Grade 7
Science
Unit: 10
Lesson: 01
Suggested Duration: 5 days
Science Grade 07 Unit 10 Exemplar Lesson 01: Homeostasis
This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to customize this lesson by supplementing
with district-approved resources, materials, and activities to best meet the needs of learners. The duration for this lesson is only a recommendation, and
districts may modify the time frame to meet students’ needs. To better understand how your district may be implementing CSCOPE lessons, please contact
your child’s teacher. (For your convenience, please find linked the TEA Commissioner’s List of State Board of Education Approved Instructional Resources
and Midcycle State Adopted Instructional Materials.)
Lesson Synopsis
In this lesson, students will investigate and describe a variety of responses that plants and animals have to both internal and external stimuli in order to
maintain balance in internal conditions.
TEKS
The Texas Essential Knowledge and Skills (TEKS) listed below are the standards adopted by the State Board of Education, which are required by Texas law.
Any standard that has a strike-through (e.g. sample phrase) indicates that portion of the standard is taught in a previous or subsequent unit. The TEKS are
available on the Texas Education Agency website at http://www.tea.state.tx.us/index2.aspx?id=6148.
7.13
Organisms and environments. The student knows that a living organism must be able to maintain balance in stable
internal conditions in response to external and internal stimuli. The student is expected to:
7.13A Investigate how organisms respond to external stimuli found in the environment such as phototropism and fight or
flight.
7.13B Describe and relate responses in organisms that may result from internal stimuli such as wilting in plants and fever or
vomiting in animals that allow them to maintain balance.
Scientific Process TEKS
7.1
Scientific investigation and reasoning. The student, for at least 40% of the instructional time, conducts laboratory and field
investigations following safety procedures and environmentally appropriate and ethical practices. The student is expected
to:
7.1B Practice appropriate use and conservation of resources, including disposal, reuse, or recycling of materials.
7.2
Scientific investigation and reasoning. The student uses scientific inquiry methods during laboratory and field
investigations. The student is expected to:
7.2A Plan and implement comparative and descriptive investigations by making observations, asking well-defined questions, and using appropriate
equipment and technology.
7.2C Collect and record data using the International System of Units (SI) and qualitative means such as labeled drawings,
writing, and graphic organizers.
7.2D Construct tables and graphs, using repeated trials and means, to organize data and identify patterns.
7.4
Scientific investigation and reasoning. The student knows how to use a variety of tools and safety equipment to conduct
science inquiry. The student is expected to:
7.4A Use appropriate tools to collect, record, and analyze information, including life science models, hand lens, stereoscopes, microscopes, beakers,
Petri dishes, microscope slides, graduated cylinders, test tubes, meter sticks, metric rulers, metric tape measures, timing devices, hot plates,
balances, thermometers, calculators, water test kits, computers, temperature and pH probes, collecting nets, insect traps, globes, digital cameras,
journals/notebooks, and other equipment as needed to teach the curriculum.
GETTING READY FOR INSTRUCTION
Performance Indicators
Grade 07 Science Unit 10 PI 01
Complete a laboratory report for a descriptive investigation in which an organism’s responses to stimuli are observed. Include a description of the organism’s response to stimuli
in the discussion section.
Standard(s): 7.2A , 7.13A , 7.13B
ELPS ELPS.c.5C , ELPS.c.5F
Key Understandings
Organisms respond to both external and internal stimuli.
— What are examples of external stimuli?
— What are examples of internal stimuli?
— How do organisms respond to internal or external stimuli?
— Why do organisms respond to internal or external stimuli?
Last Updated 04/24/2013
page 1 of 10 Grade 7
Science
Unit: 10
Lesson: 01
Suggested Duration: 5 days
— How do responses to stimuli help to maintain balance in organisms?
Vocabulary of Instruction
homeostasis
stimulus
internal stimulus
response
external stimulus
fight or flight
phototropism
geotropism
feedback mechanism
stable/stability
Materials
aluminum pan or dissection tray (1 per group)
cardboard (10”x12” piece, 1 per group)
clamp light or table lamp (1 per group)
graph paper (1 sheet per student)
paper clips (small, 1 per group)
paper towel (1 sheet per group)
pencil (sharpened, 1 per group)
Petri dish (1 per group)
pill bugs (10 per group)
resealable plastic bag (pint-size, 1 per group)
tape (masking, 1 roll per group)
water (per class)
Attachments
All attachments associated with this lesson are referenced in the body of the lesson. Due to considerations for grading or student assessment,
attachments that are connected with Performance Indicators or serve as answer keys are available in the district site and are not accessible on the public
website.
