The Mode Continuum

Noah Crosson

EDU 301B

Winter Quarter 2017

Table of Contents
1.) Lesson Plans
2.) KWL and Expert in the Field Handouts
3.) Assigned Texts/Videos
4.) Oral Presentation Rubric
5.) Post-Activity Writing Prompt Handout
6.) Student Comprehension Notes
7.) Student Work Samples
8.) Reflection
 Agriculture Education
University of California, Davis
Lesson Plan Template
Date:

Name: Noah Crosson Unit Title: Physiology

Class Title: Sustainable Agriculture Grade Level: 9
Lesson Title: Homeostasis Length: 2 55-minute classes

Goal/Purpose/Guiding Question
Can students define homeostasis and identify the process in our bodies that help us
achieve homeostasis.

CA Biology Standards:
(9.i) Students know how hormones (including digestive, reproductive,
osmoregulatory) provide internal feedback mechanisms for homeostasis at the
cellular level and in whole organisms.

National Next Generation Science Standards:

WHST.912.9 Draw evidence from informational texts to support analysis,
reflection, and research. (HS-LS-1-1),(HS-LS1-6)
SL.11-12.5 Make strategic use of digital media (e.g., textual, graphical,
audio, visual, and interactive elements) in presentations to
enhance understanding of findings, reasoning, and evidence
and to add interest.
(HS-LS1-2),(HS-LS1-4),(HS-LS1-5),(HS-LS1-7)

EDL Standards
A. Collaborative 1. Exchanging information and ideas with others through oral
collaborative discussions on a range of social and academic topics.
B. Interpretive 5. Listening actively to spoken English in a range of social and
academic contexts.
C. Productive 9. Expressing information and ideas in formal oral presentations on
academic topics.
 Agriculture Education
University of California, Davis
Lesson Plan Template
Date:

Supplies, Equipment, Materials Needed (list everything that is necessary for a

successful lesson):
Printed copies of the text Ipads/Computers for viewing videos
Expert in the Field Worksheet
Text Review Worksheet

Safety Considerations:
None

Modifications/Adaptions (EL, IEP, 504 Plan)

IEP and ELL students receive texts adapted using www.rewordify.com

References/ Resources (text books, web sites)

http://www.ck12.org/biology/Homeostasis/lesson/Homeostasis-BIO/?referrer=featured_c
ontent

Vocabulary and terms:

Homeostasis Nervous System
Respiratory System Hormones
Endocrine System
Excretory System

Objective(s):
Students will complete the KWL chart about Homeostasis
Student will read and highlight their assigned text
Students will share main points of their assigned text with expert group and
complete Expert in the Field worksheet
(Jigsaw) Students will form new groups where they present as experts in their
section.
Students will evaluate one anothers jigsaw presentation
Students will write a reflection on how homeostasis applies to their lives
 Agriculture Education
University of California, Davis
Lesson Plan Template
Date:
Review (setting the context):
Ok class, weve learned about the different organs in our body, and even dissected
worms to see how their organs are interrelated. Today we are going to study the
process of all these organs working together to achieve homeostasis.

Anticipatory set:
You all have progressed so much as students, that today you will be teachers as
well. Each one of you will become an expert in the field on one aspect of
homeostasis, and will be responsible for teaching that to your fellow classmates.

Timing Content Outline (written out for substitute) / Checks for Teaching
Understanding (CFU) (written out after each concept or 12-15 methods
minutes)
5 Teacher briefly introduces Homeostasis and Direct Instr.
KWL chart and models 1 example how to complete KWL / Modeling
10 Students complete KWL Chart Individual
Activity
15 -Students are assigned by teacher to groups 1-4 Individual
-Each group is given instructions to read one section of the text with Activity
their group and answer the Expert in the Field Worksheet Part 1 for
1.) main idea 2.) key points 3.) unknown words
20 Using Part 2 on EINF worksheet students share what they underlined Group
and noted. Students compile a list of the main ideas and key points Activity
that are repeated
5 Teacher gives students a stamp when they have completed Part 1 and
2.
DAY 2
5 Teacher reviews yesterdays assignment and outlines agenda Direct Instr.
10 Students refine their Expert in your Field Part and practice Group
presenting to one another in their expert group. Activity
20 -Students form Jigsaw groups of 4, with each student coming from a Group
different group, being an expert on a different section of text. Activity
-Students take turns presenting while others fill in scaffolded Text
Review notes for the other 3 sections based on oral presentations
from the students.
-Students evaluate their 3 peers with oral language rubric.
 Agriculture Education
University of California, Davis
Lesson Plan Template
Date:
5 Students complete KWLs Individual
Activity
15 Students follow writing prompt to compare different bodily processes Individual
of Homeostasis and include analogies. Activity

