This portion of the module corresponds to pages 29-30 in the interactive notebook.

Keeping track of changes in blood glucose concentration

1. Preview

  • Preview the model below individually and then talk with your partner about what you notice, find interesting or confusing.

2. Making your thinking visible and making cross-text connections

  • Take out your science reading and thinking talk stems bookmark.
  • Read the following diagram closely and annotate it. Look to make connections to the texts that we have read so far and to what you know about diabetes and homeostasis.

Graph obtained from Diabetes Education in Tribal Schools “Health Is Life Balance” curriculum.


Graph obtained from Diabetes Education in Tribal Schools “Health Is Life Balance” curriculum.

Use your reading and thinking to determine what is happening to the person’s blood concentration at points A-F.

Point Is blood glucose concentration increasing or decreasing? What causes the change in blood glucose concentration?*

How do you know?


* Use the model you built on page 27 to help you think about what causes these changes.

This portion of the module corresponds to pages 31 in the interactive notebook.

Revising our model

3. Testing our models (partners and whole class)

Reflect on using your model: As you described what was happening to the blood glucose levels at points A-F and why those changes might be happening in a person’s body, think about how you used your model to help you answer those questions.

  • Reflect with your tablemates or your class: was your model a helpful tool for you?
  • Did it help you describe, explain, or make predictions about what is going on inside the body?

Extending our model: Talk about this question with your partners:

  • Could the same graph, “Blood Glucose Concentration,” on page 29 be used to describe the blood glucose concentration for someone with diabetes? Why or why not?
    • Use your science talk stems to help add, clarify, and listen to one another.
    • How would this model look the same or different for someone with diabetes?
  • After both partners share their ideas, come up with a consensus idea to share with your classmates.

4. Whole class discussion

  • Use your science talk stems to listen, share, and add to your classmates’ ideas. 

5. Keeping track of our evidence and interpretation (E/I)

  • Take out your E/I notetakers.

Record any new pieces of evidence, interpretation, or questions you may have after reading, talking, and listening with your classmates

This portion of the module corresponds to page 32 in the interactive notebook.

Khan Academy video: glucose insulin and diabetes

1. Think-pair-share

  • Have you thought about videos as a kind of text? Talk with your partners using the following questions:
    • How are videos the same or different than other kinds of text?
    • What might they have in common?
    • Why might someone use a video or online simulation instead of a written text to communicate their ideas?
  • As you may already know, diabetes exists in two forms: Type 1 and Type 2.
    • What do you think it the difference between the two types?
    • What would you want to know about these two forms of diabetes?
  • Record you and your partner’s ideas below.
  • Stellar idea: put a star next to one of the ideas that you’d like to share with your class.

2. Making reading and thinking visible:

  • Take out your E/I notetaker.
  • As your teacher plays the video, jot down what you notice as important ideas that help you better understand homeostasis, diabetes, or blood glucose.

This portion of the module corresponds to page 33 in the interactive notebook.

When cell communication goes wrong TC_Bubble

1. Reading and making thinking visible

  • Think aloud: Partners take turns thinking aloud by paragraph for the first section. One partner thinks aloud while the other partner makes notes in the margin of the text about their partner’s thoughts. Help each other make sense of the text.


  • Talk to the text: Individually talk to the text on the first section. Pairs take turns sharing their talk to the text comments. Help each other make sense of the text.
  • Use the science reading stems to help you share your reading process.

2. Pair discussion

After reading, discuss and respond to the prompts.

  • Words: What new words or word-uses did you encounter? How did you make sense of their meaning?
  • Confusions or clarifications: What parts of the text were unclear? Where do you have questions? Work together to clarify confusing parts of the text and to answer questions that you have.
  • Reading process: What other science reading processes were important for your reading?
  • Inquiry: What are you noticing or wondering now about type 2 diabetes or homeostasis? What is interesting? What is important?
  • Stellar ideas: Select a new word, a confusion or clarification, or a reading process AND one idea or question about type 2 diabetes, blood glucose regulation or homeostasis that you or your partner can share with the class. Mark them on your text with a star.
  • Re-reading: If your class has already read this text, think about the following:
  • What new insights, or questions do you have reading this for the second time?
  • What connections can you make between this text and your classroom conversations about homeostasis and diabetes?

