Understanding Kidney Disease


Allison Kao

Community Roots Charter School, Brooklyn

Summer Research Program for Science Teachers

August 2010



Subject:  Physiology

Grade Level: 3rd to 5th

Unit: Human Body

Duration:  2 periods

Aim:  How can the scientific method be used to understand kidney disease?

Objectives: SWBAT


Vocabulary: organ, kidney, nephrons, waste, blood, vitamins, minerals, urinary system, bladder, ureters, scientific method, hypothesis, data, observations, procedure, results, conclusions, mass, circumference


Materials: eggs, salt, sugar, water, vegetable oil, clear cups, permanent markers, graduated cylinders, measuring tape, spoons, balance, sponges, paper towels, student worksheet











Conclusions: How do you think we can take care of our kidneys?

New York State Standards: 

Standard 1:  - Analysis, Inquiry, and Design

         M3.1 Critical thinking skills are used in the solution of mathematical problems. Use appropriate scientific tools, such as metric rulers, balance, graph paper, graduated

         cylinder to solve problems about the natural world.

         T1.3 Generate ideas for possible solutions, individually and through group activity; apply age-appropriate mathematics and science skills; evaluate the ideas and

         determine the best solution; and explain reasons for the choices.

Standard 6: - Equilibirum and Stability  Models are simplified representations of objects, structures, or systems used in analysis, explanation, interpretation, or design

Standard 7: - Connections  The knowledge and skills of mathematics, science, and technology are used together to make informed decisions and solve problems, especially those relating

         to issues of science/technology/society, consumer decision making, design, and inquiry into phenomena.

• analyze science/technology/society problems and issues that affect their home, school, or community, and carry out a remedial course of action