Download Spark 101 Lesson Plan

Spark 101 Lesson Plan
Video Presentation Title:
Managing Hypertension
Unit of Instruction: Review & PBS – Unit 2 Heart Disease Subject/Course: PLTW’s Principles of the Biomedical Sciences & Biology
Standard(s):
HS-LS1-2 Develop and use a model to illustrate the
hierarchical organization of interacting systems that
provide specific functions within multicellular
organisms.
PLTW PBS: 2.3 The Heart at Work: Investigate factors
that can impact heart rate and blood pressure.
Assessment/Demonstration of Learning:
Group Resumés include additions from every member of the
team. Each member could be given a different colored
marker/ pencil to track evidence of participation.
Lesson Component
Activator
(Prior to showing the
video presentation)
Time Allotted
Time:
10 minutes
Objective(s):
Understand blood pressure and its importance.
Determine the lifestyle necessary to manage hypertension.
Explore how professionals in health care can help people manage hypertension.
Resources Needed:
Spark 101 Student Engagement Resource: Group Resumé
Hypertension Student Guide: Page 2 - Student Materials Info Sheet
Animation:
http://www.sumanasinc.com/webcontent/animations/content/bloodpressure.html
Web source: http://kidshealth.org/parent/firstaid_safe/emergencies/takepulse.html
Teacher Procedure
Read/ review the directions for the Spark 101 Student Engagement Resource: Group
Resumé. Distribute the Spark 101 Student Engagement Resource: Group Resumé to
groups of 3 to 6 students. If possible, provide each group with an enlarged version of
the group resumé, or give them a single hand-out to use for building onto a large poster
or white board.
Ask that each group consider their experiences and knowledge of the heart and
hypertension to build a resumé that is relevant to managing hypertension.
© 2015 Spark 101
Developed by Catherine Sobieszczyk, Wheaton High School, Wheaton, Maryland
Page 1 of 3
Problem/Motivation
(Part I of video)
Time:
2-5 minutes
Problem Solving
Activity
(Describe process for
identifying possible
solution(s) to the problem
presented)
Time:
5 minutes
Grouping:
Small groups (3-5)
Show this first segment of the video to your students, letting them know that they will
be working on solving the real-world problem after viewing.
The first segment asks that students consider how to help a patient with hypertension
who has a poor diet and is overweight. Additionally, students are introduced to the
idea of how to help a community that is not aware hypertension is a problem.
Ask student groups to return to their group resumé and again add their background,
knowledge, skills, hobbies, and goals for managing hypertension in these particular
cases.
Distribute copies of the hand-out, Hypertension Student Guide: Page 2 - Student
Materials Info Sheet. This may help the teams consider additions to their resumés.
Checks for Understanding
Students should make additions, such as their knowledge of macromolecules and
nutrition, as well as exercise physiology.
Solving the Problem
(Part II of video)
Time:
2-5 minutes
Comparing Solutions
and Meaning
(Describe process for
identifying possible
solution(s) to the problem
presented)
Future Impact and
Meaning
(Part III of video)
© 2015 Spark 101
Time:
2 minutes
Grouping:
Whole group
Time:
2-5 minutes
Show this second segment of the video to your students, letting them know that they
will be comparing their solutions to the actual solution shared by the industry
professional(s).
Ask the students, “What more did the expert have to say?” Field responses from the
class. “What other professionals might work to help people manage hypertension?”
Checks for Understanding
Class responses to the second question should include at least exercise physiologist,
cardiologist, and nutritionist.
Show this third and final segment of the video to your students, letting them know that
they will be reflecting on their thoughts related to pursing possible education pathways
and careers presented in the video.
Developed by Catherine Sobieszczyk, Wheaton High School, Wheaton, Maryland
Page 2 of 3
Ask the students, “How did this video impact you?” Have a few students share their
thoughts and ideas.
Future Impact and
Meaning
(Have students reflect
on how solving the
problem might relate to current or
future goals)
Time:
3 minutes
Grouping:
Checks for Understanding
Students may share their personal experiences. For example, they could relate the
prevention and treatment of hypertension to someone they know who is impacted by
this disease and/or a related illness such as or heart disease.
Summarizer/Closure
Time:
15 minutes
Ask that student teams discuss a community event or campaign that would help build
awareness of hypertension and how to manage it. Their event should utilize their
resumés. Have each team present their resumé, highlighting what qualifies them to
lead the event or campaign.
Independent
Assessment (if applicable)
Additional Notes (if needed)
If available, use a blood pressure cuff to demonstrate taking blood pressure. See:
http://www.sumanasinc.com/webcontent/animations/content/bloodpressure.html
Ask students to find their pulse. Show them the best place to check a pulse; this is their resting pulse, unless
they’ve just rushed into class or climbed stairs.
See: http://kidshealth.org/parent/firstaid_safe/emergencies/take-pulse.html
Ask the students, “Each time you feel the pulse (bump), how does the pressure of blood inside the vessel
change?” Then explain that, “It’s higher pressure that causes the “bump”, when blood is being “pushed” out of
the heart or systolic. The lower pressure, when the heart is again filling the heart is diastolic. Heart rate is
different from blood pressure, but this will help students to think about blood and blood vessels.”
Have each student complete an exercise in place (jumping jacks or jogging in place) for 2 minutes and again
record his/her pulse.
Ask the students, “How does this impact the blood vessels? Field answers from the entire class. What are
further questions student have and wish to explore?”
CK12 Connections (if available)
Graphs of Linear Systems: Heart Rate Tracker:
http://www.ck12.org/assessment/tools/geometry-tool/plix.html
Blood Pressure How to video:
http://www.ck12.org/life-science/Blood-Pressure-in-LifeScience/lecture/Blood-Pressure/?referrer=concept_details
© 2015 Spark 101
OpenStax Connections (if available)
Developed by Catherine Sobieszczyk, Wheaton High School, Wheaton, Maryland
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