• Homeostasis

Unit Driving Questions:

Ohio Standards**

  • How do we regulate our body temperature, pH, water balance, blood pressure, and blood sugar?


  • AP.LO.1: Hierarchy of Organization
  • AP.LO.2: Anatomical Terminology & Body Regions
  • AP.LO.3: Types of Tissues
  • AP.LO.4: Homeostasis



  •  The body (and all living things) uses feedback to monitor and adjust temperature, water, sugar, pH, hormones, blood pressure, and hemostasis.

Terms:  Bricks


Terms: Mortar


  • Blood pressure
  • Extracellular  
  • Hemolysis
  • Hemostasis
  • Homeostasis
  • Hormones
  • Hypertonic
  • Hypotonic
  • Intracellular
  • Isotonic
  • Osmosis
  • pH
  • Semipermeable
  • Solute
  • Temperature
  • Tonicity
  • Conditions
  • Feedback
  • Internal
  • Mechanisms
  • Monitor
  • Negative
  • Positive
  • Regulate

Learning Targets**

  • Differentiate between diffusion and osmosis in relation to intracellular and extracellular solutes.
  • Describe the effects of hypotonic, isotonic, and hypertonic solutions on red blood cells.
  • Recognize the characteristics of solutes that are able to diffuse across a semi-permeable membrane vs. those that are not able to diffuse across a semi-permeable membrane.
  • Explain the relationship between the rate of osmosis and the time for hemolysis.
  • Describe the importance of maintaining a homeostatic body pH, temperature, water balance, blood sugar.





  • Feedback activity – CO2 and pH levels 
  • Red blood cells in solutions lab

Visions into Practice: Classroom Examples

Designing technological/engineering solutions using science concepts

Demonstrating science knowledge

Interpreting and communicating science concepts

Recalling accurate science

  • Design or critique a device used to maintain or monitor homeostasis for a human body process (e.g., heart rate, glucose, oxygen level).
  • Investigate homeostasis by measuring changes in heart rate. Compare resting heart rate to the rate after changing a variable. Present data and hypothesize ways to improve heart rates in stressed individuals (e.g., yoga, deep breathing).
  •  After using a simulation or another data source, discuss how the data are similar to and different from the self-regulation that goes on in an actual human body.
  • Research the chronic changes in the muscular, circulatory, and respiratory systems in response to starting an exercise program. Distinguish which kinds of changes result from which kinds of exercise (e.g., aerobic, anaerobic).
  •  Investigate ways that prions, viruses, bacteria, protozoans and multicellular parasites disturb homeostasis. Give examples of diseases caused by each category.
  • Identify examples of how the body uses homeostasis to maintain balance.
  • Differentiate between positive and negative feedback mechanisms.