Modeling:
-Teacher models how to filling KWL
-Teacher provides text models

Independent Practice:
Students complete KWL
Students read section of text
Students write reflection.

Closure:
Students share their analogies for Homeostasis with the class for extra credit.

Evaluation:
Formative (during the lesson): Students complete KWLs
Students are highlighting, underlining, and writing as they read
Summative (after the lesson):
Students complete KWL
Students complete Expert In the Field Notes
Students complete Text Review Notes

Teachers reflections (what went well, what would you do differently next time):
 Name: Period:

KWL Chart
Homeostasis:
The process in which systems work to maintain a stable environment is called homeostasis.
The organ systems in the human body are constantly maintaining a level of stability
through different processes.
Draw an image that reflects homeostasis

What I Know What I Wonder What I Learned

(or want to know)(fill in after reading & discussing)

beat maintains blood If bigger people or organisms After reading I learned that our
parts of the body. have a harder time keeping heart rate can be increased by
homeostasis. certain chemicals.

1.) 1.)

2.) 2.)

3.) 3.)
 Expert in the Field
Name: Assigned Group:

Part 1 Read the text individually. As you read use markers to:

1. Highlight (at least 5) importants points
3. Underline
unknown words in

2. Circle the main idea(s)
4. Record your findings below

1. The main idea is

2.) Important points are

1.

2.

3.

4.

5.

3. Unknown words are: Guesses of what the definition is:

1. ______________ :

2. ______________ :

3. ______________ :

4. I learned that :
 Expert in the Field
Name: Assigned Group:

Part 2 When everyone has finished reading, each person will share their main idea and key points;

be sure to note which ones were repeated. Look up and define the 3 most important vocab words.

Group Members Repeated

x 1, 2, 3, 4

The main idea of this section is:

-
-
-
-

Key points the author makes are:

-
-
-
-

3. Unknown words are:

 Expert in the Field
Name: Assigned Group:

Part 3: Using the main ideas and key points that were repeated and/or your personal notes,
complete the table below which you will present to 3 other students from different expert groups

1. The main idea is:

2. The most important points are

1.)

2.)

3.)

4)

5.)

3. Unknown words are _________ : Definition Image

1.

2.

3.

4. I learned that:
Name: Homeostasis Page 1
GROUP 1
What happens if stability is disrupted?

Remove one stone and the whole arch collapses. The same is true for the human body.
All the systems work together to maintain stability or homeostasis. Disrupt one system,
and the whole body may be affected.

Homeostasis

All of the organs and organ systems of the human body work together like a well-oiled
machine. This is because they are closely regulated by the nervous and endocrine
systems. The nervous system controls virtually all body activities, and the endocrine
system secretes hormones that regulate these activities. Functioning together, the
organ systems supply body cells with all the substances they need and eliminate their
wastes. They also keep temperature, pH, and other conditions at just the right levels to
support life processes.

Maintaining Homeostasis

The process in which organ systems work to maintain a stable internal environment is
called homeostasis. Keeping a stable internal environment requires constant
adjustments. Here are just three of the many ways that human organ systems help the
body maintain homeostasis:

Respiratory system: A high concentration of carbon dioxide in the blood

triggers faster breathing. The lungs exhale more frequently, which removes
carbon dioxide from the body more quickly.
Excretory system: A low level of water in the blood triggers retention of
water by the kidneys. The kidneys produce more concentrated urine, so less
water is lost from the body.
Endocrine system: A high concentration of sugar in the blood triggers
secretion of insulin by an endocrine gland called the pancreas. Insulin is a
hormone that helps cells absorb sugar from the blood.
Name: Homeostasis Page 2
GROUP 2

NEGATIVE FEEDBACK

So how does your body maintain homeostasis? The regulation of your internal
environment is done primarily through negative feedback. Negative feedback is a
response to a stimulus that keeps a variable close to a set value (Figure below).
Essentially, it "shuts off" or "turns on" a system when it varies from a set value.

