Hunter+Lesson+4

__** Unit Topic: **___Circulatory System Grade level :11/12 __** Duration: **____5 Days, 60 min each lesson__ Students will have completed lessons on flexibility ,aerobic and anaerobic exercise and how various intensity of exercise affect heart rate and blood pressure and overall cardiovascular health. Students have been introduced to analysis of food labels and the concept of cholesterol levels. How can we prevent cardiovascular disease becoming a pediatric condition? What CV risk factors do need to beware of over my life? Why is atherosclerosis such an important disease? Students share the additions to their Action Plan draft and then discuss… // What behaviors would put people at risk of cardiovascular disease? // // What information from health can you use to help with your action plan? //** Cross Curricular ** to add to their notes. Students use their notes to predict their own risk of developing CV disease Advanced students and early finishers read - // Risk factors vs. risks: Who'll develop cardiovascular disease -- and could a new polypill help prevent it? // March 2009 and discuss with teacher the ‘gray areas’ of CV risk factors CLOSURE – Students reflect on // How do the CV risk factors relate to blood pressure, and cholesterol levels? // // How does the health unit correspond to the CV risk factors? // **Cross Curricular** and then engage in think/pair/share activity Students choose according to learning style/ability level either to examine the process of atherosclerosis. Students individually sequence the atherosclerosis cards to show how the disease progresses in coronary blood vessels and compare their answers with their group. (Simplified sequence available for some students) Students add the sequence stages to their notes Teacher conducts mini-lessons with those students struggling with the concept CLOSURE – Students reflect on // What can I do now to avoid atherosclerosis? // // What might my vascular age be, why? // and then engage in think/pair/share activity Teacher monitors whole group discussion and circulates and monitors small group discussion to check for understanding Individual questioning during activities Sequencing of atherosclerosis stages Completion of A. Set activity with discussion Use of computer technology Various opportunities for group discussion Closure activity discussion Students choose their Action Plan Product Problem solving – how are stages logically sequenced? Action Plan solves a real world problem Students choose their Action Plan Product Music playing Video clips with music Various opportunities for group discussion and active listening strategies during activities Students choose their Action Plan Product Student manipulating of sequencing cards Movement through class during class work Students choose their Action Plan Product Interpretation of diagrams Organizing sequencing steps Video clips and web page visuals Students choose their Action Plan Product Cooperative groups used extensively throughout the lesson for discussion Closure discussion Students choose their Action Plan Product Individual components of lesson Reflection during closure activity Students choose their Action Plan Product Predicting own risk of CV disease and vascular age Action Plan solves a real world problem Students choose their Action Plan Product Mini-lessons for students having difficulty Differentiated assignments of varying difficulty and reading levels for risk factors and atherosclerosis Simplified sequencing cards Heterogeneous grouping to allow for peer coaching and modeling Proximity and repetition of instructions for some IEP students Individual instruction and monitoring for IEP students Benchmarks for Action Plan completion for IEP students Formative Assessment – A. Set: //What CV risk factors do need to beware of over my life?// // Why is atherosclerosis such an important disease? // Student sequencing of stages Completion of closure activity and exit cards on the major theme of the day Completion of Action Plan by end of week In addition to earlier closure activities students also reflect on And then discuss with their partner/group
 * __ Hunter Model for Lesson Planning __**
 * Teacher’s Name: ___Keaney____ Lesson:_4__ Cardiovascular Disease – Risk Factors **
 * CROSS CURRICULAR with Health Unit on __Fitness Training and a Healthy Heart__. **
 * __ Essential Question: __**
 * __ Objectives: __** S.W.B.A.T.
 * 1) Describe some of the major factors associated with cardiovascular disease
 * 2) Explain the controllable and uncontrollable risk factors associated with CV disease
 * 3) Predict their own risk of developing CV disease
 * 4) Sequence the stages of atherosclerosis and relate the disease to cardiovascular health
 * __ Standards to be addresses: (NJCCCS) __**
 * __ HEALTH __**
 * 2.1 ** // ALL STUDENTS WILL LEARN AND APPLY HEALTH PROMOTION CONCEPTS AND SKILLS TO SUPPORT A HEALTHY, ACTIVE LIFESTYLE. //
 * 2.2 **// ALL STUDENTS WILL USE HEALTH-ENHANCING PERSONAL, INTERPERSONAL, AND LIFE SKILLS TO SUPPORT A HEALTHY, ACTIVE LIFESTYLE //.
