Endocrine Learning Unit for AP or Advanced Biology

Endocrine Learning Unit for AP or Advanced Biology
Endocrine Learning Unit for AP or Advanced Biology
Endocrine Learning Unit for AP or Advanced Biology
Endocrine Learning Unit for AP or Advanced Biology
Endocrine Learning Unit for AP or Advanced Biology
Endocrine Learning Unit for AP or Advanced Biology
Endocrine Learning Unit for AP or Advanced Biology
Endocrine Learning Unit for AP or Advanced Biology
Grade Levels
Common Core Standards
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File Type

Compressed Zip File

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3 MB|36 pages
Product Description

This zip file contains many different activities (33 pages of student handouts and 1 PowerPoint with a total of 32 slides) which can be used to compose a unit for AP Biology or advanced Biology students involving aspects of endocrine anatomy and physiology. Some topics addressed in this unit include categories of endocrine hormones and how they trigger activities within a cell or target organ/ The hypothalmus and its role, major pituitary, thyroid, parathyroid, adrenal, pancreatic and reproductive hormones are also addressed. Many other topics pertinent to this unit are discussed. More specifics on the learning goals addressed in this learning package may be viewed near the end of this course description.

While these lessons were originally designed for my AP Biology curriculum, they can be adapted to any advanced level Biology program. The reading worksheet included links to an Openstax textbook which is free for use by any Biology student or teacher. This text can be used to replace a traditional (and often pricey) classroom textbook.

This lesson packet contains a listing of the learning goals, common core learning standards, NGSS learning standards and the AP Biology performance indicators addressed in these materials. These are included in the packet and at the end of the description of this lesson.

The components of this lesson package can easily be displayed to students using an LCD projector and may be readily modified into formats facilitating smartboard technology. Most documents are included in both word and pdf format to allow editing for specific teacher needs.

Answer keys are included for all listed student work items. Files have been provided in both editable word and pdf format to allow you to edit the activities to meet the needs of the students in your classroom.

The specific contents of the learning package includes the following items (the page count for these items are actual student handouts as answer key page counts are not included):

-- Learning Goals, NGSS Correlations, ETS AP Biology and Common Core Learning standards correlations (3 pages)

-- Endocrine Completion Notes (6 pages)

-- PowerPoint to accompany the Completion Notes (32 slides)

-- Endocrine Reading Worksheet (6 pages) (includes 36 short answer questions)

-- Endocrine Worksheet (2 pages) (provides a diagram and graphic organizer to review the major endocrine glands and its hormones)

-- Endocrine/Nervous Case Studies Activity with Key (11 pages)

(more information can be found at Endocrine and Nervous Case Studies for AP or Advanced Biology

-- Links to Endocrine Resources from other websites (1 page)

-- Endocrine Exam with answer key (4 pages)

Learning Goals and Standards Addressed

Upon completion of this learning package the student will be able to:

Endocrine Structure and Function Objectives

Upon the completion of the text reading and discussion of this information, the student will be able to:

1. explain how secretions of the endocrine glands reach their target cells.

2. describe the relationships among endocrine system components: hormones, endocrine glands, target cells, and target cell receptors.

3. list the general chemical classes of hormones and give examples of each.

4. state which of the two classes of hormones is lipid soluble, and explain how this property affects hormone function.

5. describe the mechanisms of peptide and steroid hormone action.

6. discuss and describe two examples of negative feedback mechanisms in animals.

7. describe the location and role of the hypothalamus.

8. describe the location of the pituitary, and list the major hormones and functions of its posterior and anterior lobes.

9. discuss positive feedback mechanism and discuss how oxytocin provides an example of this in inducing labor in humans.

10. list hormones of the thyroid gland, and explain their role in development and metabolism.

11. state the location of the parathyroid glands, and describe hormonal control of calcium homeostasis.

12. list two hormones of the adrenal glands, describe their function, and explain how their secretion is controlled.

13. distinguish between alpha and beta cells in the pancreas and explain how their antagonistic hormones (insulin and glucagon) regulate carbohydrate metabolism.

14. identify male and female gonads, and list and state the functions of three different gonadal steroid hormones.

15. discuss goiter, diabetes, and Grave's disease in reference to their causes and how these conditions disrupt homeostasis.

ETS AP Biology Curriculum




Essential knowledge 2.C.1: Organisms use feedback mechanisms to maintain their internal environments and respond to external environmental changes.

LO 2.15 The student can justify a claim made about the effect(s) on a biological system at the molecular, physiological or organismal level when given a scenario in which one or more components within a negative regulatory system is altered.

LO 2.16 The student is able to connect how organisms use negative feedback to maintain their internal environments.

LO 2.17 The student is able to evaluate data that show the effect(s) of changes in concentrations of key molecules on negative feedback mechanisms.

LO 2.18 The student can make predictions about how organisms use negative feedback mechanisms to maintain their internal environments.

LO 2.19 The student is able to make predictions about how positive feedback mechanisms amplify activities and processes in organisms based on scientific theories and models.

LO 2.20 The student is able to justify that positive feedback mechanisms amplify responses in organisms.



Essential knowledge 3.D.2: Cells communicate with each other through direct contact with other cells or from a distance via chemical signaling.

LO 3.34 The student is able to construct explanations of cell communication through cell-to-cell direct contact or through chemical signaling.

LO 3.35 The student is able to create representation(s) that depict how cell-to-cell communication occurs by direct contact or from a distance through chemical signaling.

NGSS Standards

Students who demonstrate understanding can:

HS-LS1-2. Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms

HS-LS1-3. Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis.

Common Core State Standards Connections:

ELA/Literacy –

WHST.9-12.7 Conduct 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.11-12.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.

Terms of Use

- Purchase of the product is for classroom use by the purchaser only. It is a violation for individuals, schools, and districts to redistribute, sell, or post this item on the Internet or to other individuals.

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Total Pages
36 pages
Answer Key
Teaching Duration
4 days
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