For example, your body has an internal thermostat. During a winter day, in your house a
thermostat senses the temperature in a room and responds by turning on or off the
heater. Your body acts in much the same way. When body temperature rises, receptors
in the skin and the brain sense the temperature change. The temperature change
triggers a command from the brain. This command can cause several responses. If you
are too hot, the skin makes sweat and blood vessels near the skin surface dilate. This
response helps decrease body temperature.

Another example of negative feedback has to do with blood glucose levels. When
glucose (sugar) levels in the blood are too high, the pancreas secretes insulin to
stimulate the absorption of glucose and the conversion of glucose into glycogen, which
is stored in the liver. As blood glucose levels decrease, less insulin is produced. When
glucose levels are too low, another hormone called glucagon is produced, which
causes the liver to convert glycogen back to glucose.
Name: Homeostasis Page 3
GROUP 3

Feedback Regulation. If a raise in body temperature (stimulus) is detected (receptor), a signal will cause the brain to
maintain homeostasis (response). Once the body temperature returns to normal, negative feedback will cause the
response to end. This sequence of stimulus-receptor-signal-response is used throughout the body to maintain
homeostasis.

Positive Feedback
Some processes in the body are regulated by positive feedback. Positive feedback is
when a response to an event increases the likelihood of the event to continue. An
example of positive feedback is milk production in nursing mothers. As the baby drinks
her mother's milk, the hormone prolactin, a chemical signal, is released. The more the
baby suckles, the more prolactin is released, which causes more milk to be produced.
Other examples of positive feedback include contractions during childbirth. When
constrictions in the uterus push a baby into the birth canal, additional contractions
occur.

Failure of Homeostasis
Many homeostatic mechanisms such as these work continuously to maintain stable
conditions in the human body. Sometimes, however, the mechanisms fail. When they
Name: Homeostasis Page 4
do, cells may not get everything they need, or toxic wastes may accumulate in the body.
If homeostasis is not restored, the imbalance may lead to disease or even death.

GROUP 4
Watch video and fill out PART 1
Name:Homeostasis Page5
GROUP 5
Watch video and complete PART 1

https://www.youtube.com/watch?v=x4PPZCLnVkA

The Nervous System - CrashCourse Biology #26

 HomeostasisJigsawPresentations
PRESENTATION EVALUATIONS
DIRECTIONS: Rate each presentation according the the rubric points below.
(This evaluation will NOT be seen by anyone but you and the teacher)

Your Name:
Presenters #1 Name: Text Section: .

Poor - Average - Excellent

PRESENTATION CONTENT
1. Was the main idea(s) presented first? 1 2 3 4 5
2. Did they supply 5 important points? 1 2 3 4 5
3. Did their important points back up the main idea? 1 2 3 4 5
4. Did they connect their topic back to the big picture of homeostasis? 1 2 3 4 5
5. Did the presenter pronounce and define 3 vocabulary words? 1 2 3 4 5
PRESENTATION SKILLS
1. Did the presenter speak clearly? 1 2 3 4 5
2. Did the presenter make eye contact look up from their notes to speak? 1 2 3 4 5
3. Did the presenter have a clear understanding of the material presented? 1 2 3 4 5

OVERALL IMPRESSION _______ / 10

TOTAL SCORE _______ / 50

Presenters #2 Name: Text Section: .

