Download Planning Outline: The Beat of the Heart

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
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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.
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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.
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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
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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______________
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STEM TEACHER QUALITY
Planning Outline: The Beat of the Heart
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