Unit: The Heart Lesson Plans

<body topmargin=0 leftmargin=0 marginheight=0 marginwidth=0> <table cellpadding=0 cellspacing=0 border=0><tr> <td valign="top" colspan=2 height=140 BGCOLOR="#9966CC" TEXT="#080000" bgproperties="fixed" background="16c00a20ezthtv.gif"> <div> <A HREF="index.htm" TARGET="_top" TITLE="Isabels Page"><U><B>home</B></U></A><B>     |     </B><FONT SIZE="5" COLOR="#330066" FACE="Arial" ><B>Isabel's Page</B></FONT></div> <div> <A HREF="id63.htm" TARGET="_top" TITLE="Reading Corner"><U>Reading Corner</U></A>   |   <B>Unit: The Heart Lesson Plans</B>   |   <A HREF="id48.htm" TARGET="_top" TITLE="Unit: The Heart Rubrics"><U>Unit: The Heart Rubrics</U></A></div> <div> <B>Unit: The Heart Lesson Plans</B></div> <DIV ALIGN="LEFT"></DIV> <div> </div> </td> </tr><tr> <td valign="top" width=210 BGCOLOR="#CCFF66" TEXT="#080000"> <div> <A HREF="id53.htm" TARGET="_top" TITLE="Teaching Portfolio"><U><IMG SRC="20864640.gif" border=0 width="100" height="100" ALIGN="BOTTOM" HSPACE="0" VSPACE="0"></U></A></div> <div> <A HREF="id53.htm" TARGET="_top" TITLE="Teaching Portfolio"><U><B>Back To Electronic Portfolio</B></U></A></div> <bR> <div> <A HREF="id21.htm" TARGET="_top" TITLE=" Lessons Activities"><U><IMG SRC="0b44a520.gif" border=0 width="74" height="82" ALIGN="BOTTOM" HSPACE="0" VSPACE="0"></U></A></div> <div> <A HREF="id21.htm" TARGET="_top" TITLE=" Lessons Activities"><U><B>Lessons & Activities</B></U></A></div> <bR> <div> <A HREF="id19.htm" TARGET="_top" TITLE="Links"><U><IMG SRC="0df72600.gif" border=0 width="114" height="96" ALIGN="BOTTOM" HSPACE="0" VSPACE="0"></U></A></div> <div> <A HREF="id19.htm" TARGET="_top" TITLE="Links"><U><B>Links</B></U></A></div> <bR> <div> <A HREF="id26.htm" TARGET="_top" TITLE="Reading Corner"><U><IMG SRC="0b666490.gif" border=0 width="102" height="73" ALIGN="BOTTOM" HSPACE="0" VSPACE="0"></U></A></div> <div> <A HREF="id26.htm" TARGET="_top" TITLE="Reading Corner"><U><B>Reading Corner</B></U></A></div> <bR> <div> <A HREF="id34.htm" TARGET="_top" TITLE="School Photos"><U><IMG SRC="0b5692a0.gif" border=0 width="105" height="42" ALIGN="BOTTOM" HSPACE="0" VSPACE="0"></U></A></div> <div> <A HREF="id34.htm" TARGET="_top" TITLE="School Photos"><U><B>School Photos</B></U></A></div> <bR> <bR> <bR> <bR> <bR> <bR> <bR> </td> <td valign="top" height=340 BGCOLOR="#CCFF66" TEXT="#080000"> <div> <IMG SRC="0a377670.gif" border=0 width="119" height="103" ALIGN="BOTTOM" HSPACE="0" VSPACE="0"><FONT SIZE="5" COLOR="#000000" FACE="Comic Sans MS" ><B>The Heart: Lesson Plans</B></FONT></div> <bR> <div> <B> Lesson 1:</B></div> <div> <B> Topic:</B> Investigating Blood- Erythrocytes</div> <bR> <div> <B> Grade Level:</B> 11-12</div> <bR> <div> <B> Instructional Objectives:</B></div> <div>  1. Students will know what are the solid components of blood.</div> <div>  2. Students will be able to identify the different components.</div> <div>  3. Students will understand what is the main function of blood.</div> <div>  4. Students will know the main characteristics of red blood cells</div> <div>  5. Students will develop a basic understanding of Erythropoises</div> <div>  6. Students will engage in the development of critical thinking and problem solving skills.</div> <div>  7. Students will practice their cooperative learning skills.</div> <bR> <div> <B> Material Required:</B></div> <div>  1. Picture illustrations of the different solid components of the blood</div> <div>  2. Material and procedure for the lab: <I>Investigating a drop of blood</I></div> <div>  3. Activity sheet: <I>Red Blood Cells</I></div> <div>  4. Guided notes</div> <div>  5. KWL</div> <div>  </div> <div> <B> Engagement: </B></div> <div>  1. Before beginning the activity teacher will use picture illustrations to show students the solid components of the        blood.</div> <div>  2. KWL will accompany each picture</div> <div> a. K- what do you know about each solid component of the blood?</div> <div> b. W- what would you like to know?</div> <bR> <div> <B> Procedure:</B></div> <div>  1. Begin with the engagement activity</div> <div>  2. Divide the class into heterogeneous lab groups of 3-4 students- each student will be assigned a specific role</div> <div> a. Students will complete the labs: <I>Investigating a drop of blood</I> </div> <div> b. Students will complete the self directed activity sheet: <I>Red Blood Cells</I></div> <div>  3. With the aid of guided notes teacher will lead a discussion on:</div> <div> I. The Blood</div> <div> 1. Introduction</div> <div> 2. Characteristics</div> <div> 3. Components</div> <div> a. Erythrocytes</div> <div> i. characteristics</div> <div> ii. Function</div> <div> iii. Development</div> <div> iv. Disorders</div> <div> b. Plasma</div> <div> 4. Function</div> <bR> <div> <B> Key Discussion Questions:</B></div> <div>  What is blood composed of?</div> <div>  What is the major function of blood?</div> <div>  What is Erythropoises?</div> <div>  What do you know about each solid component of the blood?</div> <div>  What would you like to know about each of the solid components of the blood?</div> <div>  What have you learned about the blood so far?</div> <div>  Is there any aspect that you would like to explore further?</div> <bR> <div> <B> Closure:</B></div> <div>  L- what have you learned about the blood?</div> <div>  </div> <div> <B> Assessment:</B></div> <div>  Informal: Teacher observation of on-task behavior: KWL</div> <div>  Formal: Correction of the lab questions and the activity sheet: Journal entry </div> <bR> <div> <B> Extension Activities:</B></div> <div>  Students will be asked to reflect on the following question in the journals:</div> <div>      Erythropoiten is available as a drug, why would athletes abuse it?