Nature's Homeostatic Secret to Hangovers: Charged Molecules!

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Objective

Students will develop and use models to plan and conduct an simulation to explain how cellular transport mechanisms maintain homeostasis.

Big Idea

Cellular transport systems that maintain homeostasis are necessary to adjust to internal changes of the body!

Introduction

Lesson Background & Justification:

    Cell transport is the movement of materials across cell membranes. Cell transport can be performed via passive and active transport depending on whether the action does or does not require energy. Passive transport (eg. diffusion and osmosis) is an example of diffusion does not require energy whereas Active Transport (eg. ion transport) requires energy to proceed. In this lesson, both passive and active transport are explored and applied to a real life scenario that students are indirectly familiar with; hangovers. Specifically, students via simulation use their knowledge of ion and water transport to create a visual explanation of why sports drink in mild situations and  intravenous nursing in more severe situations are required to help restore a person's equilibrium post alcohol consumption.   

Lesson Preparations:

 In the effort to prepare for this lesson, I make certain that I have the following items in place: 

a) A class set of 3D Molecular Design: Phospholipid and Membrane Transport Field Test Kit (1 per student group of 4).

b) Student lab books.

c) Class set of student IV guided worksheets. 

Common Core and NGSS Standards:

SP2- Developing and Using Models.

HS-LS13: Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis.

Standards Rationale:

      Modeling is the process by which scientists represent ideas about the natural world to each other, and then collaboratively make changes to these representations over time in response to new evidence and understandings. It is intimately connected to other scientific processes (asking questions, communicating information, etc.) and improves students ability to recall scientific jargon through association. In the classroom, it is important that teachers engage students in modeling practices, to set the foundation of success in a lesson or instructional unit. In this lesson modeling is used in concert with other science practices in the classroom to promote students’ reasoning and understanding of core science idea presented (mechanisms of maintaining homeostasis).

Engage

10 minutes

Section Instructional Sequence:

        In this section of the lesson, my goal is to iterate the dangers of alcohol consumption on the human brain and review some cellular transport related terms to help set the stage for the IV challenge (exploration section) that students will ensue for the majority of the lesson. This activity proceeds as follows:

a) Provide students with the IV challenge handout and share with students that they will take a moment to review what we have learned about cellular transport and the effects of alcohol consumption on the brain. Proceed to read the background section of the worksheet aloud and play the following video:

b) Post video, instruct for students in pairs to complete items 1-3 & review aloud after 5 minutes. 

Standards Covered: 

HS-LS13: Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis.

Explore

45 minutes

Section Primer:

           Intravenous therapy (IV therapy) is the infusion of liquid substances directly into a vein through what is referred to as an IV Bag. It is commonly referred to as a drip because many systems of administration use a drip chamber, which prevents air from entering the blood stream, and allows an estimation of flow rate.

           Intravenous therapy may be used to correct electrolyte imbalances, to deliver medications, for blood transfusions or as fluid replacement to correct, for example, dehydration. Compared with other routes of administration, the intravenous route is the fastest way to deliver fluids and medications throughout the body and relies on the body's natural homeostatic processes to deliver sufficient amounts of the items being administered in the IV bag. 

 Section Instructional Sequence:

        In this section of the lesson, my goal is to provide students with a challenge that they can use to a) personally relate to and b) utilize to review and strengthen their content knowledge of cellular transport processes on. This activity proceeds as follows:

a) Provide each student pair with a membrane kit and read item 4 on the IV worksheet aloud to the class. Address any questions students may have and give them at least 40 minutes to complete the tasks at hand. Circulate and edify any problems that students may experience. 

Standards Covered: 

SP2- Developing and Using Models.

HS-LS13: Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis.

Explain

15 minutes

Section Instructional Sequence:

        In this section of the lesson, my goal is to encourage students to reflect on their modeling experiences and attempt to explain processes simulated in their modeling exercises. This activity proceeds as follows:

a) Bring students attention the top of page two and read the instructions as it relates to students' modeling activity. Give students 6-7 minutes to complete this task. Allow at least one student pair to share out on their illustrations and explanations. 

Standards Covered:

SP2- Developing and Using Models.

HS-LS13: Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis.

 

Extend

15 minutes

Section Instructional Sequence:

        In this section of the lesson, my goal is to  have students explain, why sports drinks are also ideal for curing problems that occur from dehydration. This activity proceeds as follows:

a) State: "It is been said that sports drinks like Gatorade are said to be great treatments for dehydration problems as well." Probe students for their understanding of this fact. 

b) Instruct students to research the constituents of Gatorade using their BYOT or bring your own technologies and discuss their findings with their partners. Further encourage students to share these discoveries out to the class and inductively develop as a group an explanation of why sports drinks are effective agents to relieve hangovers and dehydration. Discuss as a class. 

HS-LS13: Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis. 

 

Evaluate

10 minutes

Section Instructional Sequence:

        In this section of the lesson, my goal is to evaluate students experiences in the lesson. This activity proceeds as follows:

a) Direct students attention to item 5 (a-e) on their worksheet and instruct them to independently complete the questions and submit as an exit ticket.