LESSON PLAN

Student Name: Brittany Garvey

Subject: Anatomy & Physiology
Grade Level: 10th-12th
School: Albemarle High School
Date of Lesson Enactment: 10/26/17
Duration: 1 class

Topic:
Next Generation Science Standards:
HS-ETS1-1. Analyze a major global challenge to specify qualitative and quantitative criteria
and constraints for solutions that account for societal needs and wants.

HS-ETS1-2. Design a solution to a complex real-world problem by breaking it down into

smaller, more manageable problems that can be solved through engineering.

HS-ETS1-3. Evaluate a solution to a complex real-world problem based on prioritized criteria

and trade-offs that account for a range of constraints, including cost, safety, reliability, and
aesthetics as well as possible social, cultural, and environmental impacts.

Learning Objectives:
Students will KNOW
o The difference between artificial tissue and real muscle tissue.
o How to calculate elasticity of tissue.
Students will UNDERSTAND
o The engineering design process.
Students will DO
o Present their design solution to their classmates.

Materials/Resources:
Student laptops
Projector
Computer
Individual Student Reflection Sheets (25 copies)

Safety
All students should either sit or stand during presentations. They should not be walking around
unless it is time to rotate. Students should ensure that laptops are not plugged in on the sink and
 should make sure that the cord is not across a pathway to prevent students from tripping on the
cord.

Lesson Procedures:

Introduction
At the beginning of class I will ask student to get out all of their packets and their laptops and
walk over to their groups in the lab area. Students will have 6 minutes to briefly meet with their
group and practice their artificial tissue engineering design portfolio presentation. Their laptop
must be plugged in during the presentations and will remain at their lab table with one laptop per
table set-up for the presentation portion.

Presentations
Students are in groups by colors. They have been working in groups that I assigned them last
week and each group has a different color. These colors include pink, red, orange, yellow, green,
blue, purple. The pink, orange, yellow, and blue tables will present first. Students will give brief
six-minute presentations to fellow students that will rotate around the tables when they are not
presenting, below is a breakdown of how this will work. I will set a timer to go off at 6 minutes,
then students will have 1 minute for rotating to the next group.

1st Round Observers

Orange Group Presenter 1+2 Red group, Yellow 2+3
Blue Group Presenter 1+2 Green group, Pink 2+3
Yellow Group Presenter 1 Purple group
Pink Group Presenter 1 Orange 3+4, Blue 3+4

2nd Round
Orange Group Presenter 1 + 2 Green Group, Pink 1+3
Blue Group Presenter 1+2 Purple Group, Yellow 1+3
Yellow Group Presenter 2 Orange 3+4, Blue 3+4
Pink Group Presenter 2 Red Group

3rd Round
Orange Group Presenter 3+4 Purple Group, Yellow 1
Blue Group Presenter 3+4 Orange 1+2
Yellow Group Presenter 2+3 Red Group, Pink 1+2
Pink Group Presenter 3 Green Group, Blue 1+2
4th Round
Orange Group Presenter 3+4 Blue 1+2
Blue Group Presenter 3+4 Red Group
Yellow Group Presenter 1+2 Green Group, Pink 3
Pink Group Presenter 1+2 Purple Group, Yellow 3, Orange 1+2

Part 2

1st Round
Red Group Presenter 1+2 Orange Group, Yellow Group
 Green Group Presenter 1+2 Blue Group, Purple Group 3
Purple Group Presenter 1+2 Pink Group, Green Group 3, Red Group 3

2nd Round
Red Group Presenter 2+3 Blue Group, Purple Group 1, Green Group 1
Green Group Presenter 2+3 Pink Group, Red Group 1
Purple Group Presenter 2+3 Orange Group, Yellow Group

3rd Round
Red Group Presenter 1+3 Pink Group, Green Group 2, Purple Group 2
Green Group Presenter 1+3 Orange Group, Yellow Group
Purple Group Presenter 1+3 Blue Group, Red Group 2

Individual Reflection
Students will have 15 minutes to meet with their groups to discuss what they saw with other
groups and can use this time to approach groups to ask further questions if needed. Once students
have finished they will complete their individual reflection sheet, as well as share their
presentation with Ms. Garvey before they leave class by emailing it to me.

Closure
I will lead students in a class discussion after students have completed the individual reflection to
ask them about their opinions on engineering design and question the uses of artificial tissues and
the purpose for them. Some questions that I plan to prompt student discussion include:
o What makes a tissue living versus what makes a tissue artificial?
o What types of tissues can regenerate easily?
o Can artificial tissue that we created be used in the human body?
Why do we create artificial tissues?
o What are tissue transplants or organ transplants?
o Can scientists create organs in a lab setting?
If time permits I can show students a short video on creating body parts.
https://www.youtube.com/watch?v=o1ewAheYSXs

Assessment
Students will be completing their individual student reflection which will be graded and returned
with feedback the following class. Students will also receive a group grade on their presentation
using a rubric that I created for their design portfolio.

Accommodations:
Students may choose to sit or stand at the lab table for their own comfort while presenting to the small
groups. All students must present a part of the presentation and can use notecards or visuals to aid them in
their presentation. I will oversee the whole process and will rotate around to see every group during their
presentations. Students will not be permitted to have any cell-phones or headphones during class today.

Behavioral and organizational strategies: Prior to the lesson, I will ensure that all outlets in the room are
functioning and that the lab tables are cleaned. I will also project the group order on the board and prepare
a timer to go off during the conclusion of the time limits during class today.