</div> <bR> <div> <B>_____________________________________________________________________________________</B></div> <bR> <div> <B> Lesson 2:</B></div> <div> <B> Topic:</B> Investigating Blood- Leukocytes</div> <bR> <div> <B> Grade Level:</B> 11-12</div> <bR> <div> <B> Instructional Objectives:</B></div> <div>  1. Students will learn how to read a graph.</div> <div>  2. Students will use Excel to make a linear graph.</div> <div>  3. Students will engage in the development of critical thinking skills.</div> <div>  4. Students will understand the basic characteristics of Leukocytes.</div> <div>  5. Students will learn the difference between grandulocytes and agranulocytes.</div> <div>  6. Students will understand the structure and function of grandulocytes and agranulocytes.</div> <div>  7. Students will develop a basic understanding of Leukoposesis.</div> <div>  8. Students will learn the structure and function of platelets.</div> <div>  9. Students will develop a basic understanding of the concept of homeostasis and clotting.</div> <div>  10. Students will develop a basic understanding of blood groups and transfusions as well as understand their  </div> <div>                   significance in the real world.</div> <div>  11. Students will practice their cooperative learning skills.</div> <bR> <div> <B> Material Required:</B></div> <div>  1. Activity Sheet: <I>White Blood Cells</I></div> <div>  2. Short excerpt on Flossie Wong-Staal (1946- ) - Aids Researcher.</div> <div>  3. Overhead chart: Analysis of reported cases of aids in the USA</div> <div>  4. Excel</div> <div>  5. Guided notes</div> <bR> <div> <B> Engagement: </B></div> <div>  1. Have students read a short excerpt on Flossie Wong-Staal (1946- ) - Aids Researcher.</div> <div>  2. Divide the class into pair share groups</div> <div>  3. Place on the overhead the chart: Analysis of reported cases of aids in the USA</div> <div> a. Have students carefully study the chart and make a linear graph in Excel of the data.</div> <div> b.Students should use the graph to answer the Analysis and Conclusion questions.</div> <bR> <div> <B> Procedure:</B></div> <div>  1. Begin with the engagement activity</div> <div>  2. Students in pair share groups will complete the self directed activity sheet: <I>White Blood Cells</I></div> <div>  3. With the aid of guided notes the teacher will lead a discussion on:</div> <div>      1. Leukocytes</div> <div>           a. Characteristics</div> <div>           b. Function</div> <div>           c. Categories</div> <div>                1. Granulocytes</div> <div>                2. Agranulocytes</div> <div>           d. Leukoposesis</div> <div>           e. Disease</div> <div> 2. Platelets</div> <div> 3. Homeostasis and Clotting</div> <div> 3. Blood Groups and Transfusions</div> <bR> <div> <B> Key Discussion Questions:</B></div> <div>  From the data provided (in the engagement activity) what could you conclude about the number of aid cases </div> <div>     reported annually?</div> <div>  Based on the trend shown in your graph would you expect the number of reported AIDS cases in the USA to   </div> <div>  increase or decrease from the latest number indicated for the year 2000?</div> <div>  What is the main characteristic difference between Erythrocytes and Leukocytes? </div> <div>  What is the main function of Leukocytes?</div> <div>  What type of Leukocytes is commonly referred to as the <I>immune cells</I>?</div> <div>  What is the most effective means of homeostasis?</div> <div>  What role do antigens play in transfusions?</div> <bR> <div> <B> Closure:</B></div> <div>  Based on what students have learned today about the role of Leukocytes- in pair share groups students should  </div> <div>  brainstorm on the different types of blood diseases and disorders.</div> <bR> <div> <B> Assessment:</B></div> <div>  Formal: Analysis and conclusion question: Activity Sheet questions: Journal entry</div> <div>  Informal: Teacher observation of students on-task behavior</div> <bR> <div> <B> Extension Activities:</B></div> <div>  In Journal students should imagine that a cure for AIDS has been found and write an account of the importance of   </div> <div>  this event as it might appear <B>in a newspaper</B>.</div> <bR> <bR> <div> <B>_____________________________________________________________________________________</B></div> <bR> <bR> <div> <B> Lesson 3:</B></div> <div> <B> Topic:</B> Project: Blood Diseases and Disorders</div> <bR> <div> <B> Grade Level: </B>11-12</div> <bR> <div> <B> Instructional Objectives:</B></div> <div>  1. Students will develop a deeper appreciation for the complexity of different blood disorders.</div> <div>  2. Students will develop a deeper understanding and appreciation of the content learned on the blood and how it            </div> <div>  relates to the real world of disease.</div> <div>  3. Students will practice their cooperative learning skills.</div> <div>  4. Students will practice their research skills. Specifically using the Internet to obtain large quantities of information            </div> <div>  and being able to synthesize that information.</div> <div>  5. Students will learn how to write a research paper.</div> <div>  6. Students will practice their communication skills.