Nicholas Wall Middle/High School Theory Individual Lesson Plan Learner Profile/Contextual Factors: This lesson is taught at River

Valley High School in Spring Green, WI. There are 24 students in this class. The total enrollment for River Valley High School is 450 students in 2012-13. There are 113 students in 12th grade. The distribution of students with disabilities are 86% without disability, 3.6% other primary disability, 6.4% specific learning disability, 2% emotional behavior disability, 1.6% cognitive disability, and 0.4% speech or language impairment. This lesson is taught in a high school anatomy and physiology classroom, and is an elective class for junior and senior level students. This lesson is part of the unit of the circulatory system, and is taught near the end of the unit. One student is LD Hearing Impaired, one student is LD Attention Deficit Hyperactivity Disorder, and one student is LD Emotional Behavior Disability/Cognitive Disability. Goal(s): The student will understand the pathway of blood through the human heart and circulatory system. The student will visualize the individual chambers and vessels of a human heart and how the blood picks up and distributes oxygen to the body. Common Core Standards: F.12.11 Investigate how the complexity and organization of organisms accommodates the need for obtaining, transforming, transporting, releasing, and eliminating the matter and energy used to sustain an organism. Objectives Content objective: In lab groups, TSW, under guidance, dissect a porcine heart to discover the anatomy of the vessels and chambers. TSW complete a coloring diagram of the oxygenated and deoxygenated path of blood through the human heart. Time Frame: 45 minutes Resources/Materials: Science laboratory, porcine hearts, gloves, dissecting tray, forceps, probe, scissors, scalpel, lab notebook, students textbook, colored pencils, paper People: LD specialist per Matt E. Matix, LD specialist per Brad B. Haver, LD specialist and CD specialist per Stu Dent Instructional Procedure I will begin class by having each student write down three things they know and have learned about the human heart thus far on their scratch paper exit ticket (this expectation will be written on the board to see when they first walk in), this will take approximately 3 minutes. After they are finished writing down their three things, they will hold onto their papers and use them to exit the class at the end of the hour. I will then hand out their assignment, and explain to them that they are to use a red and a blue colored pencil to color in the flow of blood through the heart and when it is oxygenated and deoxygenated. They are also to label the parts of the heart using their word bank. I will model the initial coloring of blood flow for the class on the whiteboard to get them started. They will have 15 minutes to work on this, it will be due at the beginning of class tomorrow. Next, I will have them go into the lab for their surprise anatomy lab (meaning it will not be announced in the syllabus, and we are only doing this because I have obtained three fresh

porcine hearts to dissect). After one minute and they are all in the lab, I will announce that we are going to split into three groups and each group will get to dissect a pig heart. Each group will need to grab a lab instruction sheet and the proper lab attire and tools at their lab station. I will give them 3 minutes to be at their station. They are to follow the lab instruction sheet to begin their dissection, as I walk around the lab to monitor their activities. I will announce to the class while they are dissecting to be extra careful with the scalpels, and that we will spend the next 15 minutes in the lab. We will come back into the lab next class period to continue with the dissection, so they do not need to rush to finish everything today. With 7 minutes remaining in the class period, I will have them begin to clean everything up in the lab and put their hearts and dissecting trays in the lab refrigerator. When everything is cleaned and put away properly, we will adjourn to the classroom and they will hand me their exit ticket on their way out of the class when the bell rings. As they leave the class, I will remind the students that we will continue the dissection next class and that they will be expected to know the pathway of blood through the heart for their unit exam. For my student Matt E. Matix, who is hearing impaired and has a speech impairment as well, I will make sure he is seated in the front row of my classroom so he can read lips when I am talking to the class as a whole. I will also have him seated on the right side of the room as his left ear has 70% hearing compared to 20% in his right ear. In the lab, I will have him work in a group with his peers where he is able to read their lips as they discuss their dissection. I will give the LD teacher the assignment that is due next class period for Matt to finish with no restrictions. With Brad B. Haver, I will also have him sit in the front of the classroom so he can be supervised easier in class. I will put Brad into a lab group with students who exhibit strong model behavior and can help Brad succeed. I will encourage Brad to partake in the dissection with his group and actually use the tools himself, as students with ADHD tend to enjoy hands-on activities. I will also give the assignment to Brads LD teacher with the restrictions of the teacher can read the words to Brad that he is to fill in on labeling the parts of the heart if he so chooses. I will coordinate with Stu Dents LD teacher as well. Stu will be allowed to work in the classroom on the assignment with the rest of the students if he chooses, except he will only be expected to fill in half of the terms and coloring the chambers of the heart the proper color for oxygenated and deoxygenated blood to receive a passing grade. He will be encouraged to take part in the dissection as well, and will be put in a group with other students who understand Stus disability and will accept him and encourage him. Stu loves science, so this is one of his stronger subjects and he enjoys learning as much as he can, so as long as his social anxiety is kept under control with the help of his peers, he can succeed. This lesson will be given in audio, kinesthetic, and visual-spatial styles, to enhance the learning for different types of learning styles in students. The audio will include the questions I ask during their dissection as I walk around to each lab group. The kinesthetic includes both the coloring assignment as well as the dissection lab. The visual-spatial includes filling in the labels for the parts of the heart, and coloring the pathway of blood. These multiple accommodations are given so that all students have the opportunity to learn the material with regard to their learning and intellectual style. A large part of this lesson is self directed instruction. The students will be given the lab instruction sheet, and they will be allowed to direct their own dissection as they see fit. I will be there to monitor and make sure everyone is following the lab safety rules, but the student lab groups will be in charge of their own lab stations dissection. This self direction will allow the students to learn at their own pace and in their own way. It will also give the students responsibility for their own dissection and how much they learn the content. In further education,

especially in science, lab dissections are an important part of learning, and students are expected to come in outside of class to work on their dissections. Thus, this will be good practice for them to dissect without explicit supervision. I could have also included modeling in this lesson, as I could have modeled in front of the class how to properly dissect a porcine heart so the students know what they are expected to do. I can also use analogies with this lesson, pertaining to the pig heart. Since a pigs anatomy is very close to a humans in size and shape, by dissecting a pig heart, students can more fully understand how a human heart works and what they look like inside our bodies. Group discussion is also appropriate, as the students will perform their dissection in a group, and can discuss what they are viewing as a group and how it relates to what they are learning in the classroom amongst the others in their group. Lastly, a field trip to Body World would be a great experience for the students, to see the human body up close, and see how the entire circulatory system looks inside a human body. Assessment: Their homework assignment, which is a formal assessment, will be due at the beginning of class on the next day. This assignment is formative, it will be graded and handed back to them to use as a study guide for their unit exam. I will informally assess them by asking them questions about their dissection as I walk around the lab as well. Their next unit exam will be summative, and will include information such as labeling the parts of the heart and pathway of oxygenation and deoxygenation of blood. The students will be expected to know this after their lesson today. I will also use their exit tickets as a form of assessment. As each student was to write down three things they have learned about the heart as of today, this will give me an idea of how much the students have learned and what student I may need to work with to make sure they understand the concepts. This will be an informal assessment.