STEM Cardiovascular System Lesson
Author(s):
Robert Jackson - Anne Arundel County Public Schools – Mary Moss at J. Albert
Adams Academy
Key
Words: Heart, Cardiovascular, Blood, Atria, Ventricles, Valves, Vena Cava,
Arteries Veins, Aorta, Pulmonary
Lesson Title: Anatomy of
the Heart (Blood Flow)
Content Area(s): The Cardiovascular
System Lesson is appropriate for Biology and Anatomy & Physiology
Estimated Time: 50 minutes
|
Lesson Overview
This is a summary of what
students will learn in the lesson. It
explains the lesson’s focus and real world connection.
|
|
Students
will investigate and become knowledgeable with the cardiovascular system.
They will learn how blood flows through the heart and what anatomical terms
are associated with the heart. Students will then create a 3-dimensional
model of the heart illustrating the correct chambers and valves within the
heart. STEM integration occurs within this course. The 5E model for
integrated STEM instruction will focus on curricular Anatomy and Physiology
(Biology) goals. Students will be applying Common Core English Language Arts
skill as well as making STEM connections.
|
|
Content Standards
This section will list
Maryland State Curriculum content standards from multiple disciplines that
are addressed in the unit.
|
|
BIOLOGY
CONTENT STANDARDS:
·
Indicator 1.5.2: The student will explain scientific
concepts and processes through drawing, writing, and/or oral communication.
·
Indicator 1.5.7: The student will use, explain, and/or
construct various classification systems.
·
Indicator 1.5.8: The student will describe similarities
and differences when explaining concepts and/or principles.
·
Indicator 1.7.5: The student will investigate career
possibilities in the various areas of science.
|
|
Connections to the Maryland State STEM Standards of Practice
This section identifies
the STEM Standards of Practice essential skills and knowledge that will be
addressed in the lesson.
|
|
1)
Learn and Apply Rigorous Science content in
Biology.
-Anatomy &
Physiology – Cardiovascular System
-Anatomy of the Heart
-Flow/Pathway of Blood
through the Heart
2)
Integrate content from Science (Anatomy & Physiology) discipline as
appropriate in order to answer complex questions.
-Utilize
illustrations, text support, and visualizations in order to answer list of
Lesson Plan’s “Essential Questions”
3) Interpret
and communicate information from Science (Anatomy & Physiology) in order
to answer complex questions.
-Utilize
illustrations, text support, and visualizations in order to answer list of
Lesson Plan’s “Essential Questions”
4)
Engage in inquiry to conduct research to refine questions and develop new
questions.
-Further questions
about anatomical and physiological components will be asked, in regards to blood
flow and the
Heart.
5)
Engage in logical reasoning to answer complex questions.
6)
Collaborate as a STEM team to answer complex questions.
7)
Apply Technology appropriately to answer complex questions.
-Powerpoint
presentations and online-interactive learning to aide in understanding of the
anatomy and physiology.
|
|
Suggested Student Outcomes
These are the specific
student outcomes for the lesson and are aligned with but not limited to
Maryland State Curriculum in science, technology, engineering, mathematics,
and other disciplines. They describe
the transferable knowledge and skills that students should understand and be
able to do when the unit is completed.
The outcomes are often components of more broadly-worded standards and
sometimes address knowledge and skills not necessarily related to the
standards. The lists of outcomes are
not exhaustive, and the outcomes should not supplant the standards
themselves. Rather, they are designed
to help teachers “drill down” from the standards and augment as necessary,
providing added focus and clarity for lesson planning purposes.
|
|
-Upon
completion of this unit, students should:
-Know the anatomical
terms related to the heart.
- Four
chambers of the heart.
- Major
valves of the heart.
-Know the physiological
importance of the heart in the human body
-Know the pathway
of blood through the heart.
-Know the purpose/function of blood
-Know the major
components of the cardiovascular system.
-Know how the
heart and cardiovascular system work with other major
organs and organs
system (lungs, brain, etc.)
|
|
Suggested Materials
This section identifies
materials needed to complete the lesson.
|
|
·
Colored Pencils (or other coloring utensils)
·
Paper diagrams, labeled illustrations
·
Cut Apples
·
Toothpicks with labels.