Handout: Monitoring Blood Sugar Levels
Handout: Monitoring Blood Sugar Levels KEY
Handout: Animal Responses (see Advance Preparation, 1 set per group)
Handout: Pill Bug Responses Laboratory Investigation (1 per group)
Teacher Resource: PowerPoint: Homeostasis Review
Resources
Suggested Websites:
American Diabetes Organization Information: http://www.diabetes.org/diabetes-basics/
Graph Creation: http://nces.ed.gov/nceskids/createagraph/
Plant Tropism Examples – left hand menu: http://plantsinmotion.bio.indiana.edu/plantmotion/movements/tropism/tropisms.html
Homeostasis:
http://www.phys.unsw.edu.au/biosnippets/
http://www.bbc.co.uk/schools/gcsebitesize/science/add_aqa_pre_2011/homeo/homeosts.shtml
Diffusion and Osmosis: http://www.bbc.co.uk/schools/gcsebitesize/science/add_ocr_pre_2011/homeostasis/osmosisact.shtml
Buy Live Pill Bugs: http://www.carolina.com/catalog/search-results.jsp?
question=pill+bugs&s_cid=ppc_gl_Pill_Bugs&gclid=CNmCup7CvbQCFRRbnAod1WkAsA
Biology4Kids: http://www.biology4kids.com/files/systems_regulation.html
Kid Info: http://www.kidinfo.com/Health/Human_Body.html
Phototropism: http://www.scienceclarified.com/Oi-Ph/Phototropism.html
TEA: http://ritter.tea.state.tx.us/rules/tac/chapter112/ch112b.html#112.19
Advance Preparation
1.
2.
3.
4.
Prior to Day 1: Secure access to student computers/Internet for diabetes research.
Prior to Day 2: Print, laminate, cut apart, and bag the Handout: Animal Responses (1 set per group).
Prior to Day 3: Locate a suitable area to observe transpiration in plants.
Prior to Day 4:
Collect enough pill bugs for each lab group to have 10 with which to work. Pill bugs can usually be found under boards or rocks in yards. Water the
area well a few days before collecting the bugs. This should attract pill bugs into the area. See the Resources and References section for information
about ordering them.
Pre­cut 10”x12” cardboard sections (1 per group).
5. Prior to Day 5: Locate and print the Lab Report. (A possible laboratory report format was included on pages 31 and 32 in the Teacher Resource:
Creating the Science Notebook, located in the attachments for Unit 01: Science Safety.)
6. Prepare attachment(s) as necessary.
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page 2 of 10 Grade 7
Science
Unit: 10
Lesson: 01
Suggested Duration: 5 days
Background Information
Organisms are living systems that maintain a steady state with their environment. Their balance may be disrupted by stimuli. They respond to internal and external stimuli in their
environment in order to maintain internal balance. Animals respond to changes in the outside temperature by shivering or sweating. They also control their internal temperature by
shivering or sweating. The pupil of the eye responds to the amount of light available by contracting or dilating. Animals also respond to internal stimuli. If a bacteria or virus enters the
body, the immune system triggers a fever or vomiting response to deal with the threat. Plants are also able to respond to stimuli. They exhibit positive geotropism by having their
roots grow toward the center of the Earth. Negative geotropism is evidenced by stems and leaves growing away from the Earth. Plants exhibit phototropism as well. Organisms
return to a balanced state through processes known as feedback mechanisms.
Prior to this lesson, students have had limited exposure to the idea that organisms respond to external or internal stimuli. During this lesson, students should understand that a
system can include processes, as well as parts. Thinking about systems means identifying how every part relates to others. Output from one part of a system (which can include
material, energy, or information) can become input to other parts. Such feedback can serve to control what goes on in the system as a whole. Any system is usually connected to
other systems, both internally and externally, and still interacts with its surrounding environment. When studying a system, it is important to keep track of what enters or leaves the
system.
In previous lessons, students studied the human body systems and the adaptations of internal structures of organisms. In this lesson, students will focus on how living organisms
must be able to maintain balance in stable internal conditions in response to external and internal stimuli.
STAAR Note: Although not identified as a Supporting Standard, Student Expectation 7.13AB builds content in the area of describing, comparing and contrasting internal and external
stimuli.
The concepts in this unit form the foundation for concepts tested in Reporting Category 4: Biological Processes and Systems of the STAAR Biology Assessment.
