Digital Unit Plan Template

Unit Title: Maintaining Homeostasis

Name: J. Leroy Le

Content Area: Biology

Grade Level: 9

CA Content Standard(s)/Common Core Standard(s):

HS-LS1-3. Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis.
WHST.11-12.8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches
effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate
information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and
following a standard format for citation. (HS-LS1-3)

Big Ideas:
1. Know how biological systems utilize free energy and molecular building blocks to grow, to reproduce, and to maintain
dynamic homeostasis.
2. Growth, reproduction, and dynamic homeostasis require that cells create and maintain internal environments that are
different from their external environment.
3. Organisms use feedback mechanisms to regulate growth and reproduction, and to maintain dynamic homeostasis.
4. Grown and dynamic homeostasis of a biological system are influenced by changes in the systems environment.

Unit Goals and Objectives:

1.
2.
3.
4.
5.

Define homeostasis
Illustrate the processes accompanied with maintaining homeostasis
Show the steps of negative feedback
Define allostasis
How does allostasis compare and contrast to homeostasis

Unit Summary:
Students will use resources given to them by the teacher and the web to comprehend and master the concept of homeostasis
and how it is maintained. Through the teachers presentations and doing activities with other peers, students will learn how the
mechanisms of homeostasis are processed in organisms. More specifically, students will learn how organisms use negative
feedback to achieve homeostasis as well as how it contrasts to allostasis. Students will present clear understanding and

confidence in the process of negative feedback as well as identify the components of it.

Assessment Plan:
Entry-Level:
Students in the 9th grade will adequately
provide detailed illustrations of the
process of negative feedback as well as
show coherence in the topic of
homeostasis.

Formative:
Formative assessments will include
quickwrites, completing scaffolds such as
true or false questions, answering
questions at the beginning of class to see
how much students know, and
comparing/contrasting ideas between
two differend topics.

Summative:
Summative assessments will include
filling out graphic organizers that detail
the steps of negative feedback, being
able to write, draw, and verbally write
the process of negative feedback as well
as all of its components, and creating a
presentation detailing what homeostasis
and negative feedback is.

Lesson 1
Student Learning
Objective:
Define homeostasis
and explain its
significance to the
bodys ability to
sustain ideal function.
Also get familiar of
negative feedback
and all of its
components and
processes.

Acceptable Evidence:
Students are able to
verbally explain and
write the definition of
homeostasis as well
as state the many
detailed steps in
maintaining
homeostasis.
Students will
illustrate the steps of
negative feedback as
well.

Instructional
Strategies:
Communication
Collection
Collaboration
Presentation
Organization
Interaction

Lesson Activities:

Instructional
Strategies:
Communication
Collection
Collaboration
Presentation
Organization
Interaction

Lesson Activities:

Students will engage in the SRL technique to stay engage

and learn before, during, and after the teacher presentation
of homeostasis. Students are to bring upon prior knowledge
before the lesson and then work individually or with a
partner during the lesson to better understand homeostasis
and negative feedback. At the end of the lesson, the class
will collectively review homeostasis and negative feedback
with the teacher.

Lesson 2
Student Learning
Objective:
Discuss how the body
uses negative
feedback to regulate
body systems and
how cooperating

Acceptable Evidence:
Students are able to
map out and draw
how negative
feedback functions in
the body as well as
describe how different

With a partner, students are to work together to fill a stepby-step scaffold of how the body achieves homeostasis in
cold weather. Students are required to illustrate the
stimulus, receptors, control center, effectors, and the
response.

mechanisms work
together to achieve
this.
Lesson 3

internal/external
mechanisms affect the
feedback system.

Student Learning
Objective:

Acceptable Evidence:

Use a graphic
organizer to illustrate
the purpose of
homeostasis and
negative feedback.
Students should be
able to provide
detailed examples of
the process of
negative feedback.
Unit Resources:
1.
2.

Students should be
able to identify the
different components
involved in negative
feedback as well as
provide detailed
instructions on how it
operates via text or
drawings.

Instructional
Strategies:
Communication
Collection
Collaboration
Presentation
Organization
Interaction

Lesson Activities:
Using graphic organizers such as Popplet, students will work
individually to create a visual presentation to the class about
negative feedback and how homeostasis is important to all
life. A guide and rubric will be given to aid students in their
work.

Rethinking Homeostasis by Jay Schulkin

Principles of Anatomy and Physiology by Gerard J. Tortora

Useful Websites:
1. http://questgarden.com/q/jleroy
2.
3.
4.

http://www.biology4kids.com/files/systems_regulation.html
http://newt.phys.unsw.edu.au/biosnippets/
http://www2.estrellamountain.edu/faculty/farabee/BIOBK/BioBookANIMORGSYS.html