Unit Plan Template

Unit Author
First and Last Name / JO
Author’s E-mail Address
Course Name(s)
Course Number(s) / CI 513
Course Section(s)
Instructor(s) Name(s) / Dr. Thieman
Unit Overview
Unit Plan Title / Circulatory System
Curriculum-Framing Questions
Essential Question / How does the heart relate to our body’s cells?
Unit Questions / How do we get energy to do anything? Do cells perform work?
What is blood and why is it important?
What is the purpose of the heart and the circulatory system?
How does the circulatory system work?
Unit Summary
This unit provides an opportunity to explore the question: How does the heart relate to our body’s cells? TLW will understand the connection between blood, heart and cells. TLW discover the components of blood and how it is important in performing everyday functions of the body. Diagramming the routes of the circulatory system, TLW demonstrate the purpose of blood and its relationship to cells. TLW will explore heart rate through experimentation. TLW see the relationship between heart rate and activity level as well as heart rate and temperature level in these experiments. TLW construct bar graphs and analyze their data in order for them to draw conclusions on the relationship between heart rate and activity level as well as heart rate and temperature level. TLW organize, create and validate their experiments and what they understand about heart rate in a five paragraph essay.

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Subject Area(s) (List all subjects that apply)
Anatomy & Physiology and Cell Biology

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Grade Level [Click box(es) of all grade level(s) that your Unit targets]
K-2
6-8
ESL
Gifted and Talented / 3-5
9-12
Resource
Other:

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Targeted State Frameworks/Content Standards/Benchmarks
COMMON CURRICULUM GOAL: Understand the characteristics, structure, and functions of organisms.
CONTENT STANDARD: Describe the characteristics, structure, and functions of organisms.
Benchmark: Oregon State Science Benchmark 3 – 8th grade: SC.LS.01.01 Identify organ systems at work during a particular activity and describe their effect on each other. OR SC.08.LS.01 Describe and explain the relationship and interaction of organ systems. OR SC.08.LS.02 Describe and explain the structure and functions of an organism in terms of cells, tissues, and organs.

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Student Objectives/Learning Outcomes
1.  Diagram the routes of the circulatory system using oxygen rich blood and carbon dioxide rich blood.
2.  Through experimentation TLW see the relationship between heart rate and activity level as well as heart rate and temperature level.
3.  Constructing bar graphs and writing their results TLW analyze laboratory data in order to draw conclusions on the relationship between heart rate and activity level as well as heart rate and temperature level.
4.  TLW create a five paragraph essay about their experiments and what they understand about heart rate. TLW also combine what they understand about the heart, blood and cells.

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Procedures
Lesson 1: Answer provocative questions provided by the teacher to open discussion about the relationship of heart, blood and cells. They will view an animation of blood pumping out blood to help facilitate our inquiry as to the heart’s function.
Lesson 2: Students will observe microscopic images of blood and try to determine the components of this tissue. Reading from an excerpt about blood from “Horrible Science” the students and I will draw and discuss the components of blood. AB Share to review.
Lesson 3: Students will diagram the routes of the circulatory system. After observing an animation of the circulatory system we will discuss how it works. A discussion of blood will arise and the importance of it carrying CO2 and O2 from the heart to the lungs to the heart and to the cells/tissues of our body. AB Share for review.
Lesson 4: Sing “Circulatory Song” explain arteries, veins, and capillaries and show on the diagram. Discuss heart rate and pulse and explore where to find it. Color diagram of heart to represent CO2 and O2 blood’s routes through the heart.
Lesson 5: Experimentation: Students role play as either lab rats or scientists. Lab rats will perform a series of experiments to determine if heart rate is related to activity level and/or temperature level. Scientists will facilitate these experiments. All students will collect data.
Lesson 6: Data Analysis by having the students construct a bar graph of their heart rate or the class’ heart rate depending on whether they were lab rats or scientists.
Lesson 7: Analyze the data and write results from the each experiment using their data, time, and protocol.
Lesson 8: Compose a five paragraph essay on the following questions: “What is a reasonable definition of heart rate? Using that definition and what you have learned about the function of the heart, explain the effects different types of activities and exercises would have on heart rate.”
Lesson 9: Peer edit the rough draft using a scaffold and common editing marks. Revise their rough draft and submit for grading.
Lesson 10: Revise graded rough draft and submit final essay.

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Approximate Time Needed
Two weeks
Prerequisite Skills
5th grade writing, math, and science benchmarks.

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Materials and Resources

Technology – Hardware (Click boxes of all equipment needed)

Camera
Computer(s)
Digital Camera
DVD Player
Internet Connection / Laser Disk
Printer
Projection System
Scanner
Television / VCR
Video Camera
Video Conferencing Equip.
Other: LCD Projector
Technology – Software (Click boxes of all software needed.)
Database/Spreadsheet
Desktop Publishing
E-mail Software
Encyclopedia on CD-ROM / Image Processing
Internet Web Browser
Multimedia / Web Page Development
Word Processing
Other:

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Printed Materials / Horrible Science, worksheets, excel data sheets
Supplies / Digital Camera, computer, LCD projector and for experiment see lesson plan #5
Internet Resources / Embedded within lesson plans
Others

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Accommodations for Differentiated Instruction
Resource Student / Modified requirements, differentiated instruction and assessment, extended work time, guiding templates, support structures, and personnel.
Non-Native English Speaker / Allow students to use native language when appropriate.
Handouts of class discussion, lists, and notes from the previous day.
Pictures, animation, and microscopic images of the different components of the circulatory system.
Gifted Student / More challenging tasks, extended investigation in errors in scientific investigation.

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Student Assessment
Pre-Assessment: Assess knowledge of the circulatory system.
Lesson 1: Demonstrate their knowledge of circulatory system in class brainstorm and their notes (informal).
Lesson 2: Participation, class notes, and students reading aloud (informal).
Lesson 3: Diagrams and AB share (informal).
Lesson 4: Students reading aloud from Horrible Science, AB Share and diagrams (informal).
Lesson 5: Waivers signed (5 pts) and laboratory data sheets (10 pts).
Lesson 6: Bar graph of their heart rate or class’ average heart rate (20 pts).
Lesson 7: Laboratory Results and Analysis (20 pts).
Lesson 9: Rough Draft of 5 paragraph essay (10 pts) and peer editing sheet (informal).
Lesson 10: Final Draft of 5 paragraph essay (20 pts).

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