Toxic Chemical Exposure Disruption to Systematic Homeostasis
Students will identify the consequences of vaping by modeling healthy lungs versus lungs with emphysema and how it affects homeostasis between two or more systems.
Overview
Students begin with images and videos on air pollution, smog, and vaping, then research pollution and respiratory disease and write an evidence-based statement. In a 50-minute inquiry lab, a coffee filter models the lungs: students spray it with dyed water, punch holes, cover them with dot stickers, and measure water collected in ten seconds after repeated sprays to represent emphysema. They then prepare a claim-evidence-justification slide on how toxic exposure disrupts homeostasis in another body system, and research a topic of their choice for a poster gallery walk. Finally they create a model and name a limitation and an improvement for the lab. The plan times exploration at one 50-minute class period, explanation at 3-4 periods, elaboration at 1-2 periods, and evaluation at 1 period.
Lesson Objectives
- Use the inquiry lab to identify the structure and function of a healthy lung vs a lung with emphysema.
- Construct a model of emphysema and how it affects homeostasis between two or more systems. Provide one limitation (constraint) and improvement (criteria) of the inquiry lab model.
Standards
NGSS · 6
- LS1.AStructure and Function: In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions.
- MS-LS1-3Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.
- HS-LS1-2Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms
- HS-LS1-3Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis
- HS-PS1-6Refine the design of a chemical system by specifying a change in conditions that would produce increased amounts of products at equilibrium.
- HS-PS1-11Plan and conduct an investigation to compare the properties and behaviors of acids and bases.
CCSS Math · 1
- 6.EE.C.9Use variables to represent two quantities in a real-world problem that change in relationship to one another; write an equation to express one quantity, thought of as the dependent variable, in terms of the other quantity, thought of as the independent variable. Analyze the relationship between the dependent and independent variables using graphs and tables, and relate these to the equation (MS-LS1-3) HS-IF.C.7 Graph functions are expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases.
CCSS ELA · 6
- SL.11-12.1.aCome to discussions prepared, having read and researched the material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
- RST.6-8.1Cite specific textual evidence to support analysis of science and technical texts
- RI.6.8Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not.
- WHST.6-8.1Write arguments focused on discipline content
- WHST.9-12.7Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
- WHST.9-12.9Draw evidence from informational texts to support analysis, reflection, and research