Poor - Average - Excellent
PRESENTATION CONTENT
1. Was the main idea(s) presented first? 1 2 3 4 5
2. Did they supply 5 important points? 1 2 3 4 5
3. Did their important points back up the main idea? 1 2 3 4 5
4. Did they connect their topic back to the big picture of homeostasis? 1 2 3 4 5
5. Did the presenter pronounce and define 3 vocabulary words? 1 2 3 4 5
PRESENTATION SKILLS
1. Did the presenter speak clearly? 1 2 3 4 5
2. Did the presenter make eye contact look up from their notes to speak? 1 2 3 4 5
3. Did the presenter have a clear understanding of the material presented? 1 2 3 4 5

OVERALL IMPRESSION _______ / 10

TOTAL SCORE _______ / 50
 HomeostasisJigsawPresentations
COMMENTS:

Presenters #3 Name: Text Section: .

Poor - Average - Excellent
PRESENTATION CONTENT
1. Was the main idea(s) presented first? 1 2 3 4 5
2. Did they supply 5 important points? 1 2 3 4 5
3. Did their important points back up the main idea? 1 2 3 4 5
4. Did they connect their topic back to the big picture of homeostasis? 1 2 3 4 5
5. Did the presenter pronounce and define 3 vocabulary words? 1 2 3 4 5
PRESENTATION SKILLS
1. Did the presenter speak clearly? 1 2 3 4 5
2. Did the presenter make eye contact look up from their notes to speak? 1 2 3 4 5
3. Did the presenter have a clear understanding of the material presented? 1 2 3 4 5

OVERALL IMPRESSION _______ / 10

TOTAL SCORE _______ / 50
COMMENTS:

Presenters #4 Name: Text Section: .

Poor - Average - Excellent
PRESENTATION CONTENT
1. Was the main idea(s) presented first? 1 2 3 4 5
2. Did they supply 5 important points? 1 2 3 4 5
3. Did their important points back up the main idea? 1 2 3 4 5
4. Did they connect their topic back to the big picture of homeostasis? 1 2 3 4 5
5. Did the presenter pronounce and define 3 vocabulary words? 1 2 3 4 5
PRESENTATION SKILLS
1. Did the presenter speak clearly? 1 2 3 4 5
2. Did the presenter make eye contact look up from their notes to speak? 1 2 3 4 5
3. Did the presenter have a clear understanding of the material presented? 1 2 3 4 5

OVERALL IMPRESSION _______ / 10

TOTAL SCORE _______ / 50
COMMENTS:
 HOMEOSTASIS
Inyourlives!
Name:Period:

Aftereveryoneinyourgrouphassharedwriteanindividualresponsethatisthreeshort
paragraphsthat:
Relatethehomeostasisofthehumanbodyto3occurrencesfoundinyoureveryday
lifeorintheworldaroundyou.
a.) Explainwhyyouchosethecomparison
b.) Includeatleast1newvocabwordineachcomparison&underlineit.
c.) Write2sentencespercomparison.

EXAMPLE:Sweatingislikeputtingupashadeumbrellabecauseithelpsthebodystay
coolonahotday.Sweatinghelpsmaintainhomeostasiswhenthebody
temperaturerisesabove98degreesF.Waterissecretedontothehotskin
whichthenevaporates,helpingcoolofftheskin.

1.) _______islike_______because________.Tomaintainhomeostasisthe____

2.) _________islike_______because_______.Tomaintainhomeostasisthe____

3.) _________islike_______because_______.Tomaintainhomeostasisthe____

Noah Crosson
301B
Mode Continuum

Student Reading Comprehension Notes

The majority of students were able to effectively comprehend the text and draw
conclusions from it. Out of all the groups, students in Group 3 struggled most. In the
text there was less context of an introduction or conclusion, and was the section
focused on negative feedback loops, which is a somewhat difficult concept to wrap your
head around, especially since there were quite a bit of difficult vocab words such as
stimulus, receptor, feedback, contractions, etc. Although this is a 9th-10th grade level
online textbook, Group 3 underlined more words than any other group, and it became
obvious that I should have used a text simplification tool and/or given them a completely
different reading.
Group 1 had the most success at effectively comprehending their text since it
was the introductory page. They also had the most clarity in their oral presentations
since their section was a more broad description of homeostasis.
Due to school district restrictions on Group 5s snakebite youtube video I had to
assign them another video on the spot: Crash Course Biology. The class was going to
watch the video in the next couple classes anyway, however it was 12 minutes instead
of 5 minutes. Some of the more advanced students were able to effectively
comprehend the video and stop and take notes, however I had to continually remind
some students to stop and write down the key points, as a few watched it entirely and
then were at a loss for specific points.
The groups that watched the videos were able to use more comparisons and
analogies in their presentation, since the videos provided more personalized and
entertaining descriptions of homeostasis with more connections to everyday life.
Noah Crosson
EDU 301B
20 March 2017

