5E Unit Plan Unit: Cardiovascular System(First Half) Background: Unit is intended for a high school Anatomy and Physiology

gy class composed mostly of juniors and seniors. his is a second semester unit! students "ill have already covered the follo"ing #ody systems$ s%eletal! muscular! nervous! special senses! endocrine and #lood. Arizona State Science Standards: (http&''""".a(ed.gov'standards)practices'files'*+,,'+-'sciencehighschool.pdf) S4C102: Compare the form and function of pro%aryotic and eu%aryotic cells and their cellular components S4C104: Analy(e mechanisms of transport material (e.g "ater ions! macromolecules) into and out of cells& passive transport$ active transport S4C5P05: .escri#e the levels of organi(ation of living things from cells! through tissues! organs! organ systems! organisms! populations! and communities to ecosystems. Ne t !eneration Science Standards: (http&''/0-/+de,1-,/c2-3c042)1e0#ed+,1c#123/4*#ed*2a2-,e/2020.r/0.cf,.rac%cdn.com'5) ,*6*+.C7s6*+Com#ined6*+/.,,.,0.pdf) "S#$S1: From 8olecules to 9rganisms& Structure and Processes "S#$S1#2: .evelop and use a model to illustrate the hierarchical organi(ation of interacting systems that provide specific functions "ithin multicellular organisms "S#$S1#%: Plan and conduct an investigation to provide evidence that feed#ac% mechanisms maintain homeostasis &eading'(riting Standards: (http&''""".corestandards.org':;A);iteracy'<S ',,),*'3) CCSS)E$A#$iterac*)&S+)11#12),: 7ntegrate and evaluate multiple sources of information presented in diverse formats and media (e.g.! =uantitative data! video! multimedia) in order to address a =uestion or solve a pro#lem.

 CCSS)E$A#$iterac*)&S+)11#12)-: Synthesi(e information from a range of sources (e.g.! te>ts! e>periments! stimulations) into a coherent understanding of a process! phenomenon! or concept! resolving conflicting information "hen possi#le. CCSS)E$A#$iterac*)("S+)11#12)2: ?rite informative'e>planatory te>ts! including the narration of historical events! scientific procedures'e>periments! or technical processes. ./0ecti1es Students "ill #e a#le to descri#e the structure of the heart Students "ill #e a#le to analy(e the function of the heart. Students "ill #e a#le to compare and contrast the structure and function of arteries! veins! and capillaries. Students "ill #e a#le to identify the three major "aves of an :C@ Students "ill #e a#le to analy(e an :C@ Calendar: All periods are 2+ minutes in length 2e/ruar* 2014 3onda* %rd Engage& Heart <ate E 5lain: Cardiac 9utput +uesda* 4t4 E 5lore: <ecovery heart rate la# (ednesda* 5t4 Ela/orate: Heart rate la# analysis E 5lore and E 5lain: Physiology of the heart +4ursda* 6t4 E 5lain: Cardiac Cycle! :5@ 2rida* ,t4 E 5lore and Ela/orate: :5@ la# and analy(ing

10t4 Engage: ;a#eling the heart E 5lain: Heart anatomy and coverings

11t4 12t4 E 5lain: Heart cham#ers! E 5lore: Sheep valves! systemic and dissection pulmonary circulation

1%t4 E 5lain: Cardiovascular jeopardy revie"

14t4 E1aluation: :>am

 7a* 1# 2'%'14: Engage: Heart rate card sort& :ach ta#le "ill have a card sort set! each set "ill include the t"o main categories increase heart rate and decrease heart rate along "ith various factors that influence heart rate. o activate prior %no"ledge some of the factors "ill include nervous system stimuli and hormones t"o units "hich "e previously covered. Students "ill #e a#le to to "ith their ta#le teams to sort the cards! after"ards "e "ill have a short discussion on the studentsA organi(ation of the factors. E 5lain: Po"erpoint presentation on cardiac output! stro%e volume and heart rate. his "ill #e a direct instruction lecture "hile students follo" along and fill in their provided note ta%er. 7a* 2# 2'4'14: E 5lore: <ecovery heart rate la#. Students "ill "or% in groups of *)0 #ut each student "ill participate in the la# activities. his la# "ill #e performed outside on the school trac%! there "ill #e 0 stations "here students "ill perform a different activity "hich "ill cause their heart rate to rise. Students "ill ta%e their resting heart rate #efore "e leave the classroom and record it! students "ill then ta%e their resting heart rate at the #eginning of each activity! immediately after performing each activity they "ill ta%e their heart rate. Students "ill then "ait a minute and ta%e their heat rate! "ait another minute and ta%e their heart rate again and then repeat one final time. his "ill #e performed at every station. 7a* %# 2'5'14: Ela/orate: Students "ill average and graph their recovering heart rate for each station and "ill "rite a summary on the factors that effect recovery heart rate. E 5lore: Students "ill "or% in their ta#le teams to fill in their physiology of the heart note ta%er using their #oo%s. E 5lain: eacher lead instruction going over the note ta%er and ans"ering student =uestions on heart physiology. 7a* 4: 2'6'14: E 5lain: Po"erpoint on cardiac cycle! heart sounds and reading :5@As. Students "ill fill in their note ta%er during the teacher lead lecture. hese can #e a confusing topics for students! the teacher lead lecture "ill allo" for student =uestioning and discussion. 7a* 5# 2','14:

 E 5lore and Ela/orate: Analy(ing the heart "ith :5@ la#. Students "ill use the vernier la# e=uipment to ta%e an :5@ of their heart! they "ill then la#el the 0 important heart "aves on their :5@. here are only * vernier la# computers availa#le to the students! "hile the students ta%e turn ta%ing their :5@As the other students "ill #e provided a pac%et containing a variety of :5@As. Students "ill then act li%e .rAs and "ill have to interpret and analy(e the :5@As. Students "ill have to indicate and record in the ta#le provided the presence or a#sence of a P "ave and "hether the P< interval! B<S interval! B<S shape and )"ave shape are normal or a#normal. Students "ill then have to "rite a short summary for each :5@ e>plaining "hat is "rong "ith their patient. 7a* 6# 2'10'14: Engage: ;a#eling of the heart activity. Students "ill dra" their interpretation of the heart and "ill attempt to la#el as many as the anatomical features as they can and "ill also attempt to trace the flo" of the #lood through the heart "ithout using their #oo%s. his "ill activate prior %no"ledge #ecause "hen discussing heart physiology in the previous "ee% some anatomical features "ere covered. E 5lain: eacher lead la#eling of the heart$ students "ill #e provided "ith a heart diagram to fill in. Po"erpoint presentation on the coverings of the heart. 7a* ,# 2'11'14: E 5lain: Po"erpoint presentation on cham#ers of the heart! valves of the heart and systemic and pulmonary circulation. E 5lore: Circulation through the #ody card sort. 7a* 8# 2'12'14: E 5lore: 7n class sheep dissection. 7a* -# 2'1%'14 E 5lain& eacher lead jeopardy revie" for e>am. 7a* 10# 2'14'14 E1aluation: :>am covering! cardiac output! heart physiology! cardiac cycle! heart anatomy! systemic and pulmonary circulation.