Hackett 2011

Hackett 2011 Teacher Candidate: Daniel Greene Lesson Plan #1 Date: 12 / 14 / 2011

Unit Title: Gas Exchange and Transport Subject: Living Environment Grade Level: 10 Essential Question(s): How does the human body adjust itself to stay healthy? Lesson Title/Number The Circulatory System / #1

Standard 4, Key Idea 1, State Standards and Performance Indicator 1.2 Describe and explain the structures and Performance functions of the human body at different organizational levels (e.g., Indicators systems, tissues, cells, organelles). Major Understanding 1.2b Humans are complex organisms. They require multiple systems for digestion, respiration, reproduction, circulation, excretion, movement, coordination, and immunity. The systems interact to perform the life functions. Key Idea 5, Performance Indicator 5.3: Relate processes at the system level to the cellular level in order to explain dynamic equilibrium in multicelled organisms.

Lesson Objectives
(Blooms Taxonomy)

1. Students will be able to recall the main functions of the circulatory system. (knowledge) 2. Students will be able to record characteristics of red blood cells in each of the ABO blood types. (knowledge) 3. Students will be able to construct a representation of the circulatory system and its components. (application) 4. Students will be able to demonstrate how diffusion at the cellular level is responsible for the formation of systems in multicelled organisms. (application) ---------------------------------------------------------------------------------1. 1. 2. 3. 4. Purpose of the Circulatory System Worksheet Circulatory System Crossword Puzzle ABO Blood Types Foldable Circulatory RAFT Surface Area, Volume, Diffusion and Cell Size Lab Experiment

---------------------Acceptable Evidence

Hackett 2011 Bell Ringer and Prior Knowledge Tap Day 1 (10 minutes) The teacher will write the following question on the whiteboard: Why dont larger organisms have larger cells? Why dont cells get really big? The students will write their answers on their daily BELLRINGER worksheets. (RBIS) The teacher will ask 3 students to share their answers and will engage the students in further discussion. (CFU) The teacher will collect the BELLRINGER worksheets for assessment at the end of the unit. Day 2 (5 minutes) The teacher will write the following question on the whiteboard: Why are blood types important when receiving blood transfusions? The teacher will collect the Purpose of the Circulatory System Worksheet and the Circulatory cross word from students. The students will write their answer on their daily BELLRINGER worksheets. The teacher will ask 2 students to share their answers while passing out the ABO Blood Type Foldable Worksheet. (CFU) Day 3 (5 minutes) The teacher will tell the students that there is no Bell Ringer today. The teacher will group the students into 4 students per group and assign the groups to lab benches. The students will find their safety glasses and go to their lab benches with their copies of the ________________________________________________________ Day 1 (20 minutes) The teacher will hand out the Circulatory System guided notes while wrapping up the BELLRINGER discussion. The teacher will guide the students through a Circulatory System PowerPoint Presentation that contains images and video. (technology) (visual/auditory) The students will complete their guided notes (RBIS) during the PowerPoint presentation. The teacher will check that the students are following along with the PowerPoint and taking notes. (CFU) The teacher will ask questions to the students to recall information about the circulatory system. (CFU) (15 minutes) The teacher will hand-out the Purpose of the Circulatory System Worksheet, the Circulatory CrossWord puzzle, and the

_______________ Procedure

Hackett 2011 Circulatory RAFT assignment. The teacher will tell the students that the Circulatory System Worksheet is due next class and the RAFT assignment is due a week from the current date. The teacher will ask the students to repeat when the RAFT assignment will be due. (CFU) The teacher will ask individual students to recite the directions of the RAFT assignment, and for more students to repeat the directions (CFU) The students will work independently on the Purpose of the Circulatory System worksheet. The teacher will check for students working on the worksheet. (CFU) The teacher will tell the students that if they finish their worksheet, they can begin planning their RAFT assignment. The teacher will tell the students to put their materials away and leave out a blank sheet of paper for an exit slip.

