Lesson Plan Template: General Lesson Plan
Learning Objectives: What should students know and be able to do as a result of this lesson?
- Students will be able to diagram the flow of blood through the heart. (SC.912.L.14.36)
- Students will be able to quantify blood pressure. (SC.912.L.14.38)
- Students will be able to evaluate normal blood diastolic and systolic readings. (SC.912.L.14.38)
- Students will be able to follow a step-by-step procedure on how to take blood pressure under normal and abnormal physiological conditions. (LAFS.910.RST.1.3)
Prior Knowledge: What prior knowledge should students have for this lesson?
SC.2.L.14.1 - Distinguish human body parts (brain, heart, lungs, stomach, muscles, and skeleton) and their basic functions.
SC.5.L.14.1- Identify the organs in the human body and describe their functions, including the skin, brain, heart, lungs, stomach, liver, intestines, pancreas, muscles and skeleton, reproductive organs, kidneys, bladder, and sensory organs.
Guiding Questions: What are the guiding questions for this lesson?
- How does the heart work? (The heart works through involuntary neuromuscular contractions of the SA node and AV node to contract the atria and ventricles.)
- How is blood pressure related to proper functioning of the heart? (Blood pressure measures the systolic and diastolic pressures of the arteries and veins as blood flows through the circulatory system. If a blockage occurs, blood pressure increases. If light headedness and dizziness occurs, it may be related to low blood pressure.)
- How can physical activity affect blood pressure?(Physical activity increases blood pressure and blood flow in order to maximize uptake of oxygen by cells and dumping of carbon dioxide waste due to the increased synthesis of ATP and cellular respiration.)
Teaching Phase: How will the teacher present the concept or skill to students?
The teacher will introduce the topic of the heart by sharing interesting facts about the heart. They can be found at this site http://www.pbs.org/wgbh/nova/eheart/facts.html. (5 minutes) (SC.912.L.14.36)
The teacher will introduce how the heart functions at different rates using the web interactive at http://www.pbs.org/wgbh/nova/body/map-human-heart.html. (10 minutes) (SC.912.L.14.38)
Guided Practice: What activities or exercises will the students complete with teacher guidance?
Students will learn and sing the song "Pumps your Blood" with lyrics found at http://www.bloodbook.com/pump_your_blood.html and the song found at http://www.schooltube.com/video/3df49bcc73fe2ba43151/Pumps-Your-Blood . Students are introduced to the song first while the teacher points to each of the words projected on the screen. During the second run through students begin joining in with the teacher. Dancing in a silly fashion is optional but may enhance the learning experience. During the third time through the song, the teacher can project the diagram below and point to key sections of the heart as the song plays. Students will complete the diagram below individually. (15 minutes)
SVC means superior vena cava; IVC means inferior vena cava, tri means tricuspid valve, RA means right atrium, RV means right ventricle, PA means pulmonary artery, PV means pulmonary vein, Bi means bicuspid valve, LA means left atrium, LV means left ventircle. As students sing and follow the flow of blood, remind students that blood flows through the tricuspid valve first and the bicuspid valve last because it is important to "try" something first before you "buy" it.
The following rubric will be used to evaluate the drawings:
Lastly, students will take chalk outside to the sidewalk and, in groups of four, students will complete their diagrams in a large-scale version (large enough to play four square in). Each student in the group will stand in one chamber of the heart. Each group will be given a tennis or racquetball to represent a blood cell. While singing the "Pumps Your Blood" song, each group will pass the "blood cell" from group member to group member. (30 minutes)
The teacher will assist students in conducting a blood pressure lab. Students must follow all normal safety procedures for in-class labs. Teachers may review the proper procedures for taking blood pressure at BPprocedure798967.pdf. Students will be placed in groups of four based on differentiated abilities. Students may practice measuring blood pressures using sphygmomanometers. If sphygmomanometers are not available, the teacher may limit the lesson to the virtual blood measurement lab mentioned in the independent practice section of the lesson. Students will be generating a group data sheet comprised of:
|Names||Systolic (Initial)||Diastolic (Initial)||Systolic (Standing)||Diastolic (Standing)||Systolic (Light Exercise)||Diastolic (Light Exercise)|
Each student in the group will take an initial blood pressure reading three times and record in the chart provided. Students will then stand for three minutes and take blood pressure readings while standing. This will be repeated three times per student and the results will be recorded in the chart provided. Finally, students will exercise lightly for three minutes by walking briskly, doing jumping jacks, or walking steps. Students will take blood pressure readings following light exercise for each student in the group and results will be recorded in the chart provided. Three replications will be done; however, replications will be completed by rotating the activity between each of the students within the group so that students may recover from the previous physical activity. The time for this lab will be 180 minutes and may take several class periods. (LAFS.910.RST.1.3) Teachers will need to monitor whether students feel ill or light-headed after light exercise due to current health of the student.
Independent Practice: What activities or exercises will students complete to reinforce the concepts and skills developed in the lesson?
Students will conduct a blood pressure measurement lab virtually at http://mhhe.com/biosci/genbio/virtual_labs_2K8/pages/BloodPressure.html. It includes complete instructions Blood_Pressure_Instructions.doc, lab exercise at http://mhhe.com/biosci/genbio/virtual_labs_2K8/labs/BL_14/index.html, post lab quiz and lab report procedure Blood_Pressure_WorkSheet.docx. (LAFS.910.RST.1.3). (60 minutes)
Closure: How will the teacher assist students in organizing the knowledge gained in the lesson?
Teachers will assess general knowledge of heart diagrams using the following rubric:
For the virtual blood pressure lab, the teacher will grade the post lab quiz and grade the lab report. Blood_Pressure_WorkSheet.docx. The students will each generate a table in the following format:
The teacher will grade the virtual blood pressure lab and journal entry using the following rubric:
In-class blood pressure lab will be assessed as a group project. Students will generate a group lab report. Teachers will utilize the following rubric:
The teacher will use the post lab quiz from the virtual blood pressure lab at Blood_Pressure_WorkSheet.docx.
The teacher will use the lab report generated from student groups to assess understanding of blood pressure measurement and changes to blood pressure (SC.912.L.14.38). Use Rubric_2.
From the student diagrams of the heart, the teacher will be able to assess student understanding of the path of blood flow through the heart. (SC.912.L.14.36). Teachers will use the following rubric for assessment:
Teachers will evaluate Virtual Blood Pressure lab activity by grading the lab report and worksheet at Blood_Pressure_WorkSheet.docx. (SC.912.L.14.38)
Teachers will evaluate the Virtual Blood Pressure Lab using Rubric_2.
Feedback to Students
Students will receive graded feedback from the heart diagram activity.
Students will receive feedback from the virtual blood pressure activity.
Students will receive final feedback from group lab report from the in-class blood pressure lab activity. The students need to follow a complex multistep procedure to complete the activity (LAFS.910.RST.1.3).