For further information, please visit the following websites:
TEA: http://ritter.tea.state.tx.us/rules/tac/chapter112/ch112b.html#112.19
Phototropism: http://www.scienceclarified.com/Oi-Ph/Phototropism.html
Homeostasis:
http://www.phys.unsw.edu.au/biosnippets/
http://www.bbc.co.uk/schools/gcsebitesize/science/add_aqa_pre_2011/homeo/homeosts.shtml
INSTRUCTIONAL PROCEDURES
Instructional Procedures
Notes for Teacher
ENGAGE/EXPLORE/EXPLAIN – Insulin Regulation
NOTE: 1 Day = 50 minutes
Suggested Day 1
1. Say:
Materials:
We recently learned about the systems of the human body.
Which system is responsible for chemical regulation? (Endocrine)
What are some hormones that the endocrine system uses to regulate the
body? (Testosterone, estrogen, human growth hormone, insulin)
Today, we are going to look at how the body regulates the amount of sugar
in the blood using a simulation activity.
paper clips (small, 1 per group)
graph paper (1 sheet per student)
pencil (sharpened, 1 per group)
Attachments:
2. Divide students into groups of 2–4.
3. Allow students about 10 minutes of time to research information (see Advance
Preparation) about the effects of diabetes on the body and what steps we can take to
control blood sugar levels. You may wish to use the American Diabetes Association
website at the following URL: http://www.diabetes.org/diabetes-basics/ in order to filter
the amount of time students will need to retrieve the information.
4. Ask students to record information from the research in their science notebooks.
5. Facilitate a class discussion about the information that the students researched,
including the importance of keeping blood sugar levels in a healthy range (see
Instructional Notes).
6. Distribute the Handout: Monitoring Blood Sugar Levels, and instruct students to
complete it with their groups. (Each group only needs one spinner.)
7. As students work on the activity, they will need to create a graph in their notebooks.
Demonstrate the types of actions that might be taken to control the blood sugar levels.
(See the Teacher Resource: Monitoring Blood Sugar Levels KEY.)
8. In order to create a graph, either use paper and a pencil, an Excel spreadsheet, or the
website Create a Graph at the following URL:
http://nces.ed.gov/nceskids/createagraph/.
Handout: Monitoring Blood Sugar Levels (1 per
student)
Teacher Resource: Monitoring Blood Sugar
Levels KEY
Instructional Notes:
Be sensitive to students who either have diabetes or a family member
with the illness. Respect student needs for privacy in sharing
personal medical information.
Instruct students on how to use the spinners. They need to hold one
end of a paper clip in the center of the spinner card with the point of a
pencil. With their free hand, they need to flick the other end.
Optional: You may wish to modify the Handout: Monitoring Blood
Sugar Levels and prepare a class set of spinners in advance.
9. At the end of class, discuss the importance of how feedback mechanisms allow the body
to maintain a stable blood sugar in the body (see Instructional Notes).
You may wish to lower the number of spins required based on time.
10. Ask:
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page 3 of 10 Grade 7
Science
Unit: 10
Lesson: 01
Suggested Duration: 5 days
How will a person know if he/she has high or low blood sugar? They will exhibit
symptoms.
What is the body’s response to unstable blood sugar? Symptoms will be
To create a graph, use graph paper and a pencil, an Excel
presented.
spreadsheet, or the website Create a Graph at the following URL:
How can the body stabilize the blood sugar? Insulin or food
http://nces.ed.gov/nceskids/createagraph/.
11. Instruct students to record the term “feedback mechanism” in their notebooks and work with a
partner to develop a working definition.
Science Notebooks:
Students record research information on the effects of diabetes on the
body and create a graph of data collected.
Students define the term “feedback mechanism”.
EXPLORE/EXPLAIN – Responses in Animals
Suggested Day 2
1. Say:
Attachments:
Yesterday, you completed an activity to illustrate how the body maintains a
stable blood sugar using insulin or food. Today, you will continue to explore
ways that animals maintain a stable internal environment.
Handout: Animal Responses (see Advance
Preparation, 1 set per group)
2. Divide students into groups of 3–4.
Misconceptions:
3. Distribute a set of cards from the Handout: Animal Responses (see Advance
Preparation) to each group of students.
Students may think organisms only respond to
external stimuli.
Students may think running a fever or vomiting is bad
for their body.
4. Explain to students that organisms can respond to internal or external stimuli. A
stimulus is anything to which an organism may respond. A stimulus may be something
outside of the organisms’ body (external) or something within the body (internal).
