Hunter+Lesson+3

__**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.
 * __Hunter Model for Lesson Planning__**
 * Teacher’s Name: ___Keaney__ __Lesson:___3 Cardiovascular Disease - Blood Analysis**
 * CROSS CURRICULAR with Health Unit on __Fitness Training and a Healthy Heart__.**

How can we prevent cardiovascular disease becoming a pediatric condition? Why is blood analysis so useful to doctors?
 * __Essential Question:__**


 * __Objectives:__** S.W.B.A.T.
 * 1) Describe some of the major factors associated with cardiovascular disease
 * 2) Examine blood analysis charts and explain how the various components can alert physicians to potential problems
 * 3) Analyze and compare the lipid panels of three blood charts and explain which patient may be most prone to heart disease


 * __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 the additions to their Action Plan draft and then discuss… //What information might a blood analysis?// //What information from health can you us to help with your action plan?// **Cross Curricular** Students then engage in a class discussion to introduce the idea behind blood analysis and to reinforce Health unit information
 * __Anticipatory Set:__** **(5 mins)**

to examine the function of each blood component in the body. They then discuss in their groups the most important blood components as indicators of cardiovascular disease. Teacher checks understanding of cholesterol, LDL and HDL levels and then students examine cheerio and Kashi cereal boxes to show how they promote ‘heart health’. Music plays in background.
 * __Instructional Input__****:**
 * __Modeling__** **(5) –** Teacher explains the process of blood analysis and distributes a standard example of a blood analysis report. Students examine and discuss what each component might indicate followed by class discussion.
 * __Input Activities (15)__** Students choose, according to their learning style, to use either
 * 1) interactive New York Times web resource that explains blood analysis or
 * 2) printed version of the report

Teacher circulates and monitors group discussion to check for understanding
 * __Check for Understanding__**

Students individually examine three different blood charts from three different patients and choose which patient may be the most prone to cardiovascular disease. Students then discuss the patients in groups and support their choice by explaining the reasoning behind their choices. Groups come to a consensus choice and justify their position in terms of Cholesterol, LDL and HDL levels, to another group. Students are asked to relate their findings to the Food Label activities form health class – **Cross Curricular** Some groups may engage in role playing as doctor and patient and act out a patient consultation Some groups choose to watch short video clips from drug producers on how their products lower cholesterol levels. Advanced students analyze the recent New England Journal of Medicine article on statins.
 * __Guided practice and monitoring (20)__**

Students individually answer the question //Why is analysis of cholesterol LDL and HDL levels so useful to physicians?// //What advice would you give to patient 3? (Borderline cholesterol levels)//

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

Class discussion with teacher on the major points of LDL and HDL levels, and an introduction of the concept of atherosclerosis for tomorrow

Teacher reintroduces the action plan assignment and the assessment rubric with emphasis of how the students can move across the rubric. (Whole class or group activity depending on completion of activities). Students continue with their Action Plan using their desired format Completion of A. Set activity with discussion Use of interactive computer technology and blood charts Various opportunities for group discussion Closure activity discussion Students choose their Action Plan Product Numbers and ranges of component of blood charts Comparison of Cholesterol, LDL and HDL levels Problem solving – which patient is most prone? 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 Technological manipulation of blood chart on web site Student manipulating blood charts during analysis Movement through class during class work Students choose their Action Plan Product Blood charts allows for spatial organization Observational skills used in comparing charts Video clips and web page visuals Students choose their Action Plan Product Cooperative groups used extensively throughout the lesson for discussion Doctor/patient role playing Closure discussion Students choose their Action Plan Product Individual analysis of blood charts Reflection during closure activity Students choose their Action Plan Product Blood chart readings provide real world applications and information Analyzing 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:**

Differentiated analysis opportunities – interactive technology or written word Simplified blood analysis for some students emphasizing only the lipid panel Heterogeneous grouping to allow for peer coaching and modeling Only two blood charts to compare for some students Proximity and repetition of instructions for some IEP students Individual instruction and monitoring for IEP students Benchmarks for Action Plan completion for IEP students
 * __Accommodations:__**

Formative Assessment – A. Set: //What information might a blood analysis?// //What information from health can you us to help with your action plan?// Student choice of patient with most chance of CV disease 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) //How can blood analysis 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.