Basic Productivity Tools (BPT)

Lesson Idea Name: Hyponatremia in Athletes

Content Area: Biology
Grade Level(s): 9-12
Content Standard Addressed: SB1. Obtain, evaluate, and communicate information to analyze the nature of
the relationships between structures and functions in living cells.
- d. Plan and carry out investigations to determine the role of cellular transport (e.g., active, passive,
and osmosis) in maintaining homeostasis.
Technology Standard Addressed:
Empowered Learner- 1b-Students build networks and customize their learning environments in ways that
support the learning process.
Knowledge Constructor-3d-Students build knowledge by actively exploring real-world issues and problems,
developing ideas and theories and pursuing answers and solutions.
Creative Communicator-6c- Students communicate complex ideas clearly and effectively by creating or using
a variety of digital objects such as visualizations, models or simulations.
Selected Technology Tool: Infographics- Easel.ly
URL(s) to support the lesson (if applicable):

Bloom’s Taxonomy Level(s):

☐ Remembering ☒ Understanding ☐ Applying ☒ Analyzing ☒ Evaluating ☒ Creating

Levels of Technology Integration (LoTi Level):

☐ Level 1: Awareness ☐ Level 2: Exploration ☐ Level 3: Infusion ☒ Level 4: Integration
☐ Level 5: Expansion ☐ Level 6: Refinement

Universal Design for Learning (UDL):

To fulfill the UDL framework, we first look at the expression, and options for expressive skills and fluency. I
am having the students create a product which can be a multiple media such as text, speech, drawing,
illustration, comics, storyboards, design, or visual art.
For engagement, students are interested because they will have options to design and communicate to
their classmate’s real-life medical issues. I will differentiate the degree of complexity for ELs and those with
504s in an effort to make this assignment sustainable.

Lesson idea implementation:

The students will obtain, evaluate, and communicate information to analyze hyponatremia, to reveal the
difference between isotonic, hypotonic, and hypertonic. Hyponatremia (hypotonic) or water intoxication is
deadly. We ask the students whether they think it is worse to be dehydrated or over-hydrated, and then we
show them a reading that reveals how deadly it is to be over-hydrated. Then I would have them produce a
BBPT from the various tools to create a graphic. The example provided shows that they truly understand that
it is just as bad to be over-hydrated if not worse.
Students could self-evaluate whether they did good at the material, speaking on the material (they know
what they are talking about), and the thing they were presenting on. In another class, the students do a lab
on homeostasis (isotonic, hypotonic, and hypertonic).
Reflective Practice:
I feel this activity will impact student learning because it is a real life example with many of our students
being directly affected by this. Many of our students are student athletes. I would extend this lesson by doing
a lab after to show homeostasis in athletes.

Spring 2018_SJB
 Basic Productivity Tools (BPT)

Spring 2018_SJB