Primary Type: Lesson Plan
Status: Published
This is a resource from CPALMS (www.cpalms.org) where all educators go for bright ideas!
Resource ID#: 67470
Body Systems and Homeostasis MEA with Dr.
Homeostasis
This MEA is based on a 6th grade life science standard. Using a doctor's report, students will create a checklist and system of identifying organs and
body systems affected by the patients symptoms.
Subject(s): English Language Arts, Science
Grade Level(s): 6
Intended Audience: Educators
Suggested Technology: Computer for Presenter,
Computers for Students, Overhead Projector
Instructional Time: 1 Hour(s) 30 Minute(s)
Freely Available: Yes
Keywords: organs, organ systems, homeostasis
Instructional Design Framework(s): Guided Inquiry (Level 3)
Resource Collection: STEM Lessons - Model Eliciting Activity
LESSON CONTENT
Lesson Plan Template: Model Eliciting Activity (MEA)
Formative Assessment
Formative assessment will take place at the beginning of the lesson. Students need to have a clear understanding of homeostasis. Using a sticky note, students need
to write down their understanding of the term homeostasis. After they have written their understanding, students will share with their partner what they understand
homeostasis to be within the human body. Students will then be randomly chosen to share their understanding. If students are still confused, the term will be defined
again for them to remind of previous lessons.
Homeostasis is maintaining a balance within the body. Depending on the body system, this balance may become influenced by outside sources, causing the system to
change functions to maintain the balance.
Feedback to Students
Throughout the MEA, the students should be guided toward the organs that would be affected by the symptoms, thus leading the students toward the body system
that is having issues.
Summative Assessment
Students should have a checklist which includes the organs and body systems. After completing the twist, the student should have suggestions for returning the
students to homeostasis. See the MEA rubric.
Learning Objectives
Students will:
Identify the organs within each body system.
Create a body system checklist with the appropriate organs.
Demonstrate an understanding of homeostasis through patient plans that will suggest solutions to return the patient to homeostasis.
Prior Knowledge
page 1 of 3 Students should have learned about the organs and body systems prior to starting this MEA. Student should have an understanding of how the body systems interact
and in most cases are not isolated, but connected to the other systems. Students should have an understanding of homeostasis.
Students should also have experience with checklists and what they look like and their purpose.
Instructional Suggestions
Prior to beginning the MEA, students should be divided into functioning pairs for working with the data sets.
Day 1:
Students need to be assessed for understand of homeostasis (formative assessment).
Students need to be given the poster inviting them to join Dr. Homeostasis in assessing the patients (see reading passage 1).
Students will circle the objectives from the poster (organ checklist and body system identification system).
Students will be given patient information (data set 1) and access to supplemental materials.
Students will then be paired to discuss their patient symptoms and create checklist of organ systems.
Day 2:
Students will be reminded of their focus for their checklist (organs and body systems). Completing the checklist should not take all of the second day.
Students need to be given Reading Passage 2 and Data Set 2 (the "twist") to use with the information they have already created.
Once students are given Reading Passage 2, they need to compare the information on Reading Passage 1 with Reading Passage 2.
Students should notice that more information will be needed (suggestions for patients to return to homeostasis).
Students will then research the organs and symptoms using the supplemental materials to find information to aid in creating a solution to help Dr. Homeostasis
return his patients to homeostasis.
If students are having difficulty with creating a plan, they may need more time (one more day) to provide Dr. Homeostasis with a plan.
Supplemental Reading
This MEA could be supplemented by information from your adopted textbook or your choice of other resources. The links recommended below would be best used
when completing research with Data Set 2.
How Stuff Works - What's Inside: Body Systems
Science Kids - Human Body Videos
Note: These links contain advertisements; the teacher should use discretion in letting students view these links.
Guiding/reflective Questions
Day 1:
What organs are involved creating urine?
What organs are involved in walking?
What organs are involved in breathing?
Day 2:
What should the patient do to improve their urine output?
What should the patient do to improve the amount of pain when walking?
What should the patient do to improve their breathing?
Reading Passage 1
Reading Passage 1 is a poster inviting students to participate.
Readiness Questions
Who needs help? (Dr. Homeostasis)
What is needed from us? (a checklist of organs affected by their symptoms and related body systems)
What is a checklist? (a list that someone can check off)
What can a checklist look like? (this answer can vary: terms listed with blank line or box that can be marked when present)
Data Set 1
Data Set 1
Comprehension/readiness questions
How many organs can be involved in each patient plan? (multiple)
How many organ systems can be involved in each patient plan? (multiple)
Starting with each patient problem where do they begin? (patient 1 in the bladder or urinary tract, patient 2 foot, and patient 3 in the lungs)
Reading Passage 2
Reading Passage 2 is an updated version of Reading Passage 1.
Data Set 2
Data Set 2 is adapted from Data Set 1.
Additional Instructions or Materials
Students may need extra time to research the organ system connections and possible solution to each patient. This can be done using the Science Kids site (found in
supplemental reading), research using a library, or the adopted textbook.
Reflection question 2
Where do you start to create a solution for the patients? (with the organs that are directly affected by the symptoms)
What would you suggest Dr. Homeostasis do for these patients? (provide medication, give advice, send them to the hospital)
ACCOMMODATIONS & RECOMMENDATIONS
Accommodations:
page 2 of 3 Students with IEPs and 504 should be given extra time when needed.
Students will be guided to their answers as the teacher monitors their progress.
Students may be scaffolded through the first patient identification of organs and systems to aid in the development of their understanding of the process.
Extensions: Advanced learners will be given further extensions from a current patient.
Dr. Homeostasis recommended that patient #3 use an inhaler. Explain in detail what would this do for the patient's difficulty breathing.
Suggested Technology: Computer for Presenter, Computers for Students, Overhead Projector
SOURCE AND ACCESS INFORMATION
Contributed by: Rachel Keene
Name of Author/Source: Rachel Keene
District/Organization of Contributor(s): Marion
Is this Resource freely Available? Yes
Access Privileges: Public
License: CPALMS License - no distribution - non commercial
Related Standards
Name
SC.6.L.14.5:
LAFS.68.RST.1.3:
Description
Identify and investigate the general functions of the major systems of the human body (digestive, respiratory,
circulatory, reproductive, excretory, immune, nervous, and musculoskeletal) and describe ways these systems interact
with each other to maintain homeostasis.
Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical
tasks.
page 3 of 3