5. Instruct students to record the terms stimulus, response, external, and internal in their
notebooks and work with their group to develop a working definition for each.
6. Instruct students to read the description on the card and determine if the stimulus is
internal or external. Consider co-analyzing the first one with the class and modeling how
to record the information on the chart.
Check For Understanding:
Allowing students to reflect at the end of an activity helps in
understanding content.
7. Instruct students to draw a T-chart in their science notebooks in which to record the type
of stimulus described.
Science Notebooks:
Students record graphic organizers, observations, and definitions in
their science notebooks. At the end of the activity, students reflect on
stimuli, responses, and internal balance.
8. Allow time for the students to work through the cards. Monitor and assist as necessary.
9. After students have completed the sorting activity, facilitate a class discussion where
students justify their placement of each card. Include the following points in the
discussion:
Types of responses to internal or external stimuli as feedback mechanisms
Fight or flight response, referred to in the card about Carla (Connect back to the
endocrine system.)
Reasons for running a fever or vomiting
Responses to reduce the impact of bacteria or viruses on our body
Unless the fever gets too high or the vomiting gets too severe, these are normal
healthy responses to invaders.
10. Say: (Post the term homeostasis on the board.)
The ability to maintain internal balance is called homeostasis.
Instruct students to define the term homeostasis in their notebooks.
11. At the end of class, ask students to reflect in their science notebooks about the variety of
ways that organisms respond to internal and external stimuli.
12. Monitor and assess for misconceptions and underdeveloped concepts.
EXPLORE/EXPLAIN – Responses in Plants
Suggested Day 3
1. Say:
Materials:
Yesterday, we investigated the responses that animals may have
to various stimuli. Are animals the only organisms that respond to
the environment? Explain. (Accept all answers.) Today, we are
going to look at some responses plants have to internal and
resealable plastic bag (pint-size, 1 per group)
tape (masking, 1 roll per group)
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page 4 of 10 Grade 7
Science
Unit: 10
Lesson: 01
Suggested Duration: 5 days
external stimuli. We are going to do a comparative investigation.
2. Take students outside to an area that has bushes, shrubs, or trees. Give
each group of students a resealable, plastic bag, and instruct them to place
the bag around a small cluster of leaves. Demonstrate the set-up of the bag
to the students. The bag should be as sealed as possible and able to hold
any water which may pass through the plant in transpiration. (See
Instructional Notes for optional activity if taking students outdoors is not an
option.)
Instructional Notes:
Demonstrate the set-up of the bag to the students. The bag should be as sealed as
possible and be able to hold any water which may pass through the plant in
transpiration. It may be necessary to use masking tape to hold the bag in place.
3. Return to the classroom.
4. Facilitate a discussion about what will happen over the next 24 hours. (The
bags should have some water from the leaves. The water was released
through the stomata in the process of transpiration.)
5. Ask:
What other stimuli might cause a response in plants? (Plants
respond to the availability of water- wilting when dehydrated, increasing
transpiration when hydrated, the amount of light- phototropism, gravitygeotropism). (Make connections to plant cell structure and function such
as vacuoles.)
6. Locate a website to show students time-lapse photography of plant
responses. Reinforce the tropisms that plants exhibit. (See the Instructional
Notes.) You may wish to grant access to campus based resources as well.
You may wish to visit the following website to view examples of plant tropisms (Click
on different links in the left hand menu.):
http://plantsinmotion.bio.indiana.edu/plantmotion/movements/tropism/tropisms.html
Optional: Students may use a classroom potted plant and lamp to observe the
same process of transpiration using the same directions under listed above.
Additionally, observation of phototropism in plants could be used as a comparative
investigation.
7. Instruct students to reflect in their science notebooks about the variety of
STAAR Note:
ways that plants respond to internal and external stimuli. Ask students to
include the definitions of phototropism and geotropism in their reflections, as
The concepts in this unit form the foundation for concepts tested in Reporting
well as other external and internal stimuli. Additionally, students should
Category 4: Biological Processes and Systems of the STAAR Biology Assessment.
sketch the different tropisms in their notebooks.
Science Notebooks:
Students record vocabulary, reflect about plant responses, and sketch tropisms.
ELABORATE – Descriptive Investigation with Pill bugs
Suggested Day 4
1. Begin class by gathering the bags placed on the plants. Instruct students to make
comparative observations about the amount of water that each type of plant transpired.
2. Return to class, and facilitate a discussion based on student data collected.
3. Say:
Today, we are going to begin a descriptive investigation on how a pill bug
responds to stimuli. The Performance Indicator for this unit will be to
complete a laboratory report on this investigation.
