ‘Chalk talk’ activity from Starter activity 1 A3 sheets from Starter activity Students’ progress can be seen clearly if they use
as a plenary activity. 1 pens of different colours in Starter activity 1 and
Plenary activity 1.
2. Play ‘Who wants to be a biologist?’ with questions Series of short questions with Instructions can be found online. Search for ‘Who
from across the topic of homeostasis. Questions multiple-choice answers of wants to be a biologist? quiz tool’. Numerous
produced as part of the Pre-unit homework could be increasing difficulty versions of suitable presentation templates are
used. also available online.
3. Students complete the ‘Thinking Bigger’ exercise at
the end of Chapter 7C in the Student Book.
● Students complete the Exam practice questions at the end of Chapter 7C in the Student Book.
● Students produce a table to show how a mammal controls its temperature when the core temperature falls and when the core
temperature rises.
Wider reading
● Investigate how the body reacts to hypothermia and hyperthermia.
Support ideas
● Some students may benefit from a review of existing knowledge at the start of the topic.
● Provide suggestions of suitable animals for Main activity 1.
● For Main activity 3, you could provide a photocopy of a suitable textbook page or suitable articles and ask students to highlight the
adaptations for hot and cold environments in different colours.
Extension ideas
● Research the effects of heatstroke.
● Write a plan suggesting how a mountain rescue team should treat a person they suspect has hypothermia.

● Students sometimes refer to ectotherms as cold-blooded and endotherms as warm-blooded.
● Students may confuse hyperthermia with hypothermia or vasodilation with vasoconstriction.
● Students may believe that blood vessels within the skin move, as opposed to blood being redirected.
● Students may refer to vasoconstriction of capillaries, rather than arterioles.
● Students may think that ectotherms have cold blood and generate no heat internally.
● How an endotherm is able to regulate its temperature through behaviour, and also physiologically through the autonomic nervous system,
including the role of thermoreceptors, the hypothalamus and the skin.
● How organisms are adapted to their habitat and this affects their distribution in an ecosystem.
● That human activities have an effect on the environment and, as a result, ecosystems may become drier or wetter, affecting the
organisms that live there.
Notes


IAL - Bio - SB2 - Teaching Plans - 7C

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

IAL - Bio - SB2 - Teaching Plans - 7C

Uploaded by

Copyright:

Available Formats

TOPIC 7: Teaching plan 7C.

1 Homeostasis and hormones

© Pearson Education Ltd 2019.

© Pearson Education Ltd 2019.

© Pearson Education Ltd 2019.

© Pearson Education Ltd 2019.

© Pearson Education Ltd 2019.

© Pearson Education Ltd 2019.

© Pearson Education Ltd 2019.

© Pearson Education Ltd 2019.

© Pearson Education Ltd 2019.

© Pearson Education Ltd 2019.

© Pearson Education Ltd 2019.

© Pearson Education Ltd 2019.

© Pearson Education Ltd 2019.

© Pearson Education Ltd 2019.

© Pearson Education Ltd 2019.

© Pearson Education Ltd 2019.

© Pearson Education Ltd 2019.

© Pearson Education Ltd 2019.

© Pearson Education Ltd 2019.

You might also like