Lesson Plan: B2.1.06


LESSON PLAN
Teacher Subject Period Date Year Ability LSA/Other Support
Science

Context and
Landmark
Assessment		 B2.1.06
Landmark Assessment: Progress Observation Opportunity
Remember to have high expectations
Lesson Title: Today we are learning about
How is the water balance maintained in the body?
Remember to check for PROGRESS
Focus on Knowledge, Skills and Understanding
Success Criteria: You will show your learning by...
  1. Students should be able to explain the effect on cells of osmotic changes in body fluids
  2. (HT only) Students should be able to describe the effect of ADH on the permeability of the kidney tubules.
  3. Water leaves the body via the lungs during exhalation.
  4. (HT only) The water level in the body is controlled by the hormone ADH which acts on the kidney tubules.
  5. Water, ions and urea are lost from the skin in sweat.
  6. (HT only) ADH is released by the pituitary gland when the blood is too concentrated and it causes more water to be reabsorbed back into the blood from the kidney tubules. This is controlled by negative feedback.
  7. There is no control over water, ion or urea loss by the lungs or skin.
  8. People who suffer from kidney failure may be treated by organ transplant or by using kidney dialysis. Students should know the basic principles of dialysis.
  9. Excess water, ions and urea are removed via the kidneys in the urine.
  10. If body cells lose or gain too much water by osmosis they do not function efficiently
  11. (HT only) The digestion of proteins from the diet results in excess amino acids which need to be excreted safely. In the liver these amino acids are deaminated to form ammonia. Ammonia is toxic and so it is immediately converted to urea for safe excretion.
  12. Students should be able to describe the function of kidneys in maintaining the water balance of the body.
  13. The kidneys produce urine by filtration of the blood and selective reabsorption of useful substances such as glucose, some ions and water.
  14. Knowledge of other parts of the urinary system, the structure of the kidney and the structure of a nephron is not required.
  15. Students should be able to translate tables and bar charts of glucose, ions and urea before and after filtration.
Think about how you can match the needs of ALL students
Keywords:
  • Dialysis: A procedure to remove waste products and excess fluid from the blood when the kidneys stop working properly. (1)
  • Diuretic: Any substance that promotes dieresis, the increased production of urine. (1)
  • Negative Feedback Cycle: A reaction that causes a decrease in function (1)
  • Risk Factor: Any attribute, characteristic or exposure of an individual that increases the likelihood of developing a disease or injury. (1)
Links: Literacy, Numeracy, SMSC, British values
Memory Anchor:

AFL/Key Questions:
  1. How do osmotic changes in fluids affect red blood cells?
    If a red blood cell is placed in water, water enters the cell by osmosis. Because the membrane is quite weak the cell will burst as the volume and therefore the pressure in the cell increases. Red blood cells shrink when placed in concentrated solutions of sugar as water moves out of them by osmosis.
  2. (HT) How does ADH affect the permeability of the kidney tubules?
    (HT) ADH increases the permeability of the kidney tubules (nephrons), causing them to reabsorb more water.
  3. How does water from the lungs leave the body?
    Water leaves the body via the lungs during exhalation.
  4. (HT) What is the role of the hormone ADH?
    (HT) ADH controls the level of water in the body by acting on the kidney tubules?
  5. What is lost from the skin through sweat?
    Water, ions and urea are lost from the skin in sweat.
  6. (HT) How is water concentration controlled by ADH and what is this process controlled by?
    (HT) ADH is released by the pituitary gland when the blood is too concentrated and it causes more water to be reabsorbed back into the blood from the kidney tubules. This is controlled by negative feedback.
  7. Can we control loss through the lungs and skin?
    There is no control over water, ion or urea loss by the lungs or skin.
  8. How are people with kidney failure treated?
    People who suffer from kidney failure may be treated by organ transplant or by using kidney dialysis. During dialysis ‘dirty’ blood (high in urea) is taken from a blood vessel in the arm, mixed with blood thinners to prevent clotting, and pumped into a dialysis machine. Inside the machine - separated by a partially permeable membrane the blood flows in the opposite direction to dialysis fluid, allowing exchange to occur between the two where a concentration gradient exists.
  9. What is lost in urine?
    Excess water, ions and urea are removed via the kidneys in the urine.
  10. What happens to body cells if they lose of gain too much water?
    If body cells lose or gain too much water by osmosis they do not function efficiently.
  11. (HT) Where do excess amino acids come from and how do we safely get rid of them?
    (HT) The digestion of proteins from the diet results in excess amino acids which need to be excreted safely. In the liver these amino acids are deaminated to form ammonia. Ammonia is toxic and so it is immediately converted to urea for safe excretion.
  12. What is the function of the kidneys?
    The function of the kidneys is to maintain water balance by reabsorbing water from the blooodstream into the cells until balance is restored.
  13. How do the kidneys produce urine?
    The kidneys produce urine by filtration of the blood and selective reabsorption of useful substances such as glucose, some ions and water.
Identify questions for high, middle, low and identify questioning techniques- Challenge questions

Learning Phases/Episodes
Think about how you can match the needs of ALL students
Differentiation: AGT, SEND, LLL, Disadvantaged
Remember to check for PROGRESS
Starter Activity Differentiation and Challenge question/task
  • Students to copy and complete the keywords.
  • Teacher reveals missing letters; Students correct mistakes;
  • Discuss the scientific meanings of the words.
  • Students to write down the definitions of the most important / new keywords.
  • Discuss the 'Memory Anchor'.
    • What does it show?
    • How does it relate to the what we are learning about today (title)?
Think about PACE – Develop, consolidate and deepen knowledge, skills and understanding
Teacher or Student lead? Differentiation and Challenge question/task
Progress Check Extension
Remember to give time to apply knowledge, skills and understanding
Teacher or Student lead? Differentiation and Challenge question/task
Progress Check Extension

Teacher or Student lead? Differentiation and Challenge question/task
Progress Check Extension

Teacher or Student lead? Differentiation and Challenge question/task
Progress Check Extension


Plenary Differentiation and Challenge question/task
  • Students to answer the 'Key Questions' with learning partners.
Progress Check
  • Teacher to reveal and discuss the answers to the questions.
 Extension
  • What have learnt about the 'Big Ideas' today?

Homework Differentiation and Challenge question/task