3. Whole class discussion

  • Share a new word, confusion or clarification, or a reading process.
  • Which reading strategies helped make sense of the text?
  • What additions or revisions can we make on the reading strategies list poster?
  • Share new ideas about diabetes, homeostasis, or blood glucose regulation.
  • Add new evidence, interpretations, and questions to your E/I notetaker.

This portion of the module corresponds to pages 34-37 in the interactive notebook.

Revising models based on new evidence

The last time you reflected on your own models, you identified parts of the model that you wanted keep, parts of the model that you had questions about, and new things that you wanted to add to your model. Let’s return to your previous model and see if we can revise it based on the new evidence we’ve gathered through our reading.

Model revision

1. Individual-think-write

Take out your Reader and E/I notetaker, your previous model on page 27 and your inquiry questions on page 24. TC_Bubble

  • Discuss with your tablemates and peers: how would you like to revise your model? The following questions may help get your discussion going:
  • What questions did you have about that model that you can now answer?
  • What new ideas would you like to incorporate into your model? What evidence supports your idea?
  • How will you incorporate these new ideas to your model?
    • What new components need to be added?
    • What relationships between them need to be represented?
    • What kinds of visuals might help?

Reading/talking stems may further support this conversation (see stems under Modeling and Generating explanations/models and using evidence to support ideas).

2. Pair discussion

  • Take turns sharing your ideas for one minute each.
  • Add notes about your partner’s ideas onto your own response.
  • With the sticky notes that your teacher provides, determine which parts of the model you would like to keep, revise, add, or removeTC_Bubble
  • Choose one of the changes you would like to make to your model to share with your class.
Color of sticky note What we want to do about our model Rationale for our decision
KEEP this idea We think that _____­__________ part of our model should stay. We are confident about this because_______________________.
REVISE part of an idea We think _________________ supports part of our model, but we would like to change ______________ to make it more accurate.
ADD a new idea We think __________________ supports our model, but it also tells us that _________________ should be added to make it even more accurate.
REMOVE or find out more We think ____________________ contradicts __________________ in our original model and that we need to remove or find out more about it.
QUESTIONS We still have questions about _______________ because we read __________________ and wanted more information about ______________________.

3. Whole Class discussion

  • Share the change you and your partner would like to make to your old model.
  • Use science talk stems. Ask a question or respond to the ideas that your peers share.
  • Take notes on your classmates’ ideas.

Individual model revision

  • Using your classmates’ ideas, your E/I notetaker, and the texts in your reader, create a new model based the new evidence, interpretations, and questions you generated while reading the texts in this module.
  • Make sure you are able to back up your ideas with evidence!

Our revised model of how the body keeps blood glucose concentrations in balance:

Checklist for building models:

  • Does the model illustrate what leads to increases or decreases in blood glucose concentration?
  • Does the model include important players in glucose homeostasis, such as insulin, glucagon, pancreas, liver, etc.?
  • Does the model describe the role of insulin resistance (type 2 diabetes) or the absence of insulin (type 1 diabetes)?

This portion of the module corresponds to page 38 in the interactive notebook.

Blood glucose model peer review

1. Presenting, reviewing and revising TC_Bubble

Peer review is essential to science knowledge-building. Peer review provides assurance that someone who is well-informed about the field has double-checked new claims and findings. In peer review of models we ask:

  • Does the model help us explain the phenomenon?
  • Does our model help us address our investigation/inquiry questions?
  • Does the model (explanation) account for all of the available evidence?
  • Can we use the model to predict what will happen if we manipulate the phenomena?
  • Does the model agree with our understandings about how the world works and other science models?

Presenters: Provide your model to your peers and give them some time to read it over before you present. Some points to address in your presentations are:

  • Significance: The big question for us was ________. What was hard to explain was ________.
  • Purpose: We built our model to try to explain ________. We think it helps explain, predict or describe ________ because ________.
  • Reliability and justification: We are very confident about ________ parts of our model because ________. We are still unsure about ________ parts of our model because
  • Future research: We still have questions about ________.

Reviewers: Listen, read and make notes on:

  • What is clear and what is unclear.
  • What is misrepresented, mistaken or missing (such as evidence that is unaccounted for)?
  • What does not belong in the model (things for which there are no evidence)?
  • The questions you wonder about.
  • Ideas for refinement or improvement.


  • After hearing and feedback from your peers, return to make edits on your model on page 37.