Biochemistry

Lesson 1.1

Homeostasis, Feedback Mechanisms, and Diabetes

1.1a. Homeostasis

1.1.1. Introduction

“The coordinated physiological processes which maintain most of the steady states in the organism are so complex and so peculiar to living beings- involving, as they may, the brain and nerves, the heart, lungs, kidneys and spleen, all working cooperatively—that I have suggested a special designation for these states, homeostasis. The word does not imply something set and immobile, a stagnation. It means a condition-a condition which may vary, but which is relatively constant.”

— Walter Bradford Cannon The Wisdom of the Body (1932), 24.

Figure 1.1.1. The Norwegian mountain runner and orienteer Jon Tvedt in the competition Skåla Opp, Norway by Sondrekv / Public Domain.

Essential Question: How does your body keep the correct temperature, pH, blood glucose level, and blood pressure you need in order to stay alive?

Prior Knowledge Quick Write: Please read the above quote and look at the image on this page (Figure 1.1.1). On the lines below, please write your ideas as to what you think this lesson is going to be about.

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Lesson 1.1 Pre-Assessment of Learning Targets (Table)

Get a hard copy of this table from your teacher. Below are the learning targets you will master during this lesson.

As a pre-assessment, before the lesson begins, please circle the number that describes your current understanding of the learning target.

Before the formative assessment for this lesson, please draw a triangle around the number that describes your understanding of the learning target.

Before the summative assessment, please draw a square around the number that describes your understanding of the learning target.

1 - I have never seen this learning target before.

2 - I have seen this learning target, but I don't know what it means.

3 - I have seen this learning target, and I think I know what it means

4 - I can explain this learning target to another student.

Lesson 1.1 Pre-Assessment of Vocabulary Terms (Table)

Get a hard copy of this table from your teacher. Below are the vocabulary terms you will master during this lesson.

As a pre-assessment, before the lesson begins, please circle the number that describes your current understanding of the term.

You will complete the “Definitions” and “Extra Practice” (shaded gray*) as we progress throughout the unit.

Before each formative assessment, you will reassess your understanding of the terms. When instructed, please draw a triangle around the number that describes your understanding of the term.

Finally, at the end of the unit (before the summative assessment) you will make a final assessment of your understanding of the terms. When instructed, please draw a square around the number that describes your understanding of the term.

Pre-Assessment of Vocabulary Terms (Partner Brainstorming Bubble Maps)

Once you have made your individual initial circles for the above terms, please discuss each term with a partner. Brainstorm what you each think the terms mean. Make a bubble map for each term with your ideas. Possible questions to consider:

1. Have either of you ever heard of any of the terms before? If yes, in what context?
2. What do you visualize when you hear the term?
3. Do the terms remind either of you of anything? If yes, what?
4. Can you think of any examples of the terms? If yes, what?
5. Record your ideas below. Some example bubble map have been included below. Please make your own bubble maps for the rest of the terms as well.

*Once you have recorded your ideas above, record additional ideas on your bubble maps as your classmates “share out” during the class group preview discussion of the terms. As the lesson progresses, please fill in the “definition” and “extra practice” columns in the vocabulary table above. Compare your initial ideas from your bubble maps with the actual definitions you record in the table.