STEM Education Assistance

Teacher Candidate Name:

LaTonya Bethune

Grade Level:

11th & 12th

Date:

01/29/21

Unit/Subject:

Anatomy & Physiology

Instructional Plan Title:

Circulatory System

Lesson Summary and Focus:

Students will investigate what happens to heart rate as activity is increased. Based upon data collected, students will then conclude how exercise affects heart rate.

Classroom and Student Factors/Grouping:

Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, students with behavior concerns, gifted learners), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. This should be limited to 2-3 sentences and the information should inform the differentiation components of the lesson.

The Classroom make-up consists of Tier 1 students, ELL, 504’s, Gifted as well as Special Ed. Therefore, differentiation instruction will consists of Tier-Learning, Whole Group Instruction and Small Group Instruction.

National/State Learning Standards:

·SC.912.L.14.36 Describe the factors affecting blood flow through the cardiovascular system.

·SC.912.L.14.38 Describe normal heart sounds and what they mean. ·

SC.912.L.14.39 Describe hypertension and some of the factors that produce it.

(HS-LS1-3) Science & Engineering Practices: Plan and investigate individually and collaboratively to produce data to serve as the basis for evidence.

Disciplinary Core Ideas: Feedback mechanisms maintain a living systems internal conditions within certain limits and mediate behaviors, allowing it to remain alive and function even as external conditions change within some range. Feedback mechanisms can encourage or discourage what is going on inside the living body.

Disciplinary Core Ideas: Feedback mechanisms maintain a living systems internal conditions within certain limits and mediate behaviors, allowing it to remain alive and function even as external conditions change within some range. Feedback mechanisms can encourage or discourage what is going on inside the living body.

Specific Learning Target(s)/Objectives:

Students will conclude how exercise affects heart rate.

Academic Language

Vocabulary:

Blood pressure

Systolic

Diastolic

heart rate

Discuss blood pressure and relate it to heart rate.

Demonstrate the correct way to measure blood pressure using a sphygmomanometer.

Examine student data group discussion.

Have students evaluate any data discrepancies.

Resources, Materials, Equipment, and Technology:

Heart Rate Lab Activity-Worksheet

Heart Haiku Worksheet

Stopwatch

Group Members

Writing Materials

Computer for Internet Usage

Anticipatory Set

ENGAGE: Opening Activity – Access Prior Learning / Stimulate Interest / Generate Questions:

· Begin class by giving facts about the most important muscle in the body.

· Facts include information such as the size, location, and how many times it beats per day.

· Have students try to guess which muscle in the body the teacher is referring to.

· Ask students to measure their heart rates for 10 seconds while at rest. Assist students having difficulty.

· Ask students to jog in place for a few seconds and measure heart rate again.

· Ask Do you think exercise changes your heart rate?

· Ask students to explain their answers.

Time Needed

45

Multiple Means of Representation

Learners perceive and comprehend information differently. Your goal in this section is to explain how you would present content in various ways to meet the needs of different learners. For example, you may present the material using guided notes, graphic organizers, video or other visual media, annotation tools, anchor charts, hands-on manipulatives, adaptive technologies, etc.

In a bulleted list, describe the materials you will use to differentiate instruction and how you will use these materials throughout the lesson to support learning. Bold any materials you will need to prepare for the lesson.

For example:

· I will use a Venn diagram graphic organizer to teach students how to compare and contrast the two main characters in the read-aloud story.

· I will model one example on the white board before allowing students to work on the Venn diagram graphic organizer with their elbow partner.

· I will use a Haiku to have the students recall key words about the heart.

· I will model an example of a Haiku using Nearpod and have the students come up with their own Haiku to share with the class.

Explain how you will differentiate materials for each of the following groups:

· English language learners (ELL):

ELL students will be able to use the text-to-speech feature to read the directions and background information of the assignment.

· Students with special needs:

Students will be grouped in a Tier-Level of Instruction.