 * __ SCIENCE __**
 * 5.1 ** // ALL STUDENTS WILL DEVELOP PROBLEM-SOLVING, DECISION-MAKING AND INQUIRY SKILLS, REFLECTED BY FORMULATING USABLE QUESTIONS AND HYPOTHESES, PLANNING EXPERIMENTS, CONDUCTING SYSTEMATIC OBSERVATIONS, INTERPRETING AND ANALYZING DATA, DRAWING CONCLUSIONS, AND COMMUNICATING RESULTS. //
 * 5.2 ** // ALL STUDENTS WILL DEVELOP AN UNDERSTANDING OF HOW PEOPLE OF VARIOUS CULTURES HAVE CONTRIBUTED TO THE ADVANCEMENT OF SCIENCE AND TECHNOLOGY, AND HOW MAJOR DISCOVERIES AND EVENTS HAVE ADVANCED SCIENCE AND TECHNOLOGY //.
 * 5.3 ** // ALL STUDENTS WILL INTEGRATE MATHEMATICS AS A TOOL FOR PROBLEM-SOLVING IN SCIENCE, AND AS A MEANS OF EXPRESSING AND/OR MODELING SCIENTIFIC THEORIES. //
 * 5.4 ** // ALL STUDENTS WILL UNDERSTAND THE INTERRELATIONSHIPS BETWEEN SCIENCE AND TECHNOLOGY AND DEVELOP A CONCEPTUAL UNDERSTANDING OF THE NATURE AND PROCESS OF TECHNOLOGY //.
 * 5.5 ** // ALL STUDENTS WILL GAIN AN UNDERSTANDING OF THE STRUCTURE, CHARACTERISTICS, AND BASIC NEEDS OF ORGANISMS AND WILL INVESTIGATE THE DIVERSITY OF LIFE. //
 * __ TECHNOLOGY __**
 * 8.1 ** // ALL STUDENTS WILL USE COMPUTER APPLICATIONS TO GATHER AND ORGANIZE INFORMATION AND TO SOLVE PROBLEMS. //
 * __ Anticipatory Set: __** (5 mins)
 * __ Instructional Input __**** : **
 * __ Modeling __**** (5) – ** Class discussion on potential harmful behaviors with teacher adding suggestions to list on board. Students then individually classify the list of risk factors into either Uncontrollable or Controllable and then discuss with their group. Class discussion, music playing in background
 * __ Input Activities (15) and Guided practice and monitoring (20) __**
 * __ A. Risk Factors: __** Students choose, according to their learning style/ability, to use either
 * 1) Cardiac Classroom Risk Factors (printed)
 * 2) American Heart Association web site (Advanced learners)
 * 3) Video on Risk Factors
 * __ B. Atherosclerosis: __** Students examine images of blocked coronary blood vessels with teacher discussion (small groups according to completion of previous activities)
 * 1) atherosclerosis video
 * 2) complex diagram from National Geographic (Advanced students)
 * 3) simplified diagram from Nutrition Action Newsletter
 * __ Check for Understanding __**
 * __ Multiple Intelligences: __**
 * Linguistic: **
 * Logical – Mathematical: **
 * Musical: **
 * Bodily-Kinesthetic: **
 * Spatial – Visual: **
 * Interpersonal **
 * Intrapersonal **
 * Naturalist: **
 * __ Accommodations: __**
 * __ Assessments: __**
 * __ Closure: __**** (10) **
 * 1) // How did today’s lesson help with my Action Plan? //
 * 2) // What do I need to do tomorrow? //
 * 3) //  Where am I on the assignment rubric? //
 * __ Independent Practice: __** Students continue with the formulation of their Action Plan at home and must have the plan completed by tomorrow.