</div> <bR> <div> <B> Material Required:</B></div> <div>  1. Research Paper Rubric</div> <div>  2. How to write a research report handout</div> <div>  3. Presentation Rubric</div> <div>  4. The American Heart Association National Center <FONT SIZE="3" COLOR="#0000FF" FACE="Arial" ><A HREF="http://www.americanheart.org/" TARGET="_top" TITLE="http://www.americanheart.org/"><U><U>http://www.americanheart.org/</U></U></A></FONT></div> <div>  5. MEDLINEplus Health Information at <FONT SIZE="3" COLOR="#0000FF" FACE="Arial" ><A HREF="http://www.nlm.nih.gov/medlineplus/heathtopics_h.html" TARGET="_top" TITLE="http://www.nlm.nih.gov/medlineplus/heath"><U><U>http://www.nlm.nih.gov/medlineplus/heathtopics_h.html</U></U></A></FONT></div> <div>  6. The National Heart, Lung and Blood Institute <FONT SIZE="3" COLOR="#0000FF" FACE="Arial" ><A HREF="http://www.nhlbi.nih.gov/siteindex/index.htm" TARGET="_top" TITLE="http://www.nhlbi.nih.gov/siteindex/index"><U><U>http://www.nhlbi.nih.gov/siteindex/index.htm</U></U></A></FONT></div> <bR> <div> <B> Engagement:</B></div> <div>  1. Students return to the same pair share groups as in the previous lesson</div> <div>  2. On a poster board the groups should formalize their brainstorming on the different blood disorders</div> <div>  3. Each group should present their brainstorming to the class</div> <bR> <div> <B> Procedure:</B></div> <div>  1. Begin with the engagement activity</div> <div>  2. Students in their pair share groups will use this class period for the following:</div> <div> a. Using the following web sites as well as the textbook the pair share groups should select one blood disorder</div> <div> b. Imagining that they are preparing for an awareness day on the disorder students should:</div> <div> i. Research the disorder</div> <div> a. What it is</div> <div> b. Symptoms</div> <div> c. Diagnosis</div> <div> d. Treatment</div> <div> e. Success of treatment</div> <div> 2. Prepare an informational Brochure</div> <div> c. Web Sites:</div> <div> i. The American Heart Association National Center <FONT SIZE="3" COLOR="#0000FF" FACE="Arial" ><A HREF="http://www.americanheart.org/" TARGET="_top" TITLE="http://www.americanheart.org/"><U><U>http://www.americanheart.org/</U></U></A></FONT></div> <div> ii. MEDLINEplus Health Information at <FONT SIZE="3" COLOR="#0000FF" FACE="Arial" ><A HREF="http://www.nlm.nih.gov/medlineplus/heathtopics_h.html" TARGET="_top" TITLE="http://www.nlm.nih.gov/medlineplus/heath"><U><U>http://www.nlm.nih.gov/medlineplus/heathtopics_h.html</U></U></A></FONT></div> <div> iii. The National Heart, Lung and Blood Institute <FONT SIZE="3" COLOR="#0000FF" FACE="Arial" ><A HREF="http://www.nhlbi.nih.gov/siteindex/index.htm" TARGET="_top" TITLE="http://www.nhlbi.nih.gov/siteindex/index"><U><U>http://www.nhlbi.nih.gov/siteindex/index.htm</U></U></A></FONT></div> <bR> <div> <B> Key Discussion Questions:</B></div> <div>  What are some of the more common blood disorders that commonly plague our society?</div> <div>  How are the symptoms of these disorders?</div> <div>  How are the disorders diagnosed?</div> <div>  How are the disorders treated?</div> <div>  How successful are these treatments?</div> <bR> <div> <B> Closure:</B></div> <div>  Each groups will briefly present their Brochure</div> <bR> <div> <B> Assessment:</B></div> <div>  Informal: Teacher observation of on-task behavior</div> <div>  Formal: Presentation of Brochure Rubric: Research Report Rubric</div> <bR> <div> <B> Extension Activities:</B></div> <div>  Each pair share group will be asked to write a research report on their blood disorder</div> <div> <B> </B></div> <div> <B>_____________________________________________________________________________________</B></div> <bR> <bR> <div> <B> Lesson 4:</B></div> <div> <B> Topic: </B>Blood Vessels</div> <div> <B> </B></div> <div> <B> Grade Level:</B> 11-12</div> <bR> <div> <B> Instructional Objectives:</B></div> <div>  1. Students will develop a clear and deep understanding of the differences in structure and function between the            </div> <div>  Arterial and Venous systems.</div> <div>  2. Students will learn the names of some of the major arteries and veins of the body.</div> <bR> <div> <B> Material Required:</B></div> <div>  1. Beaker</div> <div>  2. Red food coloring</div> <div>  3. Activity: <I>The Blood Vessels</I></div> <div>  4. Guided notes</div> <div>  5. Concept map</div> <bR> <div> <B> Engagement:</B></div> <div>  1. Question: How much blood leaves the heart through the aorta with each heartbeat?</div> <div> The teacher can fill a small beaker with 80 ml of water and add a drop of red food coloring</div> <div>  2. Concept Map: The blood vessels</div> <div> Students will be asked to identify the different blood vessels, characteristics and function</div> <bR> <div> <B> Procedure:</B></div> <div>  1. Begin with the engagement activity</div> <div>  2. Students will complete the self directed activity: <I>The Blood Vessels</I></div> <div>  3. With the aid of guided notes the teacher will lead a discussion on:</div> <div>      1. Arterial System</div> <div>           a. Arteries</div> <div>           b. Arterioles</div> <div>           c. Capillaries</div> <div>      2. Venous System</div> <div>           a. Venules</div> <div>           b. Veins</div> <bR> <div> <B> Key Discussion Questions:</B></div> <div>  What are the three layers of the blood vessel walls and how are they different in the arterial and venous systems?</div> <div>  How do these structural differences manifest themselves in their functional differences?