Materials:
aluminum pan or dissection tray (1 per group)
pill bugs (10 per group)
clamp light or table lamp (1 per group)
paper towel (1 sheet per group)
cardboard (10”x12” piece, 1 per group)
Petri dish (1 per group)
water (per class)
4. Instruct students to read the Handout: Pill Bug Responses Laboratory Investigation
and follow the procedures to set up the investigation. Review safety and the proper care
Attachments:
and handling of the organisms. Answer questions that may arise.
6. When the investigation is complete, instruct students to return the materials and pill bugs
to their proper location. Emphasize the appropriate use and treatment of resources.
Handout: Pill Bug Responses Laboratory
Investigation (1 per group)
Teacher Resource: PowerPoint: Homeostasis
Review
7. At the end of class, instruct students to reflect in their science notebooks about their
investigative experiences. You may need to give students a sentence starter or prompt
to assist them in beginning their reflections.
Safety Note:
5. Monitor and assist students as needed.
How do animals respond to stimuli?
Why did the pill bugs move to a particular quadrant of the pan?
Remind students about the proper care and handling of the pill bugs.
Science Notebooks:
8. Project the PowerPoint: Homeostasis Review, and facilitate a discussion. Ask students
Students record notes about the procedures and results of the
to reference their science notebooks.
descriptive investigation and answer reflective questions.
9. In groups or pairs, instruct students to summarize the main components of homeostasis
and its importance in all organisms.
10. Ask volunteers to share responses with the class for each slide.
11. Instruct students to reflect on the following question in their notebooks.
How do responses to stimuli help to maintain balance in organisms?
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page 5 of 10 Grade 7
Science
Unit: 10
Lesson: 01
Suggested Duration: 5 days
EVALUATE – Performance Indicator
Suggested Day 5
Grade 07 Science Unit 10 PI 01
Complete a laboratory report for a descriptive investigation in which an organism’s responses to stimuli
are observed. Include a description of the organism’s response to stimuli in the discussion section.
Standard(s): 7.2A , 7.13A , 7.13B
ELPS ELPS.c.5C , ELPS.c.5F
Instructional Note:
A possible laboratory report format was included on pages 31 and
32 in the Teacher Resource: Creating the Science Notebook
located in the attachments for Unit 01: Science Safety.
1. Project the Performance Indicator on the board.
2. Share the Performance Indicator rubric or your expectations with students prior to
beginning assessment.
3. Answer any questions students may have regarding the assessment. Some students
may benefit from an actual laboratory report outline to assist them in writing their
descriptive investigation (see Instructional Notes).
4. Instruct students to complete a laboratory report for the descriptive investigation in which
a pill bugs responses to stimuli are observed. Include a description of the organism’s
response to stimuli in the discussion section.
5. You may wish to post terms that students need to use in their descriptions. Terms may
include: internal stimuli, external stimuli, balance or homeostasis, feedback mechanism,
geotropism, phototropism, or fight or flight.
6. Monitor and assist students with the format and content of the report.
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page 6 of 10 Grade 7
Science
Unit: 10 Lesson: 01
Monitoring Blood Sugar Levels
Materials:
 graph paper
 small paper clip
 pencil
The spinner at the left has numbers to
represent blood sugar levels in a body. The
ideal range for this model is 6–8. If the
blood sugar is too high (>8) or too low (<6),
the body experiences problems.
Your task is to monitor the blood sugar levels
using a spinner to determine the value.
Record the values on the data table below.
Then, create a graph of the information. Once
the graph has been created, add responses
the body could have to control the sugar
levels.
Note: This activity is based on a model, not
real blood sugar levels.
Spin #
©2012, TESCCC
Sugar level
Spin #
1
11
2
12
3
13
4
14
5
15
6
16
7
17
8
18
9
19
10
20
01/21/13
Sugar level
page 1 of 1
Grade 7
Science
Unit: 10 Lesson: 01
Monitoring Blood Sugar Levels KEY
Materials:
 graph paper
 small paper clip
 pencil
The spinner above has numbers to represent blood sugar levels in a body. The ideal range for this model is 6–8. If the
blood sugar is too high (>8) or too low (<6), the body experiences problems.
Your task is to monitor the blood sugar levels using a spinner to determine the value. Record the values on the data table
below. Then, create a graph of the information. Once the graph has been created, add responses the body could have to
control the sugar levels. SAMPLE
The body may release more insulin.
