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LAUNCH · SCIENCE · Lesson 2 of 7

Build a model that explains a direction

Learning intention

Explain the insulin response to raised blood glucose using a qualitative, controllable model.

What could reduce a rise in blood glucose?

We will model a mechanism, without medical numbers.

Success looks like

  • Sequence raised glucose → insulin release → target response → movement towards a suitable range.
  • Distinguish glucose, glycogen and insulin.
  • Explain why a qualitative model cannot predict a person’s readings or treatment.
Retrieval

LAUNCH · SCIENCE · Lesson 2 of 7

Message, material or store?

R1. What carries hormones around the body?

R2. What can cells use glucose for?

R3. What does negative feedback oppose?

I do

LAUNCH · SCIENCE · Lesson 2 of 7

Trace the core response

Raised glucose stimulates pancreatic beta cells.

More insulin is released into blood.

Responsive tissues change glucose handling.

Raised glucose triggers a corrective responseCore qualitative sequence: blood glucose rises after absorption; pancreatic beta cells release more insulin; responsive tissues increase uptake/storage processes; glucose concentration tends towards the usual suitable range. This is not a fixed-time or dose model.Raised glucose triggers a corrective responseBlood glucose risesAfter glucose absorptionPancreatic beta cellsRelease more insulinBlood glucose tendstowards suitable limitsResponsive tissuesIncrease uptake/storageCore model: insulin response to raised glucose.
Raised glucose triggers a corrective response
Diagram description

Core qualitative sequence: blood glucose rises after absorption; pancreatic beta cells release more insulin; responsive tissues increase uptake/storage processes; glucose concentration tends towards the usual suitable range. This is not a fixed-time or dose model.

I do

LAUNCH · SCIENCE · Lesson 2 of 7

Follow the material separately from the signal

Insulin is a hormone signal.

Glucose units can be stored as glycogen.

The hormone does not become the store.

A signal is not the stored materialMaterial-versus-signal model: insulin from pancreas signals liver/muscle storage processes. Separate glucose symbols are joined into a schematic glycogen store. Insulin does not become glycogen; molecule drawings are simplified.A signal is not the stored materialPancreasInsulin signalHormone in bloodLiver / muscle storageGlucose unitsMaterial to storeGlycogen store modelInsulin is a signal; glucose supplies the stored units.
A signal is not the stored material
Diagram description

Material-versus-signal model: insulin from pancreas signals liver/muscle storage processes. Separate glucose symbols are joined into a schematic glycogen store. Insulin does not become glycogen; molecule drawings are simplified.

I do

LAUNCH · SCIENCE · Lesson 2 of 7

A direction model has a clear limit

The trace shows a rise and a corrective response.

It has no real time scale, concentration scale or dose rule.

Read direction, not a clinical numberQualitative conceptual trace across four stages: usual range before input, raised after absorption, still raised while a response develops, and towards the usual range later. Axes have no clinical units or real timings.Read direction, not a clinical numberRaisedUsualrangeBeforeinputAfterabsorptionResponsedevelopsLater
Read direction, not a clinical number
Diagram description

Qualitative conceptual trace across four stages: usual range before input, raised after absorption, still raised while a response develops, and towards the usual range later. Axes have no clinical units or real timings.

We do

LAUNCH · SCIENCE · Lesson 2 of 7

Control-panel challenge

Go to interactive investigation

W1. Predict the next stage before advancing the model.

Explain the link from glucose rise to insulin release.

Qualitative sequence; no individual medical prediction.
CardCore event
AGlucose is absorbed into blood; concentration rises.
BPancreatic beta cells release more insulin.
CInsulin-responsive tissues increase glucose uptake/storage processes.
DThe concentration tends towards the usual suitable range; the insulin stimulus reduces.

Glucose control: one stage at a time

Qualitative model only. Core insulin first; optional Higher glucagon separate.

Blood-glucose feedback explorer

This is a qualitative teaching model. It has no clinical glucose readings, diagnosis, medication or dose controls.

