Urine and Diuresis (joshua junkermeier)

NGSS Biology Standards

- HS-LS1-2, HS-LS1-3, if learning about molecular-level of organzation or
- Metabolism (respiration): HS-LS1-6, HS-LS1-7

Gather Materials = each team receives one of the following: wine, beer, energy drink, coffee, or water
Obtain or view the "particpant roles" based on your beverage
Use participant roles to complete the data table for your team (see below)
Teacher/Student-Lead discussions: making hypothesis', making inferences, and interpreting the results
Watch this video as a follow-up

diuresis

Prior knowledge & experience:

This lesson works well for various levels of knowledge. This can be an introduction to the elements

that define "what is life" (maintaining homeostasis). This lesson fits in well with a cell biology unit as

it relates to osmosis, molecular biology, cell transport, and body systems (digestive, circulatory, and

endocrine). This activity would allow students to delve deep into cellular functions if they have

a familiarity with atomic theory, cell membrane functions, and concepts of cell transport. If they

Have not, then this can be used as a "hook" or introduction to those concepts, with a return to the

complexities and concepts at a later date (spiraling back)

Target Response:

Students will be presented with the scientific problems, but not yet generate hypothesis until they

have an opportunity to evaluate the "drinking video" and the data table results (role playing activity).

Once students review the data, they can engage in inference-making and hypothesis to explain

results. Students should find the urine-colors (indication of hydration) to present confusion because

the caffeinated and alcohol beverages appear to produce clear, more-hydrated urine. Students will

likely infer or hypothesize these beverages to be more hydrating than water. Future lessons

and video content (see below) will help provide evidence to better understand the problem of

dehydration.

Common Misconceptions:

Students may not be aware of the role of water cell function and transporting materials in and out of

the cell. Moreover, students may assume alcohol-based beverages are "un-healthy", but fail to

understand it's effects on the body (dehydration or alcohol-poisoning). Moreover, students may not

realize "energy" or coffee-drinks pose health risks based on their ingredients: typically high sugar

and caffeine. Lastly, students may understand clearer urine suggests hydration, but it can

also indicate excess water loss.

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