Sports Drinks and Homeostasis
Gail B. Wortmann
Iowa Learning Online
2001 Iowa Teacher of the Year
Sports Drinks and Homeostasis
Personal notes from the author:
If you want students to have a rich discussion about a topic, the topic has to be “on their agenda.” Students need to have something from their past experience to contribute to make the discussion truly engaging. Most students have tried sports drinks at some time in their life, and therefore, have experiences they can assess and think about critically. The discussion about sports drinks and homeostasis is one of the richest discussions in my Anatomy and Physiology class because students bring previous knowledge into play.
Asking student to then design an experiment (whether they actually do it or not is up to you and your timeline) to test the effects of sports drinks on exercise performance moves them toward higher order thinking using inquiry methods. The formality of the experiment will depend on the skill level of your students at this point in your course.
Most students will have studied homeostasis in a previous science course such as Biology, before they take Anatomy and Physiology. For most advanced life science students, homeostasis is not a new concept. Connecting the study of homeostasis to sports drinks allows a chance to revisit the concept of homeostasis and apply it to a new situation. Standards:
Standards for students: (referenced to the National Science Education Standards, National Resource Council)
Unifying Concepts and Processes: Constancy, Change, and Measurement
Content Standard: Understanding about Scientific Inquiry (Collection and
interpretation of data.)
Standards for instructors: (referenced to the National Board for Professional Teaching Standards, specifically for “Adolescence and Young Adulthood/Science.”)
Instructional Resources: select and adapt instructional resources to support active
Engagement: stimulate: interest and sustain participation by students
Learning Environment: safe and supportive learning environment
Science Inquiry: develop mental operations which support scientific inquiry Purpose:
The purpose of this lesson is to move students toward higher order thinking in evaluating information and applying it to new situations. Students will think critically about sports drinks and their effects on homeostasis. Timeline:
This lesson usually takes 2 class periods for students to complete. Reasoning Level: Moderate to High
Process skills required: Observing, comparing, interpreting data, inferring, identifying and controlling variable, hypothesizing Materials:
Internet access is necessary for students to do this activity. The lesson should begin in a computer lab or like facility which allows the students to do the WebWalk. The lesson can then move to an environment conducive to writing a short paper and an experiment. If you want the students to work digitally, they should stay in the computer lab. Objective:
By the end of this lesson, students should be able to
• Discuss personal experiences with sports drinks and connect that to exercise performance • Apply the concept of homeostasis to the effects of sports drinks • Write an experiment to determine the relationship between sports drinks and exercise performance Teaching Strategies:
If students can access the Student Handout for this lesson digitally, the websites become hotlinks and they can just click and go, rather than trying to type in the web addresses which takes typing time and allows for possible errors. The students are also able to type responses onto the Student Handout and hand it in electronically, if that is possible in your school.
Sample Experiment Example:
|Sports Drinks Experiment | |Independent variable |Drinking Gatorade...
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