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Grade level
/subject
Context
description

Standards
meet
Concept
addressed
Objectives

Academic
language
Learning
strategies

Materials
needed

High School Senior Field Ecology

Based off of the previous subunit we went through where students are
working on presentations on differences in Biodiversity, were moving on to
the next subunit of cells. Specifically today, were jumping right into
Homeostasis. Well do this through an unusual real-life personal example of
what homeostasis really is. After the unusual example, students will be given
time to work on their Biodiversity project presentations.
ODE: Life Sciences- Cells
Based on the curriculum, students will be taught what homeostasis is through
a very unusual way.
The students will be able to:
1. Define Homeostasis
2. Explain why homeostasis is a necessary function in organisms
3. Give real world examples of homeostasis in action.
Students will need to understand the term Homeostasis- The maintenance of a
bodys internal temperature.
This lesson will be taught to students through first hand experience. Theyll
be taken outside on a cold day and shown that their bodies will start to get
goosebumps, start to shiver, and theyll tighten up a little bit. This is to show
them that their bodies have natural reactions to different temperatures. Theyll
then come back to class and research what happened.
Students will need laptops with internet access for additional research.
Engagement/Introduction/Hook
Bring students into class, get them into seats. Get them started on their Auto
Pilot class starter (grabbing of laptops and journaling on a task that theyve
been asked to complete ahead of time). After 5 minutes, ask them to close
their laptops.

Instructional
outline

Instructional sequence:
Segment 1: After students have closed their laptops and are listening,
tell them to stand up and that were going out into the hall downstairs
to discuss a certain part of the building. Get them into an orderly
fashion before taking them through the halls.
Transition 1: Take them outside, but dont inform them that that is
where youre going until you step out the door.
Segment 2 (5 minutes maximum!!): Make sure that everybody comes
outside. While outside, make sure that everyone is okay and that
everyone is safe when it comes to temperature. Continue a discussion
the whole time youre outside with students, ask them whats

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happening with their bodies, Sweating? Shivering? Goosebumps?
Continue a discussion with them as to whats happening.
Transition 2: Bring students back in to the classroom.
Segment 3: Take them back to class and ask them, using their laptops
to write a paragraph explaining what scientifically was happening to
them outside. Tell them the word, Homeostasis, but dont give them
anything except the word.
Transition 3: Once theyve turned in their paragraphs, ask them to
continue to work on their Biodiversity Presentations with their
partners.
Closure: With 5 minutes remaining in the bell, tell students to reach a stopping
point and return their laptops to the proper location.
Modifications

Assessments of
learning

Anytime students need additional help, it will be given. Any questions at all
will be answered. If students cant handle the coldness outside, cut it short.
As long as they feel something happening with their body, thats exactly what
you want.
Formative assessments: The paragraph will let us know if they understand
what is going on and let us know how far we need to dive into it tomorrow.
Were definitely going to have a lecture about Homeostasis, but the
paragraphs will decide how in depth that lecture is.
Summative assessments: No summative assessment.