SCIENCE LESSON PLAN

TEACHER: Darrell Dulalchan

DATE: 11th February, 2016
CLASS: Form 2 H
TIME: 80 minutes
PERIODS: 1
UNIT: The Circulatory System of Humans
TOPIC: Impact of Diet and Exercise on the Circulatory System of Humans.
REFERENCES (exclude class text, include page numbers).

Advanced Biology- Principles and Applications CJ Clegg pg 351-353

CXC Biology Chinnery and Glasgow
CSEC Biology Atwaroo Ali

PRE-REQUISITES

Knowledge: - 1. Students should know:

1. The food and its proportions that comprises a balanced diet
2. Diseases of the cardiovascular system.
Skill:- students should know how to:
1. Work and communicate effectively in groups.
2. Calculate their individual BMI ( Body Mass Index)
3. Read and interpret line graphs.

MATERIALS & RESOURCES

For Teacher

For each group / student

MMP, Laptop, PPP

Textbook
Whiteboard / Markers

Statistics graph of BMI vs Prevalence of

Hypertension.
Calculator

CONCEPT OR PRINCIPLE
A healthy lifestyle is essential in maintaining a healthy cardiovascular system.

SPECIFIC OBJECTIVES

At the end of the lesson, students should be able to:

Classification
Cognitive (Evaluation)

Assess the effects of a healthy lifestyle on the

human cardiovascular system using statistical data.
Recognize the importance of a healthy lifestyle in
maintaining a healthy cardiovascular system.

Affective ( Receiving)

PROCESS SKILLS

During this lesson, students will be engaged in:

Identifying / formulating a problem

Designing and Planning an experimental procedure
Setting-up and executing experimental work
Observing and measuring
Recording of data and observations

Interpreting and evaluating data and observations

Communicating scientific ideas, observations and arguments

Applying scientific ideas and methods to solve qualitative and quantitative problems

Decision-making based on examination of evidence and arguments

Extracting from available information data relevant to a particular situation

ACTIVITIES

Introduction:
Engagement - Teacher shows students two collages of pictures and asks students to determine what
the big idea is. Students are expected to realize that the big idea is that of Healthy and Unhealthy
Lifestyles.
(Information Processing / Concept Attainment).

Development: Social Interaction Model / Group Work

Exploration Students are then put into groups and are given the statistical sheet provided. They are
asked to interpret the data and record what they understand the data to mean.
Explanation Each Group is then asked to present their interpretations of the data orally. Teacher then
explains that BMI can be used as a direct indicator of health.
Elaboration - Students are then asked to calculate their BMI individually and compare it to their
interpretation of the data. Students are then asked orally to determine from their BMI if they are at risk
to cardiovascular diseases
Evaluation - Students are then presented with 2 paragraphs of 2 different situations and are asked to
assess the situations and recognize which of the situations would lead to an unhealthy cardiovascular
system.

Consolidation:
Teacher recaps main points of the lesson.

TEACHERS REFLECTION

Figure 1. Prevalence of hypertension by age, sex and six levels of relative body weight according
to the body-mass index (BMI) in occupational medical care examinations in Germany (normal
BMI values are underlined).

Question: Read the situation below and determine which of the students (Rishon or Zendel) is
living a lifestyle that makes him at risk for cardiovascular diseases. Explain your answer.
Zendel and Rishon are two students of form 2B attending Reflection High School. Zendel is an active
student and participates in sporting activities every day. Zendels meals normally contains one which is
high in protein as well as contains a high amount of fruits, vegetables and water.
However, unlike Zendel, Rishon is not as active. Rishon spends most of his time behind his computer
using facebook and playing videogames. Rishon never eats vegetables and fruits. His meals consist of
fast food which are high in fats and carbohydrates. Rishon usually buys soft drinks instead of water and
is constantly eating snacks rich in sugars.