Lesson Overview
Title:
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A Healthy Flowing Heart
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Author:
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Ernesto Espinoza
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Subject:
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Health
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Grade
Level(s):
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7th
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Duration:
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Two days
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Subject Area:
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Body Systems/Circulatory
System
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Unit Description:
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Students will be introduced to the Circulatory System of
the human body. On Day 1, students will receive an introduction to the heart,
blood vessels, and will view models. On Day 2, students will
participate in interactive lessons that show a contemporary connection with
living a heart-healthy lifestyle.
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Lesson Description for Day:
Day
1
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Healthy Heart
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State Standards:
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(a) Introduction.
(1) In
health education, students acquire the health information and skills
necessary to become healthy adults and learn about behaviors in which they
should and should not participate. To achieve that goal, students will
understand the following: students should first seek guidance in the area of
health from their parents; personal behaviors can increase or reduce health
risks throughout the lifespan; health is influenced by a variety of factors;
students can recognize and utilize health information and products; and
personal/interpersonal skills are needed to promote individual, family, and
community health.
b) Knowledge and
skills.
(1) Health
information. The student comprehends ways to enhance and maintain personal
health throughout the life span. The student is expected to:
(A) analyze
the interrelationships of physical, mental, and social health;
(B) identify
and describe types of eating disorders such as bulimia, anorexia, or
overeating;
(C) identify
and describe lifetime strategies for prevention and early identification of
disorders such as depression and anxiety that may lead to long-term
disability; and
(D) describe
the life cycle of human beings including birth, dying, and death.
(2) Health
information. The student recognizes ways that body structure and function
relate to personal health throughout the life span. The student is expected
to:
(A) explain
how differences in growth patterns among adolescents such as onset of puberty
may affect personal health;
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Unit Goals:
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Students
will be able to identify the different parts and function of the human
circulatory system. Students will also be introduced to the different parts
of the heart and how the blood flows thru the heart. Students will understand
the importance of proper diet as related to the heart, including how it
effects heart rate, blood pressure, and impact of exercise.
Key
Understandings and Guiding Questions:
•
The human body is composed of eleven systems which have specific functions.
—
What are the functions of the respiratory system?
—
What are the functions of the circulatory system?
•
The systems in the body have organs with specific structures and functions.
—
What is the function of blood?
—
Where does the force needed to push the blood
through
the body originate?
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Lesson Goals:
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Students
will understand what the circulatory system does. Students identify the
different basics of the circulatory system Students will understand the
importance of a proper healthy diet, exercise and rest.
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Methods
Anticipatory Set:
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Students will review and describe the function of the different
parts of the heart along with the function and structure of the heart by drawing
and labeling the heart. Videos describing the heart will be used to help
students with understanding of the heart. Handouts of the heart both labeled
and blank that point out the important parts of the heart also to help the
students they will be given a word search with definitions as clues instead
of the vocabulary word.
Vocabulary
of Instruction:
*Designated vocabulary for students with modification of
reduced content(SPED/LD)
UDL Network: Recognition/Strategic/Affective
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Introduce and
Model New Knowledge:
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Teacher will show an introductory video of the circulatory
system, the heart, and blood pressure:
Discovery Education/Introduction to the Circulatory
System:
Discovery Education/The Heart:
Discovery Education/Blood Vessels:
Discovery Education/Blood Pressure:
* Students will be
given handouts based on videos for pre assessment on information from
videos.*
Students with modifications of word bank will receive a
word bank to assist with answering questions. (SPED/504)
UDL Network: Recognition/Strategic/Affective
To increase student awareness of how heart function
related to their personal health, the high school Health Professions Academy
(HPA) will demonstrate on students taking their blood pressure and will also explain
what the numbers mean. After HPA students have taken students blood pressure,
students will view a video on how blood pressure numbers correlate to the
blood function of the heart.
UDL Network: Recognition/Affective
With the help of the HPA students my students will
manipulate a 3-D model of the human heart,by disassembling the model to get a
closer look at different parts of the heart. Students will also be asked to
name the different parts and functions. (tactile learners)
Students
will then participate in a series of online articles and activities that will
introduce them to information about exercise and nutrition choices that
affect the heart.
UDL
Network: Recognition/Affective
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Provide
Guided Practice:
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Students will use models of
the heart and research different Internet web sites to obtain additional l
information. At each site, they will be instructed to view, read, record,
etc. specific information. Teachers will monitor student progress and assist
by helping students maneuver through the web sites and help students
understand the information they are viewing/reading.*
*Student
accommodations may include:
A
computer with assistive technology for auditory or visual impairments;
Teacher
assistance with reading and/or pronunciation and definition of words in
context;
Collaboration
with peers as directed by the teacher.
(SPED/LD/504-Hearing/Visually Impaired)
UDL
Network: Recognition/Strategic/Affective
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Provide
Independent Practice:
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Students will
collect information and record facts from their reading/viewing of diagrams.
Following the lesson, students will create a voice thread PowerPoint, or video
of heart healthy lifestyle explaining the healthy and unhealthy sides.*
*Students
with modifications/accommodations may collaborate with another student to
create a joint presentation. (SPED/LD/504)
UDL
Network: Strategic/Affective
Optional: Students who finish early may explore web sites and activities
under “Enrichment”. (G/T)
UDL Network: Strategic/Affective
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Students will
take both an oral and written assessments, focusing on the understanding the
general function of circulatory system. They will be required to create their
own presentations using technology that can be adapted to fit their learning
levels and limitations
Formative/Ongoing
Assessment:
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Student understating during the progress
of instruction will be evaluated by (1) students’ completion of diagrams and
quizzes; (2) students’ answers to teacher’s verbal questions; and (3)
students’ progress through the interactive hyperlinks (informational web
sites). *
*Modifications
and/or accommodations will be provided per student IEP’s.
UDL
Network: Recognition/Strategic/Affective
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Summative/End Of Lesson Assessment:
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Students’ understanding of the
lesson, understanding of the applications of the lesson, and synthesis will
be evaluated by the end-of-lesson glog each student will create. The glog is
a reflective process that will result in a unique and distinct individual
representation of the information assimilated by the student.*
*Modifications and/or
accommodations will be provided per student IEP’s. Students with
modifications and/or accommodations may collaborate with another student to
create a joint presentation. (SPED/LD/504)
UDL Network: Strategic/Affective
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Computer lab fitted with computer
adapated for special need learners
1:1 Student Computers
3-D model of the heart
Sphygmomanometer(blood pressure
cuff)
Printed diagram of the heart with
key parts marked for student completion
Printed student question/answer
documents
Interactive Hot Links (loaded on
student shared drive) (copy attached to UDL lesson plan
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