ANSWERS WILL VARY
The body may release more insulin.
Spin #
Sugar
Level
Spin #
Sugar
Level
1
7
11
7
2
4
12
10
3
6
13
4
4
3
14
2
5
5
15
8
6
6
16
5
7
6
17
8
8
7
18
4
9
12
19
9
10
11
20
10
The body may
experience
hunger, thirst,
and/or shakiness.
The body may
experience
hunger, thirst,
and/or shakiness.
The body may
release more insulin.
The body may
experience
hunger, thirst,
and/or shakiness.
Note: This activity is based on a model, not real blood sugar levels. It is important to discuss the limitations of models to clarify any possible misconceptions.
©2012, TESCCC
01/21/13
page 1 of 1
Grade 7
Science
Unit: 10 Lesson: 01
Animal Responses
A student went to a foreign country and drank a fruit drink
from a street vendor. A few hours later, the student was
experiencing nausea, vomiting, abdominal cramps,
diarrhea, and fever. After a couple of days, all of these
symptoms were gone and the student felt as good as new.
A 12 year old girl always seems to get sick when she
travels by car, plane, boat, or train or rides carnival rides.
The girl always experiences nausea, vomiting, and
dizziness.
During class, the teacher turned off the lights to show a
video. The teacher unexpectedly turned the lights on.
Several students complained about their eyes hurting.
When the lights were off, the pupil of the eye had dilated to
let more light in. When the lights came on, the pupil had to
contract quickly to control the amount of light.
A Grade 5 boy felt like he was coming down with a cold. He
showed cold-like symptoms such as a runny nose and sore
throat. After a couple of days, the boy was feeling worse.
His new symptoms were a high fever, a headache, fatigue,
weakness, and exhaustion. He went to the doctor who told
him that he didn’t have a cold, but had a viral (virus)
infection involving his respiratory tract.
On a hot summer day, Carlos decided he would join his
friends for a game of basketball. Carlos and his friends
played for over two hours. Everyone was really hot and
sweaty, so they decided to take a break. Everyone drank
water except for Carlos. After they started playing again,
Carlos felt light-headed and fell to the ground. Carlos’
friends took him to the hospital where the doctor told him he
had a fever and had lost an excessive amount of fluids.
Carla was watching a horror movie on the TV. The room
was dimly lit, and she was alone in the room. Just as the
scariest part was coming on, there was a crash behind her
chair! Carla screamed and jumped up. Her heart was
pounding, her hands were shaking, and she was breathing
rapidly. As soon as she saw that her dog had knocked a
lamp off the end table, Carla’s heartbeat and breathing
began to return to normal.
Rosa was walking home from the mall. She got caught in a
heavy rainfall. She didn’t have a jacket or umbrella with her.
The temperature dropped quickly. She began shivering,
and her teeth were chattering. She noticed that her skin
was cold and her lips and fingernails had a bluish color to
them. As soon as Rosa got home, she got out of her wet
clothes and drank some warm tea. Her shivering stopped,
and her color and temperature returned to normal.
It’s Saturday and Mrs. Neat is cleaning house. She has
worked all morning without stopping for food or a drink. She
goes outside to get the mail around noon and smells the
aroma of grilling meat. Her mouth starts to water, and her
stomach growls.
Robin loves to play ball with her dog. After a good workout,
the dog lies down and pants for at least ten minutes.
In the city, rats come out after dark to scurry through alleys
and streets.
©2012, TESCCC
01/21/13
page 1 of 1
Grade 7
Science
Unit: 10 Lesson: 01
Pill Bug Responses Laboratory Investigation
Materials:
aluminum pan or dissecting tray
Petri dish
cardboard
pill bugs (10 per group)
paper towel
water
clamp light or table lamp
Setting up the investigation:
1. Place a damp paper towel at one end of the aluminum pan.
2. Place a piece of cardboard over half of the aluminum pan so that the pan is divided into quadrants.
3. Position the light so that it shines directly over the center of the pan.
4. Put 10 pill bugs in an uncovered Petri dish in the center of the pan.
5. Invert the Petri dish, and turn on the light.
6. Allow 10 minutes for the pill bugs to move around and respond to the environmental conditions.
7. After 10 minutes, record how many pill bugs are in each quadrant of the pan.
8. Make careful notes about the procedures and results in your science notebooks. You will need to reference
them for the laboratory report.
Cardboard
Damp paper
towel
Damp paper
towel
Cardboard
Damp paper
towel
©2012, TESCCC
01/21/13
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