</div> <bR> <div> <B> Closure:</B></div> <div>  Completion and correction of the concept map</div> <bR> <div> <B> Assessment:</B></div> <div>  Formal: Correction of the questions for the activity: <I>The Blood Vessels</I>; Journal entry</div> <div>  Informal: The completion of the concept map</div> <bR> <div> <B> Extension Activities:</B></div> <div>  In their journals students will respond to the following question:</div> <div> If you were asked to invent a blood vessel substitute, what materials might you use to build it? Include synthetic as well as natural chemicals. </div> <bR> <div> <B>____________________________________________________________________________________</B></div> <bR> <div> <B> Lesson 5: </B></div> <div> <B> Topic:</B> Microscope Observation of Veins and Arteries</div> <bR> <div> <B> Grade Level:</B> 11-12</div> <bR> <div> <B> Instructional Objectives:</B></div> <div>  1. Students will practice their cooperative learning skills.</div> <div>  2. Students will develop their word deciphering skills.</div> <div>  3. Students will practice their microscope usage skills.</div> <div>  4. Students will learn to identify, describe, and compare the parts of veins and arteries.</div> <bR> <div> <B> Material Required:</B></div> <div>  Procedure and material for the lab: <I>Microscopic observation of a vein and an artery</I></div> <bR> <div> <B> Engagement: </B></div> <div> <I> Does the vocabulary of biology make you feel as if you were learning a new language as much as you are   </I></div> <div> <I> learning new science? Do you sometimes get discouraged with all the terms you must master in your studies? Is  </I></div> <div> <I> it really worth your time to learn all these science words?</I></div> <div>  Students must take any word stressed in class or in the textbook. Look up the word in a good dictionary and note  </div> <div>  the derivation of the word, then survey all related words based on that same root. For example consider <I>Aves</I> the  </div> <div>  Latin word for bird now consider related words:</div> <div> Avian:Having to do with birds</div> <div> Aviary: A bird Zoo</div> <div> Aviate: To fly in an air craft</div> <div> Aviations: Act or science of flying</div> <div> Aviation Medicine: branch of medicine dealing with the effects of flight</div> <div> Aviator: Pilot</div> <div> Aviculture: Raising birds</div> <div> Avidin: Protein in egg white</div> <bR> <div> <B> Procedure:</B></div> <div>  1. Begin with the engagement activity</div> <div>  2. Students are divided into heterogeneous lab groups of 3-4 individuals</div> <div>  3. Students will complete: <I>Microscopic observation of a vein and artery</I></div> <bR> <div> <B> Key Discussion Questions:</B> </div> <div>  How would you describe the different parts of arteries and veins?</div> <div>  How would you compare the different parts of arteries to the different parts of veins?</div> <bR> <div> <B> Closure:</B></div> <div>  Students will share the words they came up with based on their root word</div> <div> <B>  </B></div> <div> <B> Assessment:</B></div> <div>  Formal: Evaluation of their lab questions: Journal entry</div> <div>  Informal: Teacher observation of on-task behavior</div> <bR> <div> <B> Extension Activities:</B></div> <div>  In student journals students are asked to reflect on the following statement:</div> <div> Jules Henri Poincare said: “Science is built up with facts, as a house is with stones. But a collection of facts is no more a science than a heap of stones of a house.”</div> <bR> <div> <B>_____________________________________________________________________________________</B></div> <bR> <div> <B> Lesson 6:</B></div> <div> <B> Topic:</B> The Vascular Highway</div> <bR> <div> <B> Grade Level:</B> 11-12</div> <bR> <div> <B> Instructional Objectives:</B></div> <div>  1. Students will review and reinforce the concepts associated with blood and the vascular system.</div> <div>  2. Students will be assessed on the concepts learned about the blood and the vascular system.</div> <bR> <div> <B> Material Required:</B></div> <div>  1. Overhead of Harry S. Truman's statement about science in his inaugural address</div> <div>  2. Biology Place: The Vascular Highway <FONT SIZE="3" COLOR="#0000FF" FACE="Arial" ><A HREF="http://www.biology.com/learning/cardio1/intro.html" TARGET="_top" TITLE="http://www.biology.com/learning/cardio1/"><U><U>http://www.biology.com/learning/cardio1/intro.html</U></U></A></FONT></div> <bR> <div> <B> Engagement:</B></div> <div>  A former president of the United States, making his inaugural address, had this to say about science: </div> <div> “We must embark on a bold new program for making the benefits of our scientific knowledge and industrial progress available for the improvement and growth of underdeveloped areas. </div> <div>           More than half the people of the world are living in conditions approaching misery. Their food is                 </div> <div>  inadequate. They are victims of disease. Their economic life is primitive and stagnant. This                poverty is a  </div> <div>  handicap and a threat to both them and more progressive areas.”</div> <div>  Who was this newly elect president? --- Harry S. Truman</div> <bR> <div> <B> Procedure:</B></div> <div>  1. Begin with the engagement activity</div> <div>  2. Students will be asked to log on to the “Biology Place”: <FONT SIZE="3" COLOR="#0000FF" FACE="Arial" ><A HREF="http://www.biology.com/learning/cardio2/intro.html" TARGET="_top" TITLE="http://www.biology.com/learning/cardio2/"><U><U>http://www.biology.com/learning/cardio2/intro.html</U></U></A></FONT></div> <div> a. Here students will be asked to thoroughly work through every concept in the web activity including completing the review and practice associated with each concept presented. Students will work in pair share groups</div> <bR> <div> <B> Closure:</B></div> <div>  At the end of the activity each student will complete the assessment and e-mail it to the teacher.