Hunter+Lesson+1

__**Duration:**__ **__5 Days, 60 min each lesson__** The Health unit deals with the three forms of exercise, Aerobic, Anaerobic and Flexibility and how each helps maintain a healthy heart. The students perform each type of exercise while taking heart rate readings, creating statistical representations of the data and comparing each type of exercise. (Lessons 1,2 and 3) The students then analyze their diet to expose the components of their diet that may lead to high cholesterol levels, obesity and a reduction in heart health (Lessons 4 and 5)
 * __Hunter Model for Lesson Planning__**
 * Teacher’s Name: ___Keaney__ __Lesson:___1_Cardiovascular Disease - Intro_**
 * Unit Topic:___Circulatory System__ __Grade level :____11/12__**
 * CROSS CURRICULAR with Health Unit on __Fitness Training and a Healthy Heart__.**

How can we prevent cardiovascular disease becoming a pediatric condition?
 * __Essential Question:__**


 * __Objectives:__** S.W.B.A.T.
 * 1) Describe some of the major factors associated with cardiovascular disease
 * 2) Explain the consequences of cardiovascular disease
 * 3) Explain why some doctors are concerned about cardiovascular disease becoming a pediatric disease and discuss the concept of ‘vascular age’
 * __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 //.
 * 5.4** // 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 note down their answers to questions… //What do you know about Heart Attacks?// //Do you know anyone who had a heart attack, what happened?// //What did you learn in Health about why exercise is good for you?// **Cross Curricular** Students then engage in a pair/share activity to discuss their ideas followed by quick class discussion
 * __Anticipatory Set:__** (10 mins)


 * __Instructional Input__****:**
 * __Modeling__** (5) **–** Teacher introduces the week’s assignment – Students are to create an action plan that if followed closely may help to help prevent cardiovascular disease becoming a pediatric condition. An example of an Action Plan is shown and the rubric that will be used for grading is modeled. Students may present their Action Plan in any appropriate format….written account, song, poem/short story, blog, wikispace, play, SMART board file, Power Point, video, radio interview etc.

Articles are assigned/differentiated for individual reading according to student’s reading level. Students keep in mind the essential question while reading Early finishers view the National Geographic Web Pages on the Healing Heart
 * __Input (Activities)__** (20) **–** Students will work in groups to discuss three articles
 * 1) National Geographic Article on Healing the Heart
 * 2) Time Magazine – How to Stop a Heart Attack
 * 3) Two Newspaper Articles from NYTimes and Guardian UK on Childhood Obesity

Teacher circulates throughout class and uses informal questioning and graphic organizer completion to check for individual understanding
 * __Check for Understanding__**

Students read and the article and use the graphic organizer provided to summarize the important points. Heart beat music in background. Heart models are provided for students to examine Students meet in groups to discuss their articles and complete a chart by listing the similar information contained in all of the articles and three most important points from each that were not contained in the other articles. Students are guided to include important points that may help answer the essential question.
 * __Guided practice and monitoring__** __(15)__

Students discuss in groups 1. How did the articles help with your understanding of the Health Unit on Exercise? 2. What does the term Vascular Age mean when referring to CV health?

Teacher circulates to aid in comprehension, guide discussion and check for understanding

Class discussion with teacher on the major points and how this information may help students create their action plan. Signaling and sampling to check for understanding

Students start creating their Action Plan in class using whatever format they wish

Completion of A. Set activity with pair/share Reading article with discussion Navigation through of web site Closure activity discussion Students choose their Action Plan Product Graphic Organizer provides visual aide National Geographic article contains CV Disease statistics and graphs to interpret Action Plan solves a real world problem Students choose their Action Plan Product Music playing during the group discussion, web page provides musical background Article recording is provided Various opportunities for group discussion and active listening strategies during activities Students choose their Action Plan Product Heart models provided for manipulation Group work provides opportunity for movement Students choose their Action Plan Product National Geographic and Time articles provide a variety of interesting graphics Graphic organizer allows for spatial organization Web page contains animation Students choose their Action Plan Product Think/pair/share activity Cooperative groups used extensively throughout the lesson for discussion Closure discussion Students choose their Action Plan Product Article is read independently Reflection during closure activity Individual note taking and action plan completion Students choose their Action Plan Product Articles provide real world applications and information Case studies in National Geographic article provides understanding of the natural world 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:**

Differentiated reading assignments. Tape recorded passage for student X Heterogeneous grouping to allow for peer coaching and modeling Repetition of instructions to IEP students Provision of different levels of graphic organizers for IEP students Individual instruction and monitoring for IEP students
 * __Accommodations:__**

Formative Assessment – completion of closure activity and exit cards on the major theme of the day Completion of Action Plan by end of week
 * __Assessments:__**

Students reflect on And then discuss with their partner/group
 * __Closure:__** (10)
 * 1) //How did today’s lesson help with my Action Plan?//
 * 2) //What do I need to do tomorrow?//
 * 3) //The Essential Question – what can I add to the answer?//
 * 4) //Where am I on the assignment rubric?//


 * __Independent Practice:__** Students continue with the formulation of their Action Plan at home and must have one component of the plan completed by tomorrow