·
Provided Biology Textbook and Worksheets
·
Computers / Chromebooks
|
|
5E Components
|
Activity
|
Maryland State STEM Standards of Practice
|
|
Engagement
Did you
design an activity that…
◙ captures students’ attention?
◙ activates students’ prior knowledge?
◙ connects to a complex question, global issue, challenge, or real world
problem?
|
Students
will:
·
Color a diagram/illustration of a dissected heart.
·
Read about the functions of the heart and of blood.
·
Create a 3-dimensional model of a heart using an apple,
toothpicks, and label-flags
·
Create an illustrative story-book (online or realistic)
of a heart explaining the pathway of blood through the heart.
|
◙ Learn and Apply STEM Content
◙ Integrate STEM Content
◙ Interpret and Communicate Information from STEM
▢ Engage in Inquiry
◙ Engage in Logical Reasoning
◙ Collaborate as a STEM Team
◙ Apply Technology Strategically
|
|
5E Components
|
Activity
|
Maryland State STEM Standards of Practice
|
|
Exploration
Did you
design an activity that allows students to…
◙ analyze the
science, technology, engineering, mathematics, or other disciplines as
appropriate in a complex question, global issue, challenge, or real world
problem?
◙ apply a systematic approach (e.g.: engineering design process,
scientific and engineering practices) to address the real world connection?
◙ select and
employ technological tools that are relevant to answering a complex question,
investigating a global issue, or developing solutions to a challenge or real
world problem?
|
Students
will read a detailed text in order to gather and acquire information on the
anatomy and physiology of the heart and blood
Students
will be able utilize and explore online web-source “Glogster” or other
similar sources in order to create a story-book illustrating the anatomy of
the heart and how blood travels through the heart
Students
will explore the functions of the heart and blood and be able to correlate
apply them to a real world connection (similarities to either a city,
household, amusement park, school, obstacle course, or vacation spot).
|
◙ Learn and
Apply STEM Content
◙ Integrate
STEM Content
◙ Interpret and
Communicate Information from STEM
▢ Engage in Inquiry
◙ Engage in Logical Reasoning
◙ Collaborate as a STEM Team
◙ Apply Technology
Strategically
|
|
5E Components
|
Activity
|
Maryland State STEM Standards of Practice
|
|
Explanation
Did you
design an activity that allows students to…
◙ analyze data/information and draw conclusions?
◙ communicate understandings and possible solutions?
◙ use technology appropriately for analysis and communication?
|
Students
will:
·
Present illustrative story-book of the heart and blood to
the class.
·
Explain why they chose the story they did and how it
correlates to the pathway of blood through the heart.
·
Engage in peer reviews on their presentations.
|
◙Learn and Apply STEM Content
◙ Integrate STEM Content
◙ Interpret and Communicate Information from STEM
▢ Engage in Inquiry
◙ Engage in Logical Reasoning
◙ Collaborate as a STEM Team
◙ Apply Technology Strategically
|
|
5E Components
|
Activity
|
Maryland State STEM Standards of Practice
|
|
Extension/Elaboration
Did you
design an activity that allows students to…
▢ modify/refine
procedures, prototypes, models, solutions, arguments, essays, etc.?
◙ analyze STEM careers that relate to the learning activity?
|
Students
will:
·
Brainstorm possible consequences of having a
malfunctioning heart (blood and heart diseases).
·
Discuss various diseases/conditions related to blood
and the heart.
·
Learn of careers related to the field of cardiology and
pathology.
|
◙ Learn and Apply STEM Content
◙ Integrate STEM Content
◙ Interpret and Communicate Information from STEM
▢ Engage in Inquiry
◙ Engage in Logical Reasoning
◙ Collaborate as a STEM Team
◙ Apply Technology Strategically
|
|
5E Components
|
Activity
|
Maryland State STEM Standards of Practice
|
|
Evaluation
Did you
design an activity that allows students to…
◙ demonstrate understanding of concepts through performance-based tasks?
◙ participate in peer reviews?
