WVSU LESSON PLAN FORMAT

Teacher Candidate: Courtney Coffman

Date: March 23rd, 2015
School: Hurricane High School
Grade/Subject: 9th Grade Health
Lesson Topic: Atherosclerosis
INSTRUCTIONAL OBJECTIVES/ STUDENT OUTCOMES

Students will label a diagram of the heart

Students will identify at least two things they already know about atherosclerosis.
Students will list and explain what they have learned about atherosclerosis.
Students will compare information gained with family history related to Cardiac issues.

WV CSOs
HE.HS.1.06: Analyze the impact of genetics and family history on personal health
HE.HS.1.09: Analyze how personal health practices affect the function of body systems in
preventing premature death.

NATIONAL STANDARDS
Standard 1: Students will comprehend concepts related to health promotion and disease
prevention to enhance health.
Standard 2: Students will analyze the influence of family, peers, culture, media, technology, and
other factors on health behaviors
Standard 7: Students will demonstrate the ability to practice health-enhancing behaviors and
avoid or reduce health risks.

MANAGEMENT FRAMEWORK
Overall Time: 90 minutes
Time Frame:

10 minute Pre-Test
20 minute Review of the Heart
30 minute Discussion and Observation of Atherosclerosis
30 minute Recap and Activity on Atherosclerosis

STRATEGIES

Teacher / Student led discussion

Teacher modeling/demonstration
Guided Instruction
Scaffolding

DIFFERENTIATED INSTRUCTION/ ADAPTATIONS/ INTERVENTIONS

Learning Differences: Students with learning
differences will be provided additional
instruction during the worksheet and activity.

Attention Differences: The activity will be

done step-by-step as a whole class. We will be
able to stay on task during this teacher led
activity.
Motivational Differences: I will use different
types of motivational strategies to keep each
student motivated during the activity such as
questions, discussion, and individual
assessment.
Physical Differences: I will use any different
techniques necessary for students with a
physical difference. Students with a physical
difference will be paired with someone that can
help them complete the lesson. They will
receive any additional time needed.
Communication Differences: Students will be
seated while I demonstrate the activity for all
to see so no one will become confused during
the lesson. Students will also be passing
around a model of the heart to see hands on.
Multiple Intelligence (check all that apply):
_X_ Verbal/Linguistic
__ Spatial
__ Logical Mathematical
X Body/Kinesthetic
__ Musical
__ Naturalistic:
_X_ Interpersonal
X Intrapersonal
__ Existential
__ Others (explain)

Sensory Differences: I will allow any students

with a sensory difference to sit closer to the
SMARTBoard. I will allow them any
additional time needed on the worksheet if
necessary. The activity will be done step-bystep so students do not get behind.
Behavioral Differences: I will reinforce
proper behavior to display during the lesson.
The lesson has a webquest that will aid
students visually while the lesson is taught.
Ability Differences: Students with an ability
difference will be given additional time and
help if needed.

Cultural Differences: I will explain through

scientific findings, what race is more likely to
develop atherosclerosis and the statistics of
different races and having this disease.

Enrichment: I will provide students with a

more challenging worksheet if necessary.
Students will be asked questions throughout
the lesson to assess knowledge of the content.

PROCEDURES
Introduction
Students will be given a pre-test to assess knowledge they have learned, and what they
may already know about the current lesson.
Body & Transitions
First, we will review about the heart muscle and the different parts of the muscle.
Students will be asked a series of questions to review what they have already learned
about the heart.
Students will be given a pre-test that will consist of material that has already been
covered a long with todays lesson and the next three lessons. This test will be given at
the end of the week again to assess student knowledge once again.
Students will write at least two things they know about atherosclerosis at the beginning of
the class.
Students will be asked to take notes as they may need them for at a later time.
As the lesson takes place, there will be a 3-D model of the heart on the Smart Board
along with a model of the heart to be passed around.
Discussion about atherosclerosis will take place with students being asked questions as
we go to test their knowledge.
Students have been working on a family tree regarding cardiac issues with family
members. Students will discuss their findings and how they relate to atherosclerosis.
At the end of the class, students will write a small paragraph about what they have
learned that they did not know prior to the lesson
Closure
Review todays content.
Demonstrate an activity for students to see what a health artery with correct blood flow
looks like verses a heart with clogged arteries and slow blood flow.
Students will be aware of what they will be doing the next day in class and asked to bring
a fact they found about the next lesson that will be taught.
ASSESSMENT
Diagnostic:

Students will receive a pre-test they must fill in, requiring students to label the different
parts of the heart. Students in this pre-test will also be assessed on the knowledge of what
they have learned in past lessons and what they will learn in todays lesson.

Formative:

Students will be asked questions during the activity to make sure that they understand and
are keeping up with the information that is being provided.