Core route: insulin response to raised blood glucose

Qualitative blood glucoseRaisedUsual rangeLowerPancreasInsulin signalBody cells and liverSuitable limits, not one unchanging value. Positions are schematic.

Move one explanatory stage at a time. Hormones act as signals; they do not turn into glucose or destroy it. The optional glucagon route is Higher stretch and is not needed for the core task.

Decision 1 of 3

What follows a rise in glucose in the core response?

Choose, test, then explain together. Evidence diagrams appear only after your test. Diagram transitions explain the model; they do not represent real elapsed time. Use Pause model to stop transitions and model controls, or your device’s reduced-motion setting. The printed We do activity provides the paper route.

We do

LAUNCH · SCIENCE · Lesson 2 of 7

Repair the substance swap

W2. “Insulin is stored as glycogen.”

Replace the wrong substance and explain the hormone’s role.

A signal is not the stored materialMaterial-versus-signal model: insulin from pancreas signals liver/muscle storage processes. Separate glucose symbols are joined into a schematic glycogen store. Insulin does not become glycogen; molecule drawings are simplified.A signal is not the stored materialPancreasInsulin signalHormone in bloodLiver / muscle storageGlucose unitsMaterial to storeGlycogen store modelInsulin is a signal; glucose supplies the stored units.
A signal is not the stored material
Diagram description

Material-versus-signal model: insulin from pancreas signals liver/muscle storage processes. Separate glucose symbols are joined into a schematic glycogen store. Insulin does not become glycogen; molecule drawings are simplified.

We do

LAUNCH · SCIENCE · Lesson 2 of 7

Test what the model cannot claim

W3. Can the trace predict an exact reading after a meal?

Name the missing information.

Read direction, not a clinical numberQualitative conceptual trace across four stages: usual range before input, raised after absorption, still raised while a response develops, and towards the usual range later. Axes have no clinical units or real timings.Read direction, not a clinical numberRaisedUsualrangeBeforeinputAfterabsorptionResponsedevelopsLater
Read direction, not a clinical number
Diagram description

Qualitative conceptual trace across four stages: usual range before input, raised after absorption, still raised while a response develops, and towards the usual range later. Axes have no clinical units or real timings.

Hinge

LAUNCH · SCIENCE · Lesson 2 of 7

Which response belongs in the core model?

Choose a causal sequence.

You do

LAUNCH · SCIENCE · Lesson 2 of 7

Create the explanation that sits behind the controls

Choose your agreed route.

Core: insulin response. Higher extension: separate glucagon branch.

You do

LAUNCH · SCIENCE · Lesson 2 of 7

Predict, explain and state a limit

Use the qualitative sequence and role diagram.

Make one correction to a misleading claim.

Review

LAUNCH · SCIENCE · Lesson 2 of 7

Audience: which arrow is the message?

L1. Share one explanation.

Audience asks which substance is signalling and which is stored.

Review

LAUNCH · SCIENCE · Lesson 2 of 7

An accurate model is deliberately bounded

It explains a feedback mechanism.

It does not diagnose a condition or prescribe an action.

Exit

LAUNCH · SCIENCE · Lesson 2 of 7

Keep the roles distinct

E1. Which organ releases insulin?

E2. What is stored as glycogen?

E3. Why can this model not predict a dose?

Exit

LAUNCH · SCIENCE · Lesson 2 of 7

Next useful step

Sequence • substance roles • feedback • model limits.

Continue within this stage’s shared time.

My science task sheets

Choose one route with your teacher. Shared evidence and the exit sheet appear in every route. Your work stays here while the page is open; save it before closing.

Shared evidence | Core model cards

A qualitative classroom model. There are no medical concentration values, timings or treatment rules.

A

Glucose is absorbed into blood; concentration rises.

B

Pancreatic beta cells release more insulin.

C

Insulin-responsive tissues increase glucose uptake/storage processes.

D

The concentration tends towards the usual suitable range; the insulin stimulus reduces.

Role reminders: insulin is a hormone signal. Glucose is a sugar used by cells. Glycogen is a carbohydrate store made from joined glucose units. Some glucose uptake is insulin-independent; the model focuses on insulin-responsive tissues.