</div> <bR> <div> <B> Assessment:</B></div> <div>  Formal: Completion and correction of the evaluation provided at the end of the activity; Journal entry</div> <bR> <div> <B> Extension Activities:</B></div> <div> Truman had finished out Franklin Delano Roosevelt's last term and World War II. In their journals students should report on the scientific achievement that ended World War II and posed a challenge we are still facing today.</div> <bR> <div> <B>_____________________________________________________________________________________</B></div> <bR> <div> <B> Lesson 7:</B></div> <div> <B> Topic:</B> The Heart: Structures </div> <div> <B> </B></div> <div> <B> Grade Level:</B> 11-12</div> <bR> <div> <B> Instructional Objectives:</B></div> <div>  1. Student will develop a deeper understanding of the internal and external structure and function of the heart</div> <div>  2. Students will develop a deeper understanding of circulation patterns</div> <div>  3. Students will engage in the scientific skills of observing, collecting data, organizing data and analyzing results</div> <div>  4. Students will use Excel to graph data.</div> <div>  5. Students will practice their cooperative learning skills.</div> <bR> <div> <B> Material Required:</B></div> <div> 1. Activity sheet: <I>External Structure of the Heart, The Internal Anatomy of the Heart, and The Heart Cycle. </I></div> <div> Materials and procedure for activities</div> <div> 2. The Atlas of the Body: </div> <div> <A HREF="http://www.ama-assn.org/insight/gen_hlth/atlas/newatlas/heart.html" TARGET="_top" TITLE="http://www.ama-assn.org/insight/gen_hlth"><U><U>http://www.ama-assn.org/insight/gen_hlth/atlas/newatlas/heart.html</U></U></A></div> <div> 3. The Heart: An Online Exploration:</div> <div> <A HREF="http://www.fi.edu/biosci/heart.html" TARGET="_top" TITLE="http://www.fi.edu/biosci/heart.html"><U><U>http://www.fi.edu/biosci/heart.html</U></U></A></div> <div> 4. Procedure for: Breathing rates before and after exercise activity</div> <div> 5. Stop watch or watch with seconds</div> <div> 6. Note pad</div> <div> 7. Excel</div> <div> 8. Guided Notes</div> <bR> <div> <B> Engagement:</B></div> <div>  1. Breathing rates before and after exercise activity</div> <div> a. Students will collect breath rates at resting stage, after rigorous exercise, and two, four and six minutes after exercising.</div> <div> b. Using Excel the students will create a graph for the data they gathered from all members of their group.</div> <bR> <div> <B> Procedure:</B></div> <div>  1. Begin with the engagement activity</div> <div>  2. Students, in heterogeneous groups, will use the following web sites as well as their textbook to complete the       </div> <div>  activities on the <I>External Structure of the Heart, The Internal Anatomy of the Heart, and The Heart Cycle. </I></div> <div> The Atlas of the Body: </div> <div> <A HREF="http://www.ama-assn.org/insight/gen_hlth/atlas/newatlas/heart.html" TARGET="_top" TITLE="http://www.ama-assn.org/insight/gen_hlth"><U><U>http://www.ama-assn.org/insight/gen_hlth/atlas/newatlas/heart.html</U></U></A></div> <div> The Heart: An Online Exploration:</div> <div> <A HREF="http://www.fi.edu/biosci/heart.html" TARGET="_top" TITLE="http://www.fi.edu/biosci/heart.html"><U><U>http://www.fi.edu/biosci/heart.html</U></U></A></div> <bR> <bR> <div> <B> Key Discussion Questions:</B></div> <div>  How did your breathing rate change after rigorous exercise?</div> <div>  What was you breathing rate two minutes after stopping the exercise? After four minutes? After six minutes?</div> <div>  What does this number pattern suggest?</div> <div>  Where is the heart located?</div> <div>  Why is the heart often referred to a <I>two side-by-side pumps</I>?</div> <div>  What are the three layers of the heart wall?</div> <div>  What are the discharging chamber and the receiving chamber?</div> <bR> <div> <B> Closure:</B></div> <div>  Using guided notes the teacher will briefly lead a discussion on:</div> <div> 1. The heart</div> <div> a. General information</div> <div> i. Location</div> <div> ii. Shape</div> <div> iii. Size</div> <div> b. Heart wall</div> <div> c. Chambers</div> <div> d. Valves</div> <div> e. Circulatory patterns</div> <bR> <div> <B> Assessment:</B></div> <div>  Formal: Correction of the three activity sheets; Collection of Excel graphs; Journal entry</div> <div>  Informal: Observation student on-task behavior</div> <bR> <div> <B> Extension Activities:</B></div> <div>  1. Based on the data collected during the engagement activity students will complete the following questions in their  </div> <div>     journals:</div> <div> How did your breathing rate change after rigorous exercise?</div> <div> What was you breathing rate two minutes after stopping the exercise? After four minutes? After six minutes?</div> <div> What does this number pattern suggest?</div> <div>  2. Students will select on of the following questions and write a brief essay in their journals.</div> <div> Most trained athlete have lower-than average heart rates. What might be an explanation for this?