Lesson Plan Examples

<body topmargin=0 leftmargin=0 marginheight=0 marginwidth=0> <table cellpadding=0 cellspacing=0 border=0><tr> <td valign="top" colspan=2 height=85 BGCOLOR="#FFFFFF" TEXT="#080000"> <div> <B>  </B></div> <div> <A HREF="indepenent_study.htm" TARGET="_top" TITLE=" SCED 7305"><U> SCED 7305</U></A>   |   <A HREF="id22.htm" TARGET="_top" TITLE="Portfolio Rubric"><U>Portfolio Rubric</U></A>   |   <B>Lesson Plan Examples</B>   |   <A HREF="id24.htm" TARGET="_top" TITLE="Concept Paper Examples"><U>Concept Paper Examples</U></A>   |   <A HREF="id21.htm" TARGET="_top" TITLE="Course Outline"><U>Course Outline</U></A> </div> <div> <A HREF="index_dr__g_s_home_page.htm" TARGET="_top" TITLE="Dr. Cheryl Grable"><U><B>Home Page</B></U></A><B>  /  </B><A HREF="id40_resources_.htm" TARGET="_top" TITLE="Resources"><U><B>Resources</B></U></A></div> </td> </tr><tr> <td valign="top" width=180 BGCOLOR="#990033" TEXT="#080000"> <div> <B><IMG SRC="04d9f770.gif" border=0 width="159" height="119" ALIGN="BOTTOM" HSPACE="0" VSPACE="0"></B></div> <div> <A HREF="id23_m.htm#hypertension" TARGET="TRLX_Middle" TITLE="Lesson Plan Examples"><U><B>Hypertension</B></U></A></div> <bR> <div> <B><IMG SRC="04e65780.gif" border=0 width="101" height="120" ALIGN="BOTTOM" HSPACE="0" VSPACE="0"></B></div> <div> <A HREF="id23_m.htm#human_genome_project" TARGET="TRLX_Middle" TITLE="Lesson Plan Examples"><U><B>Human Genome Project</B></U></A></div> <bR> <bR> <bR> </td> <td valign="top" height=395 BGCOLOR="#FFFFFF" TEXT="#080000"> <div> <I> <A NAME="lesson_plan_examples"><IMG BORDER="0" SRC="1x1.gif" HEIGHT="1" ALIGN="bottom" WIDTH="1" HSPACE="0" VSPACE="0" ></A></I><I>Lesson Plan Examples</I></div> <DIV ALIGN="LEFT"></DIV> <div> Hypertension <A NAME="hypertension"><IMG BORDER="0" SRC="1x1.gif" HEIGHT="1" ALIGN="bottom" WIDTH="1" HSPACE="0" VSPACE="0" ></A></div> <div> Katrina Jones</div> <bR> <div> <B>1.  Activity</B></div> <div> The teacher will discuss blood pressure and hypertension with the students.  Students will then perform blood pressure readings on fellow classmates, noting systolic and diastolic readings.</div> <bR> <div> <B>2.  Arkansas Science Curriculum </B><B>Frameworks</B></div> <div> 1.1.22 Understand that science is a process which describes a way of knowing and that it leads to a deeper understanding of natural phenomena.</div> <bR> <div> 1.1.23  Evaluate the process that scientists use to construct and validate scientific theory, data collection, hypothesization, prediction, bias elimination, and replication.</div> <bR> <div> 1.1.24  Develop and implement a workable scientific inquiry independently and collaboratively.</div> <bR> <div> 4.1.24  Analyze the maintenance of homeostasis in various living systems.</div> <bR> <div> 4.1.25  Analyze the levels of organization in the human body systems.</div> <bR> <div> <B>3.  Materials</B></div> <div> There will be a handout used for defining key vocabulary.  It will also contain sample pictures of a blood pressure cuff and sphygmomanometer being used for blood pressure readings.</div> <div> A VCR and video will also be used in class.</div> <bR> <div> <B>4.  Method/Procedure</B></div> <div> <IMG BORDER="0" SRC="Symb075c00b700c800000000.gif" HEIGHT="13" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">The teacher will discuss systolic and diastolic blood pressures and how heredity and lifestyle can affect these readings.  </div> <div> <IMG BORDER="0" SRC="Symb075c00b700c800000000.gif" HEIGHT="13" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">Hypertension will be discussed.</div> <div> <IMG BORDER="0" SRC="Symb075c00b700c800000000.gif" HEIGHT="13" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">The teacher will demonstrate the proper way to use the blood pressure cuff and sphygmomanometer to measure blood pressure.  The students will then gather into small groups and take blood pressure readings on each other.</div> <div> <IMG BORDER="0" SRC="Symb075c00b700c800000000.gif" HEIGHT="13" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">Readings will be recorded and students will compare thier readings to the standard chart that shows what is high, average, and low for their age.  </div> <div> <IMG BORDER="0" SRC="Symb075c00b700c800000000.gif" HEIGHT="13" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">Topics such as posture, activity, and temperature will be discussed in reference to their effects on blood pressure.</div> <bR> <div> <B>5.  Skills</B></div> <div> Students will need prior knowledge about the circulatory system and how the heart produces blood pressure within a closed system.  they will also need to know the sturctural and physiological differences between arteries and veins concerning which ones contain a pulse.</div> <bR> <div> <B>6.  Grade level(s)</B></div> <div> Appropriate content for grades 10-12</div> <bR> <div> <B>7.  Subjects Applicable To ( Writting Across the Curriculum)</B></div> <div> Mathematics</div> <bR> <div> <B>8.  Supportive Resources</B></div> <div> Students can visit PubMed at<A HREF="http://www.ncbi.nlm.nih.gov/entrez/query" TARGET="_top" TITLE="http://www.ncbi.nlm.nih.gov/entrez/query"><U> www.ncbi.nlm.nih.gov/entrez/query</U></A> for supplemental information on blood pressure and hypertension.</div> <div> A supplemental video about ways to maintain a healthy heart throughout life.</div> <bR> <div> <B>9.  