Lesson Plans

Biology 5th Edition ©1999

by Campbell, Reece, Mitchell

Week 16: Homeostasis: Focus on the Excretory and Endocrine Systems

Chapter 44: Controlling the Internal Environment
Chapter 45: Chemical Signals in Animals

College Board Performance Objectives:

• Describe the structure and function of various organs in the excretory and endocrine systems.
• Explain how thermoregulation involves physiological and behavioral adjustments.
• Explain how an animal's nitrogenous wastes are correlated with its phylogeny and habitat.
• Explain how nervous and hormonal feedback circuits regulate kidney functions.
• Explain how diverse adaptations of vertebrate kidney have evolved in different habitats.
• Explain how interacting regulatory systems maintain homeostasis.
• Explain the structure and function of hormones.
• Explain how the endocrine system and the nervous system are structurally, chemically, and functionally related.
• Explain how the hypothalamus and the pituitary integrate many functions in the vertebrate endocrine system and allow for homeostasis.
• Explain how antagonistic hormones allow for homoeostasis.

College Board Lab Objectives:

• Explain the relationship between temperature and rates of physiological processes.
• Relate the basic anatomy of various circulatory systems.
• Measure heart rate and blood pressure in a human volunteer.
• Describe the effect of changing body position on heart rate and blood pressure.
• Explain how exercise changes heart rate.
• Determine a human's fitness index.
• Analyze pooled cardiovascular data.
• Discuss and explain the relationship between heart rate and temperature.

Suggested Laboratory Experiments:

Resources:

• Chapter 44: Controlling the Internal Environment, pp. 865–892
• Chapter 45: Chemical Signals in Animals, pp. 893–912
• Instructor's Guide, pp. 653–686
• Student Study Guide, pp. 338–357
• Test Bank, pp. 537–562
• Lab Manual, pp. 603–262
• CD-ROM: Chapters 44 and 45 include narrated presentations, activities, and links to the Internet.

Pacing Guide:

• Chapter 44: Controlling the Internal Environment—1.5 days
  Use a colander to represent the glomerulus, a funnel to represent Bowman's capsule, and a long tube to represent the proximal convoluted tubule, Loop of Henle, distal convoluted tubule and the collecting duct. Strain a mixture of ping-pong balls (painted red and white) and water to show how the filtrate is formed and that the cells are not part of the filtrate. They will be able to see how the filtrate enters Bowman's capsule. This demonstration serves to stimulate thought on the structured and function of the nephron.
• Chapter 45: Chemical Signals in Animals—1.5 days
  The following is a hormone card game. Each hormone has a source organ and a target organ. Use 3x5 cards. Select a group of hormones and put one on each card. Then make two more cards for each hormone—a target organ card and a source organ card. Make enough to have a little deck of cards. Deal eight each to two players. Put the other cards in a pile face down. Turn over the top card. The object is to make correct threes, hormone, target, source. The first player either draws a card or asks opponent, "Do you have a renal collecting tubule?" If he/she does, he/she should pass over it and the trio of ADH, lay down the collecting tubule and posterior pituitary, and keep taking turns as long as he/she can lay down threes. If not, the next player gets a turn. With several more rules, it is hormone go fish! Students can refer to their book as they play.
• Physiology of the Circulatory System Lab—2 days
• Block Scheduling
  Controlling the Internal Environment and Chemical Signals in Animals AP* Lab 10 can each be accomplished in one block.

Key Words:

Suggested Exercises:
Critical thinking questions and end-of-chapter activities are included in these exercises.

1. Challenge Questions, p. 892 #1–3
2. Science, Technology, and Society, p. 912 #1–3 and p. 912 #1
3. Have students collect articles about diseases that are related to these body systems. The discussion will center around the symptoms, the structural problems associated with the symptoms, and the remedies that are available.
4. Lab Topic 23, Vertebrate Anatomy I: The Excretory, Reproductive, and Nervous System (pp. 603–625) can be used as a demonstration in class. Use a digital camera or video camera to show the students the various parts of the dissection, and these images as illustrations and sources of discussion for class.
5. Use the digital camera to view the zebrafish embryo's heart and development over a few days of class to see the development and variations.
6. Extending the lab to include EKG sensors and heart rate sensors allows for great analysis of the circulatory system and allows students to see the usefulness of different instruments in the study of the circulatory system. Vernier Software has information about the EKG sensors and heart rate sensors.

Troubleshooting Tips/Error Traps:

• Understanding of hormones is important and takes much review for students to understand.
• Zebrafish or Medaka embryos are excellent to use for the analysis of a cold-blooded animal's heart response to change of temperature. (Daphina are difficult to keep alive more than a few days and it is difficult to immobilize them.) Set up several different temperature baths (ahead of time) and have students rotate embryos to each water bath. Encourage the students to design other labs related to this lab. There is much opportunity for inquiry about the student's own circulatory system. Silence during lab is necessary to ensure accurate blood pressure measurements. Borrow equipment from hospitals or doctors' offices to allow for more equipment.