Lesson Plan

Date: Tuesday November 29th, 2016

Subject: Science 10 Grade: 10
Topic: Essential Question (from unit, if applicable):
What are the four main blood types and how are they able to interact safely when
we consider the process of transfusion?

Materials:
100 plastic Dixie cups
Red food colouring (x3)
Blue Food colouring (x3)
Sharpie Marker
Water
Plastic Pipettes (x10)
1 pitcher or large beaker

Stage 1- Desired Results you may use student friendly language

What do they need to understand, know, and/or able to do?
Students need to be able to determine what blood types can be safely transfused to
patients with the four main blood types (A, B, AB and O) while understanding the
importance of antigens and antibodies to red blood cells. They need to know why
coagulation is dangerous and what the resultant effects of an incompatible blood
transfusion may be.

Outcome(s):
Analyze the anatomy and physiology of a healthy human. [CP, SI]

PGP Goals:
TECC Goals; 1.1, 1.2, 2.2, 2.4, 3.2.

Stage 2- Assessment

Assessment FOR Learning (formative) Assess the students during the learning to help
determine next steps.

Assessment for learning is completed through the observation of students completion of

the experimental exercise in their defined groups. Assisting where needed such that
they gain proper understanding.

Assessment OF Learning (summative) Assess the students after learning to evaluate

what they have learned.

The summative assessment of student learning is the completion of the handouts

questions and fulfillment of the given data table to be handed into the teacher.

Stage 3- Procedures:

Motivational/Anticipatory Set (introducing topic while engaging the students)

The motivation set for this lesson is my own completion of an active demonstration to
introduce the students to the process and aid in the establishment of their first
predication. I will fill my own cups with water, the required food colouring and
appropriate labels for the patients subset, and label the cups for the transfusions
subset, before demonstrating how O can be transfused into A.

Main Procedures/Strategies:

The following are the procedural steps for completion of this lesson:
Have the students split off into groups of 4-5 students and arrange their desks
into pods.
Handout the experimental outline to the groups.
Discuss the experimental background with the class and complete introductory
demonstration.
Have students complete the outlined experiment.
Allow time for the students to complete the analysis questions.

Closing of lesson:

The lesson closure will be a follow-up discussion about what the students found while
filling out their data tables. I will go over the tables with them and the six questions that
follow. I also have a second handout that will be given at this point to better define blood
group antigens and introduce the students to the relevance of (+) and (-) blood typing.

Personal Reflection:

*Adapted from Understanding by Design (McTighe and Wiggins, 1998)