Summative:

Each student will have a chance to look at a model and locate arteries in the heart.
Students will also be asked questions as a review to make sure they understand the
information that was taught. Students will write a small paragraph about what they have
learned that they did not know at the beginning of the class.

MATERIALS

Plastic Cup
Play dough
Tub
Worksheet
SMARTBoard
Models of the heart
Model of Clogged arteries.

EXTENTED ACTIVITIES
If Student Finishes Early

Students should be on task with teacher and not finish early.

If Lesson Finishes Early

If the lesson finishes early students will be asked what they have learned that
they did not already know from the lesson.
If Technology Fails

I will explain atherosclerosis and the heart using the 3-D model of the heart.

Post Teaching Reflection

Courtney Coffman
Hurricane High School
9th Grade Health

The students had been studying the heart and all of its anatomy and how it all worked
together. I was asked to teach about atherosclerosis, hypertension, heart attacks and strokes and
how they related to the heart. Also, what could happen if we one does not keep their heart
healthy. When I began planning this lesson, I decided I wanted to see what the students already
knew about the heart and if they knew anything about the lessons I would be teaching. I made
quiz that had content they should have already learned along with content I would be teaching. I
wanted to dig a little deeper so I was going to have students write on the back of the quiz two
things they knew about atherosclerosis. I had never taught for 90 minutes before and I wanted to
make sure I was prepared. Looking back, I feel I may have over planned if that is possible. I was
very nervous and I brought several visual aids and I didnt even show all of them because I had
so much information to share and explain that the 90 minutes went by very quickly.
Students were very welcoming and did exactly as I asked of them. There was a bit of
hesitation when I handed out the quiz because they didnt know what to expect. I assured
students that this was for me to measure what they knew before I taught the lessons. This
however, I found provided to not be the best decision. I think because I told students it was just
for me they didnt do their very best. On the multiple choice they all achieved high levels and
knew most of the content. Then, I asked students to write two things they knew about
atherosclerosis on the back of the paper and if they didnt know just write I do not know. I did

not get the responses I had hoped for. Several students wrote I do not know or gave it an
educated guess and some just didnt write anything at all. If I could do this differently, I would
have required all students to write at least something on the back of the quiz.
Once the lesson began, students were very open to questions and they were very friendly
and very respectful of me. I was very pleased to have their attention and see they really didnt
mind me being there and wanted to learn from me. The students are very use to the teacher
asking questions and engaging the students throughout the lesson. When the lesson was
complete, I asked the students to go home and write a paragraph analyze what learned about
atherosclerosis they did not already know and bring it back to class the next day. The next lesson
I teach I will involve students more and use the white board more for the students to take notes.
The teacher has asked me to incorporate this more in my lessons.

Name:______________________

Date:________________

1. The heart is about the size of what?

a. Fist
b. Food
c. Eye
d. Brain
2. Cardiac means what?
a. Lungs
b. Heart
c. Digestive system
d. Vascular system
3. What is the top chamber of the heart?
a. Septum
b. Atrium
c. Valve
d. Ventricles
4. Ventricles is what chamber of the heart?
a. Bottom
b. Top
c. Right side
d. Left side
5. The heart has how many chambers?
a. 2
b. 4
c. 5
d. 6
6. High blood pressure is also known as?
a. Arthrosclerosis
b. Pulmonary
c. Hemoglobin
d. Hyper tension
7. A disease of the arteries characterized by the deposition of plaques of fatty material
on their inner walls.
a. Atherosclerosis
b. CVD

c. Pathogen
d. Heart
8. Side of the face droops or feels numb, speech difficulties and muscle weakness on
one side of the body. This is a symptom of what?
a. Stomach virus
b. Stroke
c. Heart attack
d. Diabetes
9. What is the Leading Cause of Death in the U.S.?
a. Influenza
b. Heart disease
c. Stroke
d. Heart attack
10. What is the leading cause of Death in WV?
a. Heard disease
b. Obesity
c. Diabetes
d. Stroke

**Once you have finished please turn your paper over and list two things you know about
atherosclerosis.

Percentage of students that made an A, B, C, D, OR F on Quiz

12

54

33

Please write a paragraph evaluating and explaining what you have learned today about
atherosclerosis that you did not know before this lesson was taught.

Atherosclerosis Paragraph

Expectations

Clear topic
sentences.

Highlights
appropriate terms

Good sentence
structure

First sentence
identifies each
topic within
paragraph.

Correct use of
punctuation

Correct
information in text

Constantly crosses
foul line on
delivery
Follow thru is not
smooth

Clarity

Organization

Accuracy

Completeness

Possible Points

My Signature________________________________
Total Points_______/10____

Points Earned