</div> <div> Your body contains about 5 liters of blood. Is the entire volume of your blood pumped through your heart in less than a minute or more than a minute? Explain.</div> <bR> <bR> <div> <B>_____________________________________________________________________________________</B></div> <bR> <bR> <div> <B> Lesson 8:</B></div> <div> <B> Topic:</B> Heart Physiology (Functioning)</div> <div> <B> </B></div> <div> <B> Grade Level: </B>11-12</div> <bR> <div> <B> Instructional Objectives:</B></div> <div>  1. Students will engage in the scientific skills of observing, collecting data, organizing data and analyzing results.</div> <div>  2. Students will use Excel to create graphs.</div> <div>  3. Students will practice their cooperative learning skills.</div> <div>  4. Students will engage in the development of their critical thinking skills.</div> <div>  5. Students will develop a strong understanding of the anatomy of the cardiac muscle.</div> <div>  6. Students will develop an understanding of the cardiac conduction system.</div> <div>  7. Students will develop a real world appreciation for the technology utilized in monitoring the heart.</div> <bR> <div> <B> Material Required:</B></div> <div>  1. Excerpt on Susan LaFlesche Picotte (1865-1915)</div> <div>  2. Guided Notes</div> <div>  3. The Franklin Institute: The Heart Monitor <FONT SIZE="3" COLOR="#0000FF" FACE="Arial" ><A HREF="http://www.fi.edu/biosci/monitor/monitor.html" TARGET="_top" TITLE="http://www.fi.edu/biosci/monitor/monitor"><U><U>http://www.fi.edu/biosci/monitor/monitor.html</U></U></A></FONT></div> <div>  4. Lab: Material and Procedure for <I>Investigating Cardiac Muscle, The Power Station of the Heart</I></div> <div>  5. Mini-lab: Material and Procedure for Observations of the Heart of Daphnia</div> <bR> <div> <B> Engagement:</B></div> <div>  Students will read a brief excerpt on Susan LaFlesche Picotte (1865-1915) and will answer the following three  </div> <div>  critical thinking questions:</div> <div> Why do you think that the healers of some societies are called witch doctors?</div> <div> In what ways are the career paths chosen by Susan LaFlesche Picotte and her sister Susette LaFlesche similar?</div> <div> What obstacles do you think made it difficult for Susan LaFlesche Picotte to provide medical care to all the Omaha Indians?</div> <bR> <div> <B> Procedure:</B></div> <div>  1. Begin with engagement activity</div> <div>  2. Using Guided Notes the teacher will lead a brief discussion on:</div> <div>       I.Cardiac Muscle</div> <div> 1. Anatomy</div> <div> 2. Physiology</div> <div>  Students, in pair share groups, will complete the mini-lab activity: <I>Investigating Cardiac Muscle</I></div> <div>      II. Cardiac Conduction System</div> <div> 1. Definition</div> <div> 2. Anatomy</div> <div> 3. Physiology</div> <div>  Students, in pair share groups, will complete the mini-lab activity: <I>The Power Station of the Human Heart     </I></div> <div>   3. Strategies for monitoring the heart:</div> <div>  Students will explore in their pair share groups, how the heart is monitored. During the exploration students will be   </div> <div>  required to answer specific questions about each of the strategies provided by the teacher:</div> <div> The Franklin Institute: Heart Monitor <FONT SIZE="3" COLOR="#0000FF" FACE="Arial" ><A HREF="http://www.fi.edu/biosci/monitor/monitor.html" TARGET="_top" TITLE="http://www.fi.edu/biosci/monitor/monitor"><U><U>http://www.fi.edu/biosci/monitor/monitor.html</U></U></A></FONT></div> <div> Vital Statistics</div> <div> X-rays</div> <div> Echocardiography</div> <div> Electrocardiograph</div> <div> Exploration Procedures</div> <div>  4. Using the guided notes the teacher will continue to lead a discussion on:</div> <div>  III. Regulation of heart Rate</div> <div> 1. Nervous Regulation</div> <div> 2. Chemical Regulation</div> <div> 3. Factors Affecting Heart Rate</div> <bR> <div> <B> Key Discussion Questions:</B></div> <div>  What are the energy requirements for the cardiac muscle?</div> <div>  What is the structure of the heart that is commonly referred to as the <I>pacemaker</I>?</div> <div>  What is unique about the pacemaker that justifies this term?</div> <div>  What are the different means by which the cardiac cycle is regulated?</div> <bR> <div> <B> Closure:</B></div> <div>  Students, in the same pair share groups, will observe the Heart of Daphnia</div> <div> Based on their observations they are asked to infer what the effects of temperature is on heart rate.</div> <bR> <div> <B> Assessment:</B></div> <div>  Formal: Correction of the heart monitoring questions; Correction of Lab questions for <I>Investigating Cardiac    </I></div> <div> <I> Muscle, The Power Station of the Heart, Observations of the Heart of Daphnia.</I> ; Journal entry</div> <div>  Informal: Observation of student on-task behavior</div> <bR> <div> <B> Extension Activities:</B></div> <div>  Journal Writing:</div> <div> Imagine you lived at the same time as Susan LaFleche Piocette. In your journal, describe some form of technology that are available today, that were not available to Dr. Piocette. How might these forms of technology have been helpful to Dr. Piocette?</div> <div> <B>_____________________________________________________________________________________</B></div> <bR> <div> <B> Lesson 9:</B></div> <div> <B> Topic:</B> The Beating Heart</div> <bR> <div> <B> Grade Level:</B> 11-12</div> <div> <B> </B></div> <div> <B> Instructional Objectives:</B></div> <div> 1. Students will review and reinforce the concepts associated with the heart structure, function, and physiology.