▢ reflect on answers or solutions to the complex question, global issue,
challenge or real world problem?
|
Students
will create a poster (online or realistic) of an animal or plant cell
explaining the structure and function of each organelle and relate the
organelles to a city, household, amusement park, school, obstacle course, or
vacation spot. The poster will be evaluated using an appropriate grading
rubric with criteria graded on:
·
Neatness/Organization
·
Creativity
·
Accurate information of functions/structures of
organelles
·
Explanation of relationship between organelle’s
functions with specific real world place.
Students
will complete a quiz on “the cell” and “Cell Theory” and be evaluated.
|
◙Learn and Apply STEM Content
◙ Integrate STEM Content
◙ Interpret and Communicate Information from STEM
▢ Engage in Inquiry
◙ Engage in Logical Reasoning
◙ Collaborate as a STEM Team
◙ Apply Technology Strategically
|
|
Differentiation
This section describes
ways to modify the lesson for diverse learning styles.
|
|
-Students
may not have a home computer or internet access in order to utilize
“Glogster” and other similar sources to create their story-book, so the
option of creating a poster by hand will be an option.
-Students
who do not have their own coloring pencil/utensils can use their neighbors or
some provided in class.
-Students
may find it difficult to correlate structure to function of blood and the
heart through reading the textbook. A powerpoint presentation and oral
explanation of the structures and function with visualizations will also be
given.
|
|
Resources
This section contains
links to materials that are intended to support content instruction in this
lesson.
|
|
-Biology
Reference Book
-Coloring
Diagram of the Heart: http://www.questgarden.com/27/14/3/070202080214/files/Cardiologist_Clay_Heart_Diagram.jpg
|
Accommodations/Modifications
for students with reading disabilities:
-
Provide students with set of list of
cardiovascular/heart/blood vocabulary terms before text reading.
-
Provide the students with a lighter synopsis/summary of
the text before reading the text.
-
Provide the student with a taped audio version of the
textbook
-
Have teacher aide read and scribe for the student
through text reading and assessment
-
Provide student with an alternative form of the text
that is easier to read.
-
Have the students use less spaces/pages to make their
story-book
-
Allow students to create a more basic image/diagram of
the heart
-
Allow more room for spelling/grammatical errors in
grading rubric
STEM Cardiovascular System Lesson
Author(s):
Robert Jackson - Anne Arundel County Public Schools – Mary Moss at J. Albert
Adams Academy
Key
Words: Heart, Cardiovascular, Blood, Atria, Ventricles, Valves, Vena Cava,
Arteries Veins, Aorta, Pulmonary
Lesson Title: Anatomy of
the Heart (Blood Flow)
Content Area(s): The
Cardiovascular System Lesson is appropriate for Biology and Anatomy &
Physiology
Estimated Time: 50 minutes
|
Lesson Overview
This is a summary of what
students will learn in the lesson. It
explains the lesson’s focus and real world connection.
|
|
Students
will read and comprehend a research article associate with the cardiovascular
system. They will then be assessed with a series of questions to answer
related to the article. STEM integration occurs within this course. The 5E
model for integrated STEM instruction will focus on curricular Anatomy and
Physiology (Biology) goals. Students will be applying Common Core English
Language Arts skill as well as making STEM connections.
|
|
Content Standards
This section will list
Maryland State Curriculum content standards from multiple disciplines that
are addressed in the unit.
|
|
BIOLOGY
CONTENT STANDARDS:
·
Indicator 1.5.2: The student will explain scientific
concepts and processes through drawing, writing, and/or oral communication.
·
Indicator 1.5.7: The student will use, explain, and/or
construct various classification systems.
·
Indicator 1.5.8: The student will describe similarities
and differences when explaining concepts and/or principles.
·
Indicator 1.7.5: The student will investigate career possibilities
in the various areas of science.
|
|
Connections to the Maryland State STEM Standards of Practice
This section identifies
the STEM Standards of Practice essential skills and knowledge that will be
addressed in the lesson.
|
|
1)
Learn and Apply Rigorous Science content in
Biology.
-Anatomy &
Physiology – Cardiovascular System
-Anatomy of the Heart
-Flow/Pathway of Blood
through the Heart
2)
Integrate content from Science (Anatomy & Physiology) discipline as
appropriate in order to answer complex questions.
