Borowicz, Jessica Lesson Plan Instructions Cardiovascular System & Central Nervous System Video 1.

NJ Core Curriculum Content Standards. a. 5.1.12.A.3. Revisions of predictions and explanations are based on systematic observations, accurate measurements, and structured data/evidence. 2. Big Ideas. a. Anatomy and physiology must be taught in an organized manner highlighting the key terms and functions in each individual system. However, the connections between the systems must be highlighted in order to have a true understanding of how human physiology works. b. The cardiovascular system moves blood, which carries nutrients like oxygen, through the body to tissues. Input from the central nervous system effects the cardiovascular system. 3. Objectives. a. Students will be able to gather data and find trends on blood pressure and heart rate from the video. b. Students will be able to incorporate the data from the video with evidence about the physiological concepts to develop an explanation of the trends. c. Students be able to discuss the effect of stimulating the central nervous system has on the cardiovascular system. 4. Expected Knowledge. a. Students will know the function of the cardiovascular system as a blood carrier and the function of the central nervous system as a signal transmitting system. Students will have learned about these systems independent from each other. This lesson will serve to help student develop and understanding of the connection between the two systems. 5. Expected Student Difficulties a. Students might be unfamiliar reading the blood pressure dial. To address this difficulty the first reading will serve as a practice reading and an opportunity to pause the video and check each students ability to take a reading from the blood pressure cuff. Additionally, there are both auditory and visual cues in the video, heartbeat sounds and ticking needle, respectively. 6. Resources and Materials a. Group them into teacher use and student use (where appropriate, identify texts, equipment, media, family or community resources to be used in the lesson). b. Student use: Video Worksheet. c. Teacher use: Video 7. Lesson Plan. a. Do Now What is the purpose of the cardiovascular system? What is the purpose of the nervous system b. Pre-video Introduction Facilitate a discussion with the students about their answers to the Do Now. After prior knowledge is made public, students will be asked to write down the information. The discussion of prior knowledge will be a formative assessment to see if this information needs to be discussed in more detail. Ask the

Borowicz, Jessica students if they think that you can cause changes in the cardiovascular system by stimulating the central nervous system. Students might not know the answer to this question or only have a vague explanation, but the purpose is really to get them primed to find out the answer. Explain to the students that the class is going to investigate this idea more through a video activity in which they collect data under various conditions. c. Video Watching Show the video pausing after the practice blood pressure to check data collection ability and pause during the designated pause times. The purpose of the other pause times is to have student individual answer questions on the worksheet and discuss as a class the ideas, answers, and differences in predictions. Also, the stopping points allow for refocusing students attention and engagement in the video. d. Brainstorming Discussion After the video students will find the differences between the resting and experimental readings for each situation. In small groups students will discuss possible explanations for the trends they have found. The additional evidence handout will be given to student. e. Sense Making Discussion Facilitate a whole class discussion on ideas for explaining the data from the video and the evidence provided that reaches a consensus. 8. Time Table Clock As students file in 0-5 5-22 Activity Do Now Pre-Video Introduction Video Students Doing Writing Discussion Watching video and answering questions Teacher Doing Organizing the chemistry sets and photographs Discussion and assessing prior knowledge Observing, asking clarifications questions during pauses, and assessing student ideas Walking around the room assessing discussion and need to change instruction Discussing data, evidence, and explanations Asking and answering questions Assessing student ideas and need to change instruction

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Brainstorming Discussion Sense Making Discussion

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Discussing in small groups their explanations for trends Discussing data, evidence, and explanations Asking and answering questions

Borowicz, Jessica 9. Assessment. a. Initially students will be asked to discuss what they already know about the cardiovascular system and the central nervous system. Throughout the lesson students will be prompted to discuss ideas and knowledge. Attention will be paid to student progress in ideas toward scientifically acceptable ideas and for misconceptions. Students video worksheet will serve as assessment. Additionally, the content covered will be included on the unit test. 10. Modifications. a. Embedded in the lesson are modifications for different learners including text and audio reminders of what data needs to be collected. Students will work individually at first to come up with initial ideas, but then work collaboratively in small groups. This reduces the burden of problems solving alone and allows for in class peertutoring. b. Additional modifications may be needed for students with needs not met in the current lesson plan. These accommodations will be made on an individual bases and might include the following: larger text in video or audio that includes the data for an individual with visual impairment, written/pictorial instructions, a co-teacher or aid who speaks the native language of an ELL student, translation software or dictionary for ELL student, a co-teacher or aid to work with individuals with learning disabilities or an intellectual disability, additional technology or accommodations like a scribe for individual with a physical disability, additional time on writing assignment, and repeating the practice in reading the blood pressure cuff . 11. Homework. Students will as homework research other ways that two or more systems affect each other and present their findings in class the next day. The systems can include varying levels of complexity. Simple interactions would include skeletal and muscular; respiratory and circular; and nervous and muscular. More complex interactions would include the endocrine/exocrine systems interacting with the epithelial, muscular, nervous, cardiovascular, and regulating sleep and mood.