</div> <div> 2. Students will be assessed on the concepts learned about the heart structure, function and physiology.</div> <bR> <div> <B> Material Required:</B></div> <div> 1. Biology Place: <FONT SIZE="3" COLOR="#0000FF" FACE="Arial" ><A HREF="http://www.biology.com/learning/cardio1/intro.html" TARGET="_top" TITLE="http://www.biology.com/learning/cardio1/"><U><U>http://www.biology.com/learning/cardio1/intro.html</U></U></A></FONT></div> <div> 2. Helena Curtis Quotes</div> <bR> <div> <B> Engagement:</B></div> <div> <I>Are scientist people who know all answers?</I></div> <div> In the introduction of her classic book <I>Biology</I> Helena Curtis traced the major accomplishments of biologists from early times. She then ended the discussion by saying, “ In our enthusiasm for telling you all that biology had discovered, do not let us convince you that all is known. Many questions are still unanswered. More important many good questions have not yet been asked. Perhaps you may ask one of them.”</div> <bR> <div> <B> Procedure:</B></div> <div> 1. Begin with the engagement activity</div> <div> 2. Students will be asked to log on to the “Biology Place”: <FONT SIZE="3" COLOR="#0000FF" FACE="Arial" ><A HREF="http://www.biology.com/learning/cardio1/intro.html" TARGET="_top" TITLE="http://www.biology.com/learning/cardio1/"><U><U>http://www.biology.com/learning/cardio1/intro.html</U></U></A></FONT></div> <div> a. Here students will be asked to thoroughly work through every concept in the web activity including completing the review and practice associated with each concept presented.</div> <div> b.  Students will work in pair share groups</div> <bR> <div> <B> Closure:</B></div> <div> At the end of the activity each student will complete the assessment and e-mail it to the teacher.</div> <bR> <div> <B> Assessment:</B></div> <div> Formal: Completion and correction of the evaluation provided at the end of the activity: Journal entry</div> <bR> <bR> <div> <B> Extension Activities:</B></div> <div> In their journals students should reflect on Helena Curtis' statement. Specifically, the notions of how important questions are to science.</div> <div> <B>_____________________________________________________________________________________</B></div> <bR> <div> <B> Lesson 10:</B></div> <div> <B> Topic:</B> Investigating the Parts and Function of the Frog's Heart</div> <div> <B> </B></div> <div> <B> Grade Level:</B> 11-12</div> <bR> <div> <B> I</B><B>n</B><B>structional Objectives:</B></div> <div> 1. Students will engage in the scientific skills of observing, collecting data, organizing data and analyzing results.</div> <div> 2. Students will practice their cooperative learning skills.</div> <div> 3. Students will engage in the development of their critical thinking skills.</div> <div> 4. Students will reinforce and apply the concepts learned throughout the unit on the structure, function and physiology of the heart through the completion of this self-directed activity.</div> <div> 5. Students will compare and contrast the human heart to the frog's heart</div> <bR> <div> <B> Material Required:</B></div> <div> Lab: Material and Procedure for <I>The Parts and Function of the Frog's Heart</I></div> <bR> <div> <B> Engagement:</B></div> <div> KWL </div> <div> K: What I Know about the Heart?</div> <div> W: What I want to know about the heart?</div> <bR> <div> <B> Procedure:</B></div> <div> Students are divided into lab heterogeneous lab groups</div> <div> <B> Part I:</B></div> <div> Students will be given read the text provided by the lab activity. Using this text, their textbook and the following web sites students will complete the lab the diagram and answer the questions provided by the lab.</div> <div> The Atlas of the Body: </div> <div> <A HREF="http://www.ama-assn.org/insight/gen_hlth/atlas/newatlas/heart.html" TARGET="_top" TITLE="http://www.ama-assn.org/insight/gen_hlth"><U><U>http://www.ama-assn.org/insight/gen_hlth/atlas/newatlas/heart.html</U></U></A></div> <div> The Heart: An Online Exploration:</div> <div> <A HREF="http://www.fi.edu/biosci/heart.html" TARGET="_top" TITLE="http://www.fi.edu/biosci/heart.html"><U><U>http://www.fi.edu/biosci/heart.html</U></U></A></div> <div> <B> Part II</B></div> <div> Students will dissect the frog to expose its heart and use their observations to answer the questions.</div> <bR> <div> <B> Closure:</B></div> <div> Return to the last part of the KWL</div> <div> L: What have I learned about the heart and what do I still need to learn?</div> <bR> <div> <B> Assessment:</B></div> <div> Formal: Completion of the lab questions</div> <div> Informal: KWL; Observation of student on-task behavior</div> <bR> <bR> <div> <B> Extension Activities:</B></div> <div> A gang member was stabbed in the chest during a crack-related street fight. He was cyanotic and unconscious from lack of blood to the brain. The diagnosis was cardiac tamponade. What is cardiac tamponade and how does it cause the observed symptoms?</div> <bR> <div> <B>_____________________________________________________________________________________</B></div> <bR> <div> <B> Lesson 11:</B></div> <div> <B> Topic:</B> Disease and Disorders of the Heart and Vessels</div> <bR> <div> <B> Grade Level:</B> 11-12</div> <bR> <div> <B> Instructional Objectives:</B></div> <div> 1. Student will practice problem solving and critical thinking skills.</div> <div> 2. Student will develop a deeper understanding of diseases associated with the cardiovascular system.