-Utilize
illustrations, text support, and visualizations in order to answer list of
Lesson Plan’s “Essential Questions”
3)
Interpret and communicate information from Science (Anatomy & Physiology)
in order to answer complex questions.
-Utilize
illustrations, text support, and visualizations in order to answer list of
Lesson Plan’s “Essential Questions”
4)
Engage in inquiry to conduct research to refine questions and develop new
questions.
-Further questions
about anatomical and physiological components will be asked, in regards to
blood flow and the
Heart.
5)
Engage in logical reasoning to answer complex questions.
6)
Collaborate as a STEM team to answer complex questions.
7)
Apply Technology appropriately to answer complex questions.
-Powerpoint
presentations and online-interactive learning to aide in understanding of the
anatomy and physiology.
|
|
Suggested Student Outcomes
These are the specific
student outcomes for the lesson and are aligned with but not limited to
Maryland State Curriculum in science, technology, engineering, mathematics,
and other disciplines. They describe
the transferable knowledge and skills that students should understand and be
able to do when the unit is completed.
The outcomes are often components of more broadly-worded standards and
sometimes address knowledge and skills not necessarily related to the
standards. The lists of outcomes are
not exhaustive, and the outcomes should not supplant the standards
themselves. Rather, they are designed
to help teachers “drill down” from the standards and augment as necessary,
providing added focus and clarity for lesson planning purposes.
|
|
-Upon
completion of this unit, students should:
-Know the
anatomical terms related to the heart.
- Four
chambers of the heart.
- Major
valves of the heart.
-Know the
physiological importance of the heart in the human body
-Know the pathway
of blood through the heart.
-Know the purpose/function of blood
-Know the major
components of the cardiovascular system.
-Know how the
heart and cardiovascular system work with other major
organs and organs
system (lungs, brain, etc.)
|
|
Suggested Materials
This section identifies
materials needed to complete the lesson.
|
|
·
Pencil/Pen
·
Highlighter
·
Research Article and Related Questions
|
|
5E Components
|
Activity
|
Maryland State STEM Standards of Practice
|
|
Engagement
Did you
design an activity that…
◙ captures students’ attention?
◙ activates students’ prior knowledge?
◙ connects to a complex question, global issue, challenge, or real world
problem?
|
Students
will:
·
Read to understand the research done to prove
relationship between music and cardiovascular health.
|
◙ Learn and Apply STEM Content
◙ Integrate STEM Content
◙ Interpret and Communicate Information from STEM
▢ Engage in Inquiry
◙ Engage in Logical Reasoning
◙ Collaborate as a STEM Team
◙ Apply Technology Strategically
|
|
5E Components
|
Activity
|
Maryland State STEM Standards of Practice
|
|
Exploration
Did you
design an activity that allows students to…
◙ analyze the
science, technology, engineering, mathematics, or other disciplines as
appropriate in a complex question, global issue, challenge, or real world
problem?
◙ apply a systematic approach (e.g.: engineering design process,
scientific and engineering practices) to address the real world connection?
◙ select and
employ technological tools that are relevant to answering a complex question,
investigating a global issue, or developing solutions to a challenge or real
world problem?
|
Students
will read a detailed text in order to gather and acquire information on the
anatomy and physiology of the heart and blood
Students
will be able to see if the research done was based upon the use of the
Scientific Method
|
◙ Learn and
Apply STEM Content
◙ Integrate
STEM Content
◙ Interpret and
Communicate Information from STEM
▢ Engage in Inquiry
◙ Engage in Logical Reasoning
◙ Collaborate as a STEM Team
◙ Apply
Technology Strategically
|
|
5E Components
|
Activity
|
Maryland State STEM Standards of Practice
|
|
Explanation
Did you
design an activity that allows students to…
◙ analyze data/information and draw conclusions?
◙ communicate understandings and possible solutions?
◙ use technology appropriately for analysis and communication?
|
Students
will:
·
Complete assessment-based questions on the scientific
article.
