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STEM TEACHER QUALITY Planning Outline: The Beat of the Heart Tier 1 Extension _x__ Tier 2 Integration ____ Tier 3 Problem Solving ____ Title: ____ _The Beat of the Heart__________________________________Grade_______________________________________ Assessed STEM Content Standards in the Lesson Science (Next Use argument supported by evidence for how the body is a system of multiple Generation Science interacting subsystems composed of cells that work together to form tissues Standard) and organs that are specialized for particular body functions. (MS-LS1-3) X Construct an explanation that includes qualitative or quantitative relationships between variables that predict phenomena. (MS-LS2-2) Cause and effect relationships may be used to predict phenomena in natural or designed systems. (MS-LS2-1) Technology Apply existing knowledge to generate new ideas, products, or processes. (International Standards for Create original works as a means of personal or group expression. Technology in Educ.) Engineering (Next Generation Science Standard) Mathematics (Common Core State Standard) Essential Learning Objectives: Understand that: The heart is a muscle that works like a pump and sends blood circulating through the body. Know: Do: Left and right atrium Left and right ventricle Aorta Pulmonary vein Pulmonary artery Valves Describe the parts of the heart and their functions: Explain the pulmonary circulation system 1 STEM TEACHER QUALITY Planning Outline: The Beat of the Heart Acceptable Evidence: What would you have to observe to believe that the students have mastered the objective? What product or activity would provide proof that the students can use this knowledge and these skills to show that they understand? Acceptable Evidence (rubrics to be written): Students will be able to: Name parts of the heart and their functions Explain blood flow and pulmonary circulation Work as a group to produce a rap that involves everyone in some way The Lesson/Unit Focus: The Challenge: What is the sentence or question that sums up the specific learning challenge students will undertake? Compose a rap song about the structure and function of the heart, blood flow, and pulmonary circulation. Summative Assessment Criteria and Scoring Guide: (Criteria match the “acceptable evidence” listed above.): What is the language that best describes the expected evidence that meets the learning expectation (3-Meeting)? What language describes evidence that surpasses the expectations (4)? What language describes evidence that has not met the expectations (1-Basic, 2-Approaching)? Criteria 1-Basic 2-Approaching 3-Meeting 4-Surpassing Parts of the heart are Parts of the heart Parts of the heart are Parts of the heart are named and their named and their functions described functions described, include 3 of the includes 4 of the following: valves, following: valves, ventricles, veins, arties, ventricles, veins, arties, and atrium. and atrium. named and their Parts of the heart are functions described, named and their including: valves, functions described, ventricles, veins, including: valves, arteries, and atrium. ventricles, veins, Additionally, details arteries, and atrium. about the heart’s pumping action are described. The flow of oxygen- The description of the The flow of oxygen- The flow of oxygen- poor and oxygen-rich Blood flow and flow of oxygen-poor poor or oxygen-rich poor and oxygen-rich blood is accurately pulmonary circulation or oxygen-rich blood blood is accurately blood is accurately described and the lacks accuracy. described. described. sound of the heart beat is explained. 2 STEM TEACHER QUALITY Planning Outline: The Beat of the Heart This rubric would be used if this lesson was also integrating (tier 2) group process and planning (engineering). Group Process Every member of the Every member of the group contributes to group contributes to the content of the rap the content of the rap and the rap’s rhythm and some contribute is difficult to follow.. to the rap’s rhythm. Every member of the group contributes to the rap’s rhythm and its content. Every member of the group contributes to the rap’ rhythm, its content, and the performance. Planning for Implementation: Pre-Assessment: What pre-assessment questions and/or probes will offer insight into what students already know about the unit content and what background knowledge will be needed? Describe pre-assessment. 1. Blood in which side of the heart is high in O2 and low in CO2? 2. What is the human heart largely made of? 3. How many chambers are there in the human heart? 4. Blood in which side of the heart is low in O2 and high in CO2? 5. Name the structures in the heart that control the direction of blood flow? Lesson Plan What instructional strategies will be used? What best practices will be integrated? How will essential learning objectives be met and acceptable evidence be generated? Describe the sequence of events. Engage After reviewing pre-assessments, participants will gather together in small groups. Explore Review content information to be included in the rap: Heart parts and functions Blood flow and pulmonary circulation Consider using heart beats to set the rhythm of the rap. Participants will begin group brainstorming around individual contributions to the rap. Explain Outline the content messages in the rap. Elaborate Try out the content, the rhythm, the group contributions to the overall sound. Evaluate Evaluate the creation against the summative rubric. 3 STEM TEACHER QUALITY Planning Outline: The Beat of the Heart Formative Assessment: What is the learning that will need to be “checked” during the lesson to be sure students have a secure understanding of important content. Describe assessment. Name the functions of: valves, ventricles, veins, arteries, and atrium. Student Engagement What can be planned to help make this unit relevant to all students? Discuss the qualities of rap (rhythm, rhyme, message) Invite students to share appropriate rap examples. What supports will be offered so all students will be successful? Observe and listen to group conversations to encourage focus. Remind students of summative rubric. Help groups find ways for all members to contribute. What are ways to validate and recognize STEM capable learning? Reinforce student leadership and group process. Reinforce student creativity. Reinforce student command of content material. STEM Careers What career paths can be connected? Teaching, educational television and media production, Medicine, pharmacy, athletics, fitness Clinical skills of health professionals: http://www.practicalclinicalskills.com/ What career resources can be shared? Clinical laboratory scientist: https://www.youtube.com/watch?v=RqtozykdjB0 Athletic trainers: https://www.youtube.com/watch?v=A9U1EVUph3M https://www.youtube.com/watch?v=Zi_qu_MDauc Time and Materials: How much time is needed for quality engagement, deep learning, secure experience? What materials are required and will enhance learning? Content materials (internet sources, handouts, texts) Recording devices optional 4 STEM TEACHER QUALITY Planning Outline: The Beat of the Heart Resources: What resources are available? What resources are needed? What resources will enhance learning? Heart Contraction and Blood Flow: http://www.nhlbi.nih.gov/health/health-topics/topics/hhw/contraction.html Circulation and Blood Vessels: http://www.nhlbi.nih.gov/health/health-topics/topics/hhw/circulation.html Circulatory System: http://www.neok12.com/diagram/Circulatory-System-01.htm for Further STEM Connections: What additional extensions (Tier 1), integrations (Tier 2) or problems to solve (Tier 3) could be possible? Raps about career options and topics Slide shows about heart parts and functions, pulmonary system Reflections (after implementation): Student Self-Reflection (suggested questions) 1. I used the following practices (engineering, math) and cross-cutting concepts… 2. I contributed in the following way(s)… 3. I learned the following new information…. 4. Based on this experience, I would like to deepen my knowledge and/or improve my skills in the following areas… Author(s)________STEM TQ Facilitators__________________ School/District___________________ Date _____July 15, 2014______________ 5 STEM TEACHER QUALITY Planning Outline: The Beat of the Heart 6