Planning An Investigation
Lesson 10 of 10
Objective: SWBAT collaborate, develop, and share their inquiry-based investigation to discover how feedback mechanisms helps to maintain homeostasis in the human body.
Students will watch the video clip to review the steps of the scientific method in an effort to remind students about the importance aspects of creating a student-developed investigation:
Students will record notes that outline the steps of the scientific method that will be used later in the lesson as students develop an investigation to determine how feedback mechanisms help maintain homeostasis in the human body.
- Re-test, re-evaluate the experiment . . .
The video clip demonstrates how this collaborative activity will be implemented in the classroom:
Students will be challenged with the task to develop an investigation to determine how feedback mechanisms in plants or animals help to maintain homeostasis.
Since students only have 1 class period to complete this activity the expectations are as follows:
- Create a title
- Develop a question relating to maintaining homeostasis
- Formulate a hypothesis
- List the materials the investigation will require
- Design a detailed step-by-step procedure
Due to the limited class time that is available this school year, the students will not be conducting their student-led inquiry investigations. With better time management next year, it is a priority to allow students the opportunity to conduct these inquiry labs. Please view the Teacher Reflection above for a more detailed response to this issue!
The class will be organized in groups of 3-4 students to complete this collaborative activity. Students have worked in these groups before so they are comfortable working together and sharing their ideas.
Since students have recently completed their study of human anatomy, many groups wanted to connect their prior knowledge to how their selected body system relies on feedback mechanisms to maintain homeostasis. The video below captures the small-group conferencing that occurred to guide students in their brainstorming process.
Conferencing with small groups to brainstorm:
Student Work Sample #1 - This group worked well collaboratively and developed a great idea, but will have some trouble implementing their investigation unless they expand on the details of their procedure.
Student Work Sample #2 - This group had a lot of fun developing their experiment, but were slightly out of touch of reality concerning their data collection. I was able to conference with them to assist them in the potential realistic implementation of their ideas.
Student Work Sample #3 - This group was very curious about the cardiovascular system, but did not have an accurate understanding of what would happen physiology if someone "faked" cardiac arrest. Again, the idea was to develop a student-lead inquiry lab and this is what they wanted to learn more about, so I encouraged their curiosity!
Collaborative groups were asked to share their work in an informal presentation to the class.
- Question they were investigating
- Hypothesis that answered the question
- Required materials
- The experimental design
As a close to this activity, students will write a short reflection that summarizes how and why feedback mechanisms are important to maintaining homeostasis in both animals and plants. Students are encouraged to use their textbooks and the collaborative group experiment to cite evidence that supports their understanding of the importance of feedback mechanisms to maintain homeostasis in plants and animals.
The teacher will ask for volunteers to share their reflections to ensure student understanding of the concept and to clear up any student misunderstanding regarding this integral biological concept.