·
Explain how the researchers utilize the Scientific
Method in their research.
|
◙Learn and Apply STEM Content
◙ Integrate STEM Content
◙ Interpret and Communicate Information from STEM
▢ Engage in Inquiry
◙ Engage in Logical Reasoning
◙ Collaborate as a STEM Team
◙ Apply Technology Strategically
|
|
5E Components
|
Activity
|
Maryland State STEM Standards of Practice
|
|
Extension/Elaboration
Did you
design an activity that allows students to…
▢ modify/refine procedures, prototypes, models,
solutions, arguments, essays, etc.?
◙ analyze STEM careers that relate to the learning activity?
|
Students
will:
·
Brainstorm and research other factors and lifestyle
characteristics that may affect health of the cardiovascular system.
|
◙ Learn and Apply STEM Content
◙ Integrate STEM Content
◙ Interpret and Communicate Information from STEM
▢ Engage in Inquiry
◙ Engage in Logical Reasoning
◙ Collaborate as a STEM Team
◙ Apply Technology Strategically
|
|
5E Components
|
Activity
|
Maryland State STEM Standards of Practice
|
|
Evaluation
Did you
design an activity that allows students to…
◙ demonstrate understanding of concepts through performance-based tasks?
◙ participate in peer reviews?
◙ reflect on answers or solutions to the complex question, global issue,
challenge or real world problem?
|
Students
will complete a worksheet with a series of question directly related to the
research article on the cardiovascular system.
|
◙Learn and Apply STEM Content
◙ Integrate STEM Content
◙ Interpret and Communicate Information from STEM
▢ Engage in Inquiry
◙ Engage in Logical Reasoning
◙ Collaborate as a STEM Team
◙ Apply Technology Strategically
|
|
Differentiation
This section describes
ways to modify the lesson for diverse learning styles.
|
|
-Students
may not have a highlighter in order to appropriately read and highlight
important information in the article. I will have additional highlighters to
provide them with this.
-Different
versions of the article (less verbiage, bigger bolder print, etc.) will be
provided as needed.
|
|
Resources
This section contains
links to materials that are intended to support content instruction in this
lesson.
|
|
-Research Article on Cardiovascular System: http://umm.edu/news-and-events/news-releases/2008/joyful-music-may-promote-heart-health
|
Accommodations/Modifications
for students with reading disabilities:
-
Provide students with a simpler version of the article
and less words.
-
Provide students with an article that has bigger,
bolded print.
-
Provide the student with a taped audio version with my
voice of the article.
-
Have teacher aide read and scribe for the student
through reading and assessment
-
Have the students answer less questions on the
worksheet
-
Have the students answer the series of questions
orally.
-
Allow more room for spelling/grammatical errors
Below are the questions that will be on
the worksheet:
1) Describe the experimental design
performed by the scientists.
2) The study used 70% males and 30%
females. What is wrong with this?
3) A majority of the participants were
between ages 30-40. Is this appropriate for the study? Why or why not?
4) How many total participants were
used in this study? Is this a good amount? Explain why or why not.
5) Explain the components of the
Scientific Methods used by the researchers in this study.
6) What would the control group be for
this study?
7) Where is the brachial artery
located?
8) What were the results of the study?
9)Based on Dr. Miller’s background,
mentioned in the study, is he qualified to perform this type of research?
(Students with modifications will omit
questions 7, 8 and 9).
STEM Cardiovascular System Lesson
Author(s):
Robert Jackson - Anne Arundel County Public Schools – Mary Moss at J. Albert
Adams Academy
Key
Words: Heart, Cardiovascular, Blood, Atria, Ventricles, Valves, Vena Cava,
Arteries Veins, Aorta, Pulmonary
Lesson Title: Anatomy of
the Heart (Blood Flow)
Content Area(s): The
Cardiovascular System Lesson is appropriate for Biology and Anatomy &
Physiology
Estimated Time: 50 minutes
|
Lesson Overview
This is a summary of what
students will learn in the lesson. It
explains the lesson’s focus and real world connection.
|
|
Students
perform a dissection on a sheep heart to note the similarities to the human
heart. They will make comparisons to gain an understanding of the
three-dimensional structure of the human heart. STEM integration occurs
within this course. The 5E model for integrated STEM instruction will focus
on curricular Anatomy and Physiology (Biology) goals. Students will be
applying Common Core English Language Arts skill as well as making STEM
connections.
|
|
Content Standards
This section will list
Maryland State Curriculum content standards from multiple disciplines that
are addressed in the unit.
|
|
BIOLOGY
CONTENT STANDARDS:
·
Indicator 1.5.2: The student will explain scientific
concepts and processes through drawing, writing, and/or oral communication.