</div> <div> 3. Students will develop a greater appreciation for real world application and utility of the case histories.</div> <div> 4. Students will engage in the scientific skills of observing, collecting data, organizing data and analyzing results</div> <div> 5. Students will engage in the development of their research and writing skills.</div> <bR> <div> <B> Material Required:</B></div> <div> 1. Play Doctor: MEDFACTS CardioDoc: <FONT SIZE="3" COLOR="#0000FF" FACE="Arial" ><A HREF="http://www.medfacts.com/crdiodoc/preappnt.htm" TARGET="_top" TITLE="http://www.medfacts.com/crdiodoc/preappn"><U><U>http://www.medfacts.com/crdiodoc/preappnt.htm</U></U></A></FONT></div> <div> 2. Concept Map for each student</div> <div> 3. Case Study Rubric</div> <div> 4. Case Study Guidelines</div> <bR> <div> <B> Engagement: </B></div> <div> 1. Students will log on to Play Doctor: MEDFACTS CardioDoc </div> <div> <A HREF="http://www.medfacts.com/crdiodoc/preappnt.htm" TARGET="_top" TITLE="http://www.medfacts.com/crdiodoc/preappn"><U><U>http://www.medfacts.com/crdiodoc/preappnt.htm</U></U></A></div> <div> a. At this site students will play the role of a Doctor. The site will present students with a hypothetical problem. Drawing on knowledge obtained from this unit, as well as the medical library provided by the site students will have to diagnosis the patient based on the symptoms presented.</div> <div> b. Students show keep a record of which diseases they were able to diagnosis and which they were unable to diagnosis.</div> <bR> <div> <B> Procedure:</B></div> <div> 1. Begin with the engagement activity</div> <div> 2. Using a concept map, have students identify diseases associated with the heart and vessels. Students should attempt to provide causes, symptoms and treatment. Teacher should write on the board all answers provided by students.</div> <div> 3. f not identified by the students teacher should add to the concept map the following diseases:</div> <div> Heart: Heart Attack, Blockage, Septal Defect, Arrhythmia,</div> <div> Vessels: Atherosclerosis, Arteriosclerosis, Stroke, Aneurism</div> <div> 4. Students will use the following sites to obtain the causes, symptoms and treatments of the above diseases: </div> <div> The Anatomy Reading Corner at <FONT SIZE="3" COLOR="#0000FF" FACE="Arial" ><A HREF="http://fortunecity.com/campus/books/1131" TARGET="_top" TITLE="http://fortunecity.com/campus/books/1131"><U><U>http://fortunecity.com/campus/books/1131</U></U></A></FONT></div> <div> The American Heart Association National Center <FONT SIZE="3" COLOR="#0000FF" FACE="Arial" ><A HREF="http://www.americanheart.org/" TARGET="_top" TITLE="http://www.americanheart.org/"><U><U>http://www.americanheart.org/</U></U></A></FONT></div> <div> MEDLINEplus Health Information at <FONT SIZE="3" COLOR="#0000FF" FACE="Arial" ><A HREF="http://www.nlm.nih.gov/medlineplus/heathtopics_h.html" TARGET="_top" TITLE="http://www.nlm.nih.gov/medlineplus/heath"><U><U>http://www.nlm.nih.gov/medlineplus/heathtopics_h.html</U></U></A></FONT></div> <div> The National Heart, Lung and Blood Institute <FONT SIZE="3" COLOR="#0000FF" FACE="Arial" ><A HREF="http://www.nhlbi.nih.gov/siteindex/index.htm" TARGET="_top" TITLE="http://www.nhlbi.nih.gov/siteindex/index"><U><U>http://www.nhlbi.nih.gov/siteindex/index.htm</U></U></A></FONT></div> <div> 5. Students will also use these sites to explore a disease of their choice. Students will be asked to develop their own case study using the Case Study Rubric as a guideline.</div> <bR> <div> <B> Key Discussion Questions:</B></div> <div> What are some diseases associated with the heart and or the vessels?</div> <div> What are the symptoms, causes, and treatment?</div> <bR> <div> <B> Closure:</B></div> <div> Return to the concept map to add or remove information.</div> <div> Clarify misconceptions</div> <bR> <div> <B> Assessment:</B></div> <div> Informal: The teacher will observe student on-task behavior; While utilizing Play Doctor: MEDFACTS CardioDoc, the students will record how many times they were able to diagnosis the patient.</div> <div> Formal: Collection of the complete concept map which should include: causes, symptoms and treatments of the above diseases.</div> <div> Formal: The Case Study Rubric; Journal entry.</div> <bR> <div> <B> Extension Activities:</B></div> <div> In their journal students should complete the following activity:</div> <DIV ALIGN="LEFT"></DIV> <div> <I>Which mammals don't need to worry about the hardening of the arteries?</I></div> <div> <B>Background:</B></div> <div> From all we know of the chemistry of lipids (fats), seals and sea lions should suffer from hardening of the arteries. However, despite the fat content of their diets and their generally plump figures, this circulatory disease does not trouble them.</div> <div> Seals and sea lions do not produce apoprotein E, which together with apoprotein B-100, appears necessary for metabolizing artery-clogging fatty deposits in other mammals including humans.</div> <div> How seals and sea lions get along without this chemical is a mystery. The fact is that they have puzzling healthy arteries.</div> <div> <B>Activity: </B>Select on of the following activities to complete.</div> <div> a. Respond to this statement: The secret of seals health may heal humans</div> <div> Second debate the efficacy of using mammals in medical research</div> <div> b. Define apoprotein and relate it ti the chemistry of lipids.</div> <bR> <bR> <bR> <bR> <bR> <bR> </td> </tr></table></body>