Hunter+Lesson+2

__**Unit Topic:**__**_Circulatory System Grade level :11/12** __**CROSS CURRICULAR with Health Unit on**__ **Fitness Training and a Healthy Heart__.__** Students will have completed lesson on aerobic exercise and how various intensity of exercise affect heart rate and blood pressure
 * __Hunter Model for Lesson Planning__**
 * Teacher’s Name: ___Keaney__ __Lesson:___2 Cardiovascular Disease - Blood Pressure**
 * Duration: 5 Days, 60 min each lesson**

TEAM TEACHING with School Nurse

__**Essential Question:**__ How can we prevent cardiovascular disease becoming a pediatric condition? How can Blood Pressure be used as an indicator of cardiovascular health?

__**Objectives:**__ __S.W.B.A.T.__ __
 * 1) Describe some of the major factors associated with cardiovascular disease
 * 2) Explain blood pressure in relation to what is happening in the CV system
 * 3) Relate blood pressure readings to changes in artery structure and the concept of ‘vascular age’
 * 4) Use blood pressure equipment to measure blood pressure
 * 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. //

Students share their draft form of their Action Plan started yesterday and for homework with their group, and then discuss… //What did you learn about blood pressure and exercise in health?// **Cross Curricular** Students then engage in a class discussion to reinforce Health unit information
 * Anticipatory Set:** (5 mins)

__**Instructional Input**__ __**:** Nurse demonstrates to the other half of each group how to measure blood pressure using a manual blood pressure cuff by using paired teaching stethoscopes and listening for the blood sounds. Nurse explains the origin of the sounds. Recordings of blood sounds play in the background
 * Modeling and Input Activities**__ __(__10) **–** Teacher teaches to half of each student group how to use the Vernier LabQuest HandHelds and Blood Pressure sensor to measure blood pressure either by asking them to read the written instructions provided or by demonstration depending on learning style. Teacher explains what the blood pressure readings are measuring.

__**Check for Understanding**__ Teacher and nurse use sampling, choral and signaling Q and A. to check for understanding

__**Guided practice and monitoring** (20)__ __S__tudents reform their groups and act as ‘Experts’ teaching the other group members their method for collecting blood pressure. Students compare the readings obtained by the two methods, chart their findings and calculate the individual and group averages. Students discuss with the teacher and/or nurse the questions
 * 1) //What is blood pressure measuring?//
 * 2) //What is normal blood pressure?//
 * 3) //Why do doctors take a patient’s blood pressure?//

Teacher and nurse circulates to aid in comprehension, guide discussion and check for understanding using the questions above

Class discussion with teacher on the major points and students discuss in groups the Essential Question

//How can Blood Pressure be used as an indicator of cardiovascular health?//

Students continue with their Action Plan using their desired format

__ Completion of A. Set activity with discussion Use of Lab Quest HandHelds Reading instructions for Lab Quest use Closure activity discussion Teaching other students as an ‘Expert’ Students choose their Action Plan Product Following Lab Quest’ instructions for use’ Calculating individual and group blood pressure averages Displaying results in charts Action Plan solves a real world problem Students choose their Action Plan Product Recordings of blood sounds and listening through stethoscope Various opportunities for group discussion and active listening strategies during activities Students choose their Action Plan Product Use of both Lab Quest HandHelds and blood pressure cuffs Movement through class during class work Students choose their Action Plan Product HandHelds provide visual image of blood pressure readings Results chart allows for spatial organization Manual blood pressure cuff sharpens listening skills and provide opportunity for imagining what is going on in the blood vessels Students choose their Action Plan Product Cooperative groups used extensively throughout the lesson for discussion Closure discussion Students choose their Action Plan Product Student ‘experts’ teach others individually Reflection during closure activity Individual note taking and action plan completion Students choose their Action Plan Product Blood pressure readings provide real world applications and information Collecting natural data from human subjects Action Plan solves a real world problem Students choose their Action Plan Product
 * Multiple Intelligences:**__
 * Linguistic:**
 * Logical – Mathematical:**
 * Musical:**
 * Bodily-Kinesthetic:**
 * Spatial – Visual:**
 * Interpersonal**
 * Intrapersonal**
 * Naturalist:**

__**Accommodations:**__ Differentiated data collection assignments – teacher directed, instruction chart directed or partner work with nurse 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

__**Assessments:**__ Formative Assessment – A. Set: //What did you learn about blood pressure and exercise in health?// Use of both Lab Quest and manual blood pressure equipment and collection of data Completion of closure activity and exit cards on the major theme of the day Completion of Action Plan by end of week

__**Closure:**__ __(10)__ Students reflect on And then discuss with their partner/group
 * 1) //How did today’s lesson help with my Action Plan?//
 * 2) //What do I need to do tomorrow?//
 * 3) //How can Blood Pressure be used as an indicator of cardiovascular health?//
 * 4) //Where am I on the assignment rubric?//


 * __Independent Practice__:** Students continue with the formulation of their Action Plan at home and must have an additional component of the plan completed by tomorrow.