Extensions</B></div> <div> Students will team up into pairs and collect articles and newspaper clippings on media stars' health, medical findings, surgeries, or medicine.  They will develop presentations to present to the class.</div> <bR> <div> <B>10.  Key Vocabulary</B></div> <div> closed system</div> <div> systolic</div> <div> diastolic</div> <div> sphygmomanometer</div> <div> blood pressure cuff</div> <div> hypertension</div> <div> aneurysm</div> <bR> <div> <B>11.  Provisions for Special Needs</B></div> <div> Different sizes of blood pressure arm cuffs will be provided for students who do not have an "average" arm girth.  the teacher or interpreter will assist those with visual/hearing impairments.</div> <bR> <div> <B>12.  Assessment</B></div> <div> A written test will be given over the material covered in the lesson.  The format will be short answer and will have one essay question about ways to prevent hypertension.</div> <bR> <div> <B>13.  Reflection</B></div> <div> The lesson was very successful, especially concerning the hands-on involvement.  Their presentations brought up very interesting up-to-date information on blood pressure and hypertension.  I did feel that there was too much time spent trying to acquire accurate student readings in class.  Perhaps in the future, I will direct only one member of each group of students to have their blood pressure taken.</div> <bR> <bR> <bR> <DIV ALIGN="LEFT"></DIV> <div>  <A NAME="human_genome_project"><IMG BORDER="0" SRC="1x1.gif" HEIGHT="1" ALIGN="bottom" WIDTH="1" HSPACE="0" VSPACE="0" ></A><FONT SIZE="4" COLOR="#000000" FACE="Arial" ><B>Human Genome Project</B></FONT></div> <div> Rachel Butler Green</div> <bR> <div> The Human Genome Project and Mammalian Cloning: Two Biological Milestones that may shape the future of Medicine</div> <bR> <bR> <div> <B>1. Activity</B></div> <div> <B>    </B>The teacher will discuss cell structure, and the role of DNA and RNA. Teacher will </div> <div>     discuss the role of Gregor Mendel's discovery of the “gene”.  Students will research </div> <div>     the journey of the Genome dating back to Mendel's discovery.</div> <bR> <div> <B>2. Arkansas Science Curriculum frameworks</B></div> <div> <B>    </B>PS.3.6 Acknowledge the impact of scientific discoveries upon society.</div> <div>     LS.2.1 Identify,describe, and explain various types of cells and cell processes</div> <div>     LS.2.2 Describe similarities and differences between single cell and multicellular   </div> <div>                 organisms.</div> <div>     LS.2.4 Identify the requirements for living organisms</div> <div>     LS.2.7 Descibe how heredity and environment influence/determine characteristics of  </div> <div>                Organisms.</div> <div>     LS.2.8 Recognize that reproduction is a characteristic of all living organisms and is </div> <div>                 essential to the continuation of life.</div> <div>     LS.1.10 Describe how eviromental changes and genetic mutations cause species to </div> <div>                  evolve over time, thus producing new species.</div> <div>     LS2.12 Evaluate human impact on the environment.</div> <bR> <div> <B>3. Materials</B></div> <div> <B>    </B>There will be handouts giving an overview of cell structure, DNA replication, and </div> <div>     RNA.  Articles will be provided addressing how DNA has been used to help solve </div> <div>     cases.   Material will be given on the cloning.  </div> <div> <B>4. Method/Procedure</B></div> <div> <B>     </B>The teacher will go over cell structure, DNA, RNA, and Mendels contribution to the discovery of the “gene”.  Cloning will be discussed.  The teacher will hand out material on DNA replication, RNA, newspaper article relating to the use of DNA testing to solve cases.  The student will be asked to do a research paper on something related to genetics and how Medels' discovery of the “gene” has opened the door for future cloning.</div> <bR> <div> <B>5. Skills</B> </div> <div>     Students will need to go to the library and use the computer to research the subject.</div> <bR> <div> <B>6. Grade levels</B></div> <div> <B>     </B>Appropriate content for grades 5-8.</div> <div> <B>7. Subjects Applicable to (Writing Across the Curriculum)</B></div> <div>      english, science</div> <div> <B>8. Supportive Resources</B></div> <div> <B>    </B>students can visit the school or public library.  Students can do a computer search on </div> <div>     the subject.  Students can search for newspaper or magazine article relating to the </div> <div>     subject.</div> <bR> <div> <B>Extensions</B></div> <div> Students can pair up at the library and collect articles, do media searches, and discuss issues relating to the topic.</div> <div> <I>10. Key Vocabulary</I></div> <div> <B>      </B>DNA</div> <div>       RNA</div> <div>       Mendel's Law</div> <div>       Cell Structure</div> <div>       Meiosis</div> <div>       Mitosis</div> <div>       Cloning</div> <bR> <div> <B>11. Provisions for Special Needs</B></div> <div> <B>      </B>Student will need to prepare to visit the library</div> <bR> <div> <B>12. Assessment</B></div> <div> <B>      </B>Students will be graded according to work turned in.</div> <bR> <bR> <bR> <bR> <bR> <bR> <div> only their blood pressure taken.  This should remedy the time constraint problem.</div> <bR> </td> </tr></table></body>