Mode Continuum Reflection

My Mode Continuum spans three class periods in my 9th grade Sustainable
Agriculture class, and supports students learning of Homeostasis. This course loosely
follows the CA Biology curriculum and periodically injects it with agricultural-related
concepts and labs. In my class I have 17 RFEL students and 14 native speakers, so
language and literacy is a major part of my teaching. The major form of differentiation I
have to do is related to time, as many of the RFEL students are quite capable, but need
more time to complete their assignments.
I created this Mode Continuum project based largely on Vygotsky's social
learning theory; each student works in two different groups, interacting socially while
being challenged within their zone of proximal development. Additionally, 14-15 year
olds are extremely socially oriented, so the Jigsaw presentations were set up so
students could learn from each other, rather than from the teacher. Instead of assigning
the entire text to each student, they are only responsible for closely reading or watching
one section, but are eventually exposed to each section through presentation.
The KWL chart is designed as a warm up to get students to think critically about
the content we are learning, and develop metacognitive abilities about what they know
or would like to know. The Expert in the Field handout is designed as a scaffolding to
guide students language and literacy development. The Expert in the Field handout
provides a guide to help students practice close reading, take notes, and summarize
their reading. In Part 1 students are given specific directions in what to look for while
reading, and how to actually mark up their paper: circling the main idea, highlighting key
points, and underlining unknown words. The text is based on a biology online textbook
for grades 9-10, so it limits the amount of academic terminology. This type of
collaborative learning challenges students to first think and create independently and
then bring their responses to share with the rest of the group. If they dont bring
something to the table, their grade suffers as well as their group, who has less to
present with.
When creating the groups I strategically split up students to have an even
amount ELLs, challenged learners, and achieving students. Additionally I placed ELLs
who struggle with attention and self-discipline to be in groups 4 and 5, where they watch
videos with closed captioning and can pause and rewind to take notes and review
concepts.
Overall the lesson went surprisingly well, however it took the students awhile to
catch on, since they have not done a close reading or jigsaw activity. It became evident
that many students had never marked up a paper while reading it, so the concept of
highlighting, underlining, circling, and writing comments on the paper was new. This
caused some confusion at first, and the first part of my lessons involving reading,
annotating, and completing Part 1 took all of the first day and part of the second.
Another form of differentiated support I could have provided some of my more
challenged RFEL learners would be to use the text simplification website to provide
them with a simplified text.
Some students gravitated towards copying their neighbors, so I reminded them
that Part 1 is their own work and Part 2 is intended to actually copy and share
one-another comments. The ones who did copy were embarrassed because their
grade suffered and they did not contribute much to Part 2.
Presentations of their compiled group notes based on Part 3 was a bit hectic to
start, but an overall success. Students eagerly attentively completed their peer-review
rubrics, which they were told would be part of their grade, and most filled them out
honestly and accurately. The slackers in the class who did not read much or take part
in the group discussions, were somewhat exposed in the presentations, and they
seemed embarrassed, while their peers did not cut them any slack on grading.
Most students were able to complete the comparison writing assignment, since
we do this often in our class. However some still described various processes of
homeostasis without using their personal experience to express it.
 I will definitely do this assignment next year, and also include scaffolded jigsaw
presentations in more units. It takes quite a bit to set up, but is well received by the
students and is a great way to mix up the traditional classroom setting. Next time I
would not let the students close read and annotate sitting in a group, to remove the
temptation of copying and also talking. Additionally the school internet website
restricted the video of the physicians snake bite, and so I had to come up with another
education video for group 5. I was able to use the popular Crash Course Biology
youtube comedy channel, which they wouldve watched in the next few days anyway. I
would also create a powerpoint presentation template or something similar, as some of
the students obviously did not have the tools and support to help them present, instead
of just reading from their notes.