·
Indicator 1.5.7: The student will use, explain, and/or
construct various classification systems.
·
Indicator 1.5.8: The student will describe similarities
and differences when explaining concepts and/or principles.
·
Indicator 1.7.5: The student will investigate career
possibilities in the various areas of science.
|
|
Connections to the Maryland State STEM Standards of Practice
This section identifies
the STEM Standards of Practice essential skills and knowledge that will be
addressed in the lesson.
|
|
1)
Learn and Apply Rigorous Science content in
Biology.
-Anatomy &
Physiology – Cardiovascular System
-Anatomy of the Heart
-Flow/Pathway of Blood
through the Heart
2)
Integrate content from Science (Anatomy & Physiology) discipline as
appropriate in order to answer complex questions.
-Utilize
illustrations, text support, and visualizations in order to answer list of
Lesson Plan’s “Essential Questions”
3)
Interpret and communicate information from Science (Anatomy & Physiology)
in order to answer complex questions.
-Utilize
illustrations, text support, and visualizations in order to answer list of
Lesson Plan’s “Essential Questions”
4)
Engage in inquiry to conduct research to refine questions and develop new
questions.
-Further questions
about anatomical and physiological components will be asked, in regards to
blood flow and the
Heart.
5)
Engage in logical reasoning to answer complex questions.
6)
Collaborate as a STEM team to answer complex questions.
7)
Apply Technology appropriately to answer complex questions.
-Powerpoint
presentations and online-interactive learning to aide in understanding of the
anatomy and physiology.
|
|
Suggested Student Outcomes
These are the specific
student outcomes for the lesson and are aligned with but not limited to
Maryland State Curriculum in science, technology, engineering, mathematics,
and other disciplines. They describe
the transferable knowledge and skills that students should understand and be
able to do when the unit is completed.
The outcomes are often components of more broadly-worded standards and
sometimes address knowledge and skills not necessarily related to the
standards. The lists of outcomes are
not exhaustive, and the outcomes should not supplant the standards
themselves. Rather, they are designed
to help teachers “drill down” from the standards and augment as necessary,
providing added focus and clarity for lesson planning purposes.
|
|
-Upon
completion of this unit, students should:
-Know the
anatomical terms related to the heart.
- Four
chambers of the heart.
- Major
valves of the heart.
-Know the
physiological importance of the heart in the human body
-Know the pathway
of blood through the heart.
-Know the purpose/function of blood
-Know the major
components of the cardiovascular system.
-Know how the
heart and cardiovascular system work with other major
organs and organs
system (lungs, brain, etc.)
|
|
Suggested Materials
This section identifies
materials needed to complete the lesson.
|
|
·
Sheep Heart
·
Dissection Pans
·
Dissecting Tools
·
Gloves
·
Goggles
·
Lab Coats
|
|
5E Components
|
Activity
|
Maryland State STEM Standards of Practice
|
|
Engagement
Did you
design an activity that…
◙ captures students’ attention?
◙ activates students’ prior knowledge?
▢ connects to a complex question, global issue, challenge, or real world
problem?
|
Students
will:
·
Perform a dissection on a sheep heart
|
◙ Learn and Apply STEM Content
◙ Integrate STEM Content
◙ Interpret and Communicate Information from STEM
▢ Engage in Inquiry
◙ Engage in Logical Reasoning
◙ Collaborate as a STEM Team
◙ Apply Technology Strategically
|
|
5E Components
|
Activity
|
Maryland State STEM Standards of Practice
|
|
Exploration
Did you
design an activity that allows students to…
◙ analyze the
science, technology, engineering, mathematics, or other disciplines as
appropriate in a complex question, global issue, challenge, or real world
problem?
▢ apply a systematic approach (e.g.: engineering design process,
scientific and engineering practices) to address the real world connection?