Supported route | Trace the corrective response

Word bank: pancreas; insulin; blood; glucose; glycogen; uptake; towards.

Standard route | Explain the control loop

Use mechanisms rather than a story about a hormone choosing what to do.

Stretch route | Test the limits and optional second branch

Optional deeper evaluation. T3 is Higher-tier only: lower blood glucose can stimulate pancreatic alpha cells to release glucagon; the liver releases glucose, including by glycogen breakdown.

Exit and reflection | A signal is not a sugar

Use precise words or labelled arrows.

Next useful step
Slide 1

TA Brief

Current stage

Objective

Explain the insulin response to raised blood glucose using a qualitative, controllable model.

Preparation

Method precautions

Practical alternative

All evidence is supplied. Use paper diagrams and cards, pointing, annotation or dictation if a device is unavailable.

Access and regulation

Supported: Same core concepts with chunked prompts and read-aloud access. Record support used; a pathway is not a diagnosis or fixed attainment label.

Standard: Explain the supplied evidence independently using accurate scientific terms and units.

Stretch: Optional deeper transfer or evaluation. Higher-tier-only material is labelled explicitly and is not required for the core outcome.

Regulation: Offer solo or partner work, a quiet response, a pass and brief reset with clear re-entry. No forced disclosure or public performance.

Teacher answers

Retrieval and We do

R1: blood; R2: respiration and material use/storage; R3: the original departure. W1: A→B→C→D. W2: glucose units, not insulin, are stored as glycogen; insulin signals the processes. W3: no exact concentrations, times or individual parameters are supplied.

Hinge

Correct: raised glucose stimulates more insulin release and uptake/storage responses. Insulin is not converted into glucose. The model supplies no dosing information.

S1 / M1

After absorption raises blood glucose, pancreatic beta cells release more insulin into blood. Insulin-responsive tissues alter glucose handling; some body cells increase uptake and liver/muscle glycogen storage is promoted.

S2 / M2

Insulin=chemical messenger hormone; glucose=sugar/material; glycogen=store of joined glucose units. A hormone signal changes cell processes; it is not the bulk material being stored.

S3

Uptake by insulin-responsive tissues such as muscle and storage as glycogen in liver/muscle help remove glucose from blood, tending to reduce the raised concentration.

S4 / M3

As glucose moves towards the suitable range, the stimulus for extra insulin release reduces. The response counteracts the original rise rather than amplifying it indefinitely.

M4 / T2

No. The model has no calibrated concentrations, real time scale, individual physiology, absorption details or measured response parameters. Similar qualitative patterns need not have identical numerical values or timing.

T1

Some tissues take up glucose through insulin-independent routes. Better: insulin promotes uptake/storage responses in particular tissues, including increased uptake in muscle cells; it does not control every uptake route in every cell.

T3 optional Higher

Lower glucose stimulates pancreatic alpha cells to release glucagon. Glucagon promotes liver glucose release, including glycogen breakdown, tending to raise blood glucose towards usual levels. Insulin responds to raised glucose and promotes uptake/storage; both reduce their original departure. Core success does not require glucagon.

T4

A time/concentration axis with defined units could support comparing measurements. The relationships and parameters would still need testing against independent measured data; adding an axis alone does not show the model predicts accurately for different individuals.

Exit and assessment

E1: pancreas. E2: glucose units. E3: no calibrated concentration scale, real time scale or individual response parameters. L1: specific mechanism correction or justified confirmation. Secure core: correct insulin sequence, substance distinction and model limit.

Sources checked for this lesson

Word help

blood glucose concentration
The amount of glucose in a stated volume of blood.
insulin
A hormone released by pancreatic beta cells that helps lower raised blood glucose through target-tissue responses.
glycogen
A stored carbohydrate made from joined glucose units, especially in liver and muscle.
pancreas
An organ with endocrine cells that release hormones including insulin.
negative feedback
A response that reduces the original departure from suitable conditions.
qualitative model
A model showing the kind or direction of a change rather than calibrated numerical predictions.

Cold Call

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Take a quiet pause.

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