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
Scientific Problem: do certain beverages lead to health problems?
Scientific Problem: what body systems are involved in keeping me
hydrated and healthy?
Scientific Problem: How do my cells keep me safe (homeostasis)?
Introductory Video (see above_1st 35 seconds only)
Activity:
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
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.