· Students with gifted abilities:

Students will be grouped in a Tier-Level of Instruction.

· Early finishers (those students who finish early and may need additional resources/support):

Students who finish early, will be allowed to complete an EdPuzzle: Circulatory System for extra practice..

Time Needed

15

minutes

Multiple Means of Engagement

Your goal for this section is to outline how you will engage students in interacting with the content and academic language. How will students explore, practice, and apply the content? For example, you may engage students through collaborative group work, Kagan cooperative learning structures, hands-on activities, structured discussions, reading and writing activities, experiments, problem solving, etc.

In a bulleted list, describe the activities you will engage students in to allow them to explore, practice, and apply the content and academic language. Bold any activities you will use in the lesson. Also, include formative questioning strategies and higher order thinking questions you might pose.

For example:

· I will use a matching card activity where students will need to find a partner with a card that has an answer that matches their number sentence.

· I will model one example of solving a number sentence on the white board before having students search for the matching card.

· I will then have the partner who has the number sentence explain to their partner how they got the answer.

I will have students complete a Quizlet Activity (matching, pairing, spelling, fill in the blanks).

The students will engage in a Quizlet Live Activity, engaging all with knowledge building.

Explain how you will differentiate activities for each of the following groups:

· English language learners (ELL):

Students will be able to utilize the text-to-speech feature, graphic organizer, charts

· Students with special needs:

· Students will be able to work in groups.

· Students with gifted abilities:

Students will be able to choose their level of difficulty within the interactive lesson.

· Early finishers (those students who finish early and may need additional resources/support):

Students will be able to complete a coloring activity about the heart.

Time Needed

15

minutes

Multiple Means of Expression

Learners differ in the ways they navigate a learning environment and express what they know. Your goal in this section is to explain the various ways in which your students will demonstrate what they have learned. Explain how you will provide alternative means for response, selection, and composition to accommodate all learners. Will you tier any of these products? Will you offer students choices to demonstrate mastery? This section is essentially differentiated assessment.

In a bulleted list, explain the options you will provide for your students to express their knowledge about the topic. For example, students may demonstrate their knowledge in more summative ways through a short answer or multiple-choice test, multimedia presentation, video, speech to text, website, written sentence, paragraph, essay, poster, portfolio, hands-on project, experiment, reflection, blog post, or skit. Bold the names of any summative assessments.

Students may also demonstrate their knowledge in ways that are more formative. For example, students may take part in thumbs up-thumbs middle-thumbs down, a short essay or drawing, an entrance slip or exit ticket, mini-whiteboard answers, fist to five, electronic quiz games, running records, four corners, or hand raising. Underline the names of any formative assessments.

For example:

Students will complete a one-paragraph reflection on the in-class simulation they experienced. They will be expected to write the reflection using complete sentences, proper capitalization and punctuation, and utilize an example from the simulation to demonstrate their understanding. Students will also take part in formative assessments throughout the lesson, such as thumbs up-thumbs middle-thumbs down and pair-share discussions, where you will determine if you need to re-teach or re-direct learning.

Students will complete an Exit Slip-consisting of one discussion question:

Evaluate why the body requires more oxygen during exercise than at rest.

Explain how you will differentiate assessments for each of the following groups:

· English language learners (ELL):

Graphic Organizers, Charts

· Students with special needs:

Students will be able to give verbal feedback.

· Students with gifted abilities:

Students with gifted abilities will be able to write two paragraphs explaining their findings.

· Early finishers (those students who finish early and may need additional resources/support): Review Quizlet.

Time Needed

15 minutes

Extension Activity and/or Homework

Identify and describe any extension activities or homework tasks as appropriate. Explain how the extension activity or homework assignment supports the learning targets/objectives. As required by your instructor, attach any copies of homework at the end of this template.

Students will complete a two-paragraph research of the benefits of exercise and how it relates to heart health.

Time Needed

25 minutes