Day 2 (20 minutes) The teacher will ask 1 student to recite the directions of the ABO Foldable Worksheet. (CFU) The teacher will tell the students that they have 20 minutes to create their ABO Foldable and being working on the worksheet that is due the next class for homework. The students will work individually to create their ABO foldables. (kinesthetic) The teacher will provide paper and scissors to the students. The students will read their textbooks silently and take notes on their ABO foldables. The teacher will check that students are working on their ABO foldable worksheet.(CFU) (15 minutes) The teacher will pass out the Surface Area, Volume, Diffusion and Cell Size Lab Experiment The teacher will ask 4 different students to read first 4 paragraphs in the Background Information section on page 1. (CFU) The teacher will ask 2 students what this lab will be about. (CFU) The teacher will tell the students to be prepared to come in tomorrow and complete this lab. The teacher will call on individual students to read through each step of the lab procedure. (CFU) The teacher will ask the students to put their materials away, and take out a sheet of paper for their exit slip. Day 3 (30 minutes) The students, in their groups, will follow the lab procedure steps. (kinesthetic)

Hackett 2011 The teacher will check to make sure students are conducting the experiment properly. (CFU) The teacher will ask each group to explain the purpose of the part of the experiment they are on. (CFU) The students will complete the experiment in their groups and clean up their lab benches. The teacher will make sure that students dispose any chemicals in the proper containers. The students will work on completing their lab questions at their seats when they are done with the experiment.

Checks for Understanding

Day 1 The teacher will 3 students to share their answers and will engage the students in further discussion. (content) The teacher will check that the students are following along with the PowerPoint and taking notes. (procedure) The teacher will ask questions to the students to recall information about the circulatory system. (content) The teacher will ask all of the students to repeat when the RAFT assignment will be due. (directions) The teacher will ask 2 students to recite the directions of the RAFT assignment, and for more students to repeat the directions. (directions) The teacher will check for students working on the worksheet. (procedure) Day 2 The teacher will ask 2 students to share their answers while passing out the ABO Blood Type Foldable Worksheet. (content) The teacher will check that students are working on their ABO foldable worksheet. (Procedure) The teacher will ask 4 different students to read first 4 paragraphs in the Background Information section on page 1. (content) The teacher will ask 2 students what this lab will be about. (content) The teacher will call on individual students to read through each step of the lab procedure. (directions) Day 3 The teacher will check to make sure students are conducting the experiment properly. (procedure) The teacher will ask each group to explain the purpose of the part of the experiment they are on. (content)

Assessment

(formative) Purpose of the Circulatory System Worksheet used to give students practice with recognizing the parts and functions of the circulatory system

Hackett 2011 (formative) Circulatory System Crossword Puzzle used to give students practice with key terms and definitions in the unit. (formative) ABO Blood Types Foldable used to provide students with a format to take notes and apply those notes to answer questions about ABO blood types. (formative) Circulatory RAFT used to give students practice in applying their knowledge of the circulatory system (formative) Surface Area, Volume, Diffusion and Cell Size Lab Experiment used to give students hands-on practice with an experiment to demonstrate the relationship between cell size and diffusion

Closure

Day 1 (5 minutes) The teacher will ask the students to write down 3 things they learned about the circulatory system and 1 thing they want to learn about blood types and hand it in for an exit slip. (RBIS) The students will hand in their exit slips before leaving the classroom. The teacher will read the exit slips and address the students questions in the next class. Day 2 (5 minutes) The teacher will ask the students to write down 3 things to remember about lab safety. The students will hand in their exit slips before leaving the classroom. Day 3 (5 minutes) The teacher will ask the students to clean up their workbenches and return all materials where they found them. The teacher will tell the students to finish the lab questions for homework. The students will pick up their lab benches and work on their lab questions until the bell rings.

Circulatory System PowerPoint, Circulatory System Guided Notes, Resources/Materials Circulatory System Crossword, Circulatory RAFT Worksheet, Computer Paper, Surface Area, Volume, Diffusion and Cell Size Lab Experiment, Bell Ringer Sheets, ABO Foldable Worksheet, Graphing Paper, Agar, NaOH, Hot plates/ stirrers, Phenolphthalein, Distilled H2O, Stir Bars, Metric Rulers, Glass trays, 1 L Beakers, Weighing papers, Scapels, Hot

Hackett 2011 hands, Digital balances Time Required Forty Minutes to Set Up Lab on Day 3 (Planning) 3 Forty Minute Class Periods (Instructional Time)