◙ select and
employ technological tools that are relevant to answering a complex question,
investigating a global issue, or developing solutions to a challenge or real
world problem?
|
Students
will follow a set list of procedures/protocols upon dissecting the sheep
heart and note various structures of the heart.
|
◙ Learn and
Apply STEM Content
◙ Integrate
STEM Content
◙ Interpret and
Communicate Information from STEM
▢ Engage in Inquiry
◙ Engage in Logical Reasoning
◙ Collaborate as a STEM Team
◙ Apply
Technology Strategically
|
|
5E Components
|
Activity
|
Maryland State STEM Standards of Practice
|
|
Explanation
Did you
design an activity that allows students to…
◙ analyze data/information and draw conclusions?
▢ communicate understandings and possible solutions?
◙ use technology appropriately for analysis and communication?
|
Students
will:
·
Explain the comparisons of the sheep heart to the human
heart.
|
◙Learn and Apply STEM Content
◙ Integrate STEM Content
◙ Interpret and Communicate Information from STEM
▢ Engage in Inquiry
◙ Engage in Logical Reasoning
◙ Collaborate as a STEM Team
◙ Apply Technology Strategically
|
|
5E Components
|
Activity
|
Maryland State STEM Standards of Practice
|
|
Evaluation
Did you
design an activity that allows students to…
◙ demonstrate understanding of concepts through performance-based tasks?
▢ participate in peer reviews?
◙ reflect on answers or solutions to the complex question, global issue,
challenge or real world problem?
|
Students
will complete a worksheet with a series of question directly related to the
dissection of the sheep heart and human heart
|
◙Learn and Apply STEM Content
◙ Integrate STEM Content
◙ Interpret and Communicate Information from STEM
▢ Engage in Inquiry
◙ Engage in Logical Reasoning
◙ Collaborate as a STEM Team
◙ Apply Technology Strategically
|
|
Differentiation
This section describes
ways to modify the lesson for diverse learning styles.
|
|
-Students
may be squeamish or against the practice of dissecting a sheep heart. A 3-D
online simulation will be an alternative option for them.
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Resources
This section contains
links to materials that are intended to support content instruction in this
lesson.
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Accommodations/Modifications
for students with reading disabilities:
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Provide students with step by step picture instructions
on the dissection of the sheep heart
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Demonstrate the dissection for those students and have
them copy
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Have teacher aide read instruction allowed for student.
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Have teacher aide read and scribe for the student
through reading and assessment
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Have the students answer less questions on the
worksheet
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Have the students answer the series of questions
orally.
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Allow more room for spelling/grammatical errors
Below are the questions that will be on
the worksheet:
1) Describe the overall shape and
feeling of the sheep heart.
2) What similarities are there between
the sheep heart and human heart?
3) What differences are there between
the sheep heart and human heart?
4) Why do we choose to dissect the sheep
heart compared to the hearts of other mammals?
(Students with modifications will omit
question 4).
Assessment:
In order to assess if students understand and comprehend the
content taught, I will analyze and grade their answers on the previous two
lesson worksheet as well as give them a quiz below.
The quiz will consist of 5 multiple choice questions, and a
labeling portion.
For students needing modifications, they will omit questions
2 & 3 and will have two less answers on the labeling portion.
1) In order for blood to become oxygenated, it travels from the heart
to the ____________.
A. Brain B.
Lungs C. Liver D. Kidney
2) Which valve is located between the right atrium and right ventricle?
A. Bicuspid Valve B.
Mitral Valve C. Right
Semilunar Valve D. Left
Semilunar Valve
3) What is the largest artery in the body that sends blood away from
the heart?
A. Superior Vena Cava B.
Inferior Vena Cava C. Common Carotid
Artery D. Aorta
4) _____________ carry blood towards the heart.
A. Veins B.
Arteries C.
Capillaries D.
Arterioles
5) Which is the largest chamber of the heart?
A. Right Atrium B.
Left Atrium C. Right
Ventricle D. Left Ventricle
Match the following labels of the heart with the corresponding part
listed below:
1. Left Ventricle ______ 2.
Inferior Vena Cava ______ 3.
Aorta ______
4. Left Atrium ______ 5.
Superior Vena Cava ______ 6.
Right Ventricle ______
7. Pulmonary Trunk ______ 8.
Right Atrium _____
