Name(s): Scott Whisler Date: May 28, 2014

Lesson # & Title: Lesson Lesson #1, Anatomy of the Heart

Grade Level & Class Title: Anatomy & Physiology Grades 11 & 12

Standards & Objectives
Content Standards: Grade level and standards using the numbers as well as the text.



Learning Objectives:
WHAT do you want students to think, know, and be able to do?
o Students will be able to identify key anatomical parts and regions of the
heart.
HOW will students demonstrate this?
o Students will use SMART board technologies to rotate, move into, and
move through the heart as I ask them to identify different anatomical
parts.


Academic Language Objectives: List key vocabulary (content-specific terms)
Atria: Upper chambers of the heart used as pre-circulation chamber.
Ventricle: Lower chambers of the heart, which pump blood to lungs or systemic
body.
Veins: Pump blood to the heart (except in pulmonary circuit)
Arteries: Pump blood away from heart (except in pulmonary circuit)
Cardiac: pertaining to the heart


Instructional Strategies and Learning Tasks to Support Learning:

Time Learning Activities and Purpose









Orientation/Engagement/Motivation:
Engage: Play YouTube video of brief overview of the heart and all its
parts.
Link this to their lives: Introduce a medicine-field aspect in talking about
heart transplants, bypass, and other medical procedures.

Presentation/Explicit Instruction (teaching/modeling strategies):
The teacher will use the interactive SMART animation of the heart to
show different anatomical structures. The teacher will initially ask
students if they know of any specific structures and allow them to come
find them on the model projected on the SMART board.
http://exchange.smarttech.com/details.html?id=308390c9-abe4-473a-
916e-04ac97446a5c&from=reg

Structured Practice/Exploration (learning activities):
Upon completion of an overview of the heart, the teacher will now
divide the class in two. The teacher will have a student from each team
come to the board (1 at a time) and give them a structure to find. A
correct answer elicits a point, an incorrect answer will allow the
opposite team a chance to find the correct answer. This will go on
twice through the anatomy of the heart.

Guided Practice/Feedback (Questions youll ask and feedback youll provide):
The teacher will now go through the SMART software of the 3D heart
again, this time pointing to different anatomical parts and asking the
class as a whole to identify them. Once again, this will go on twice
through the anatomy of the heart.
Independent Practice/Application:
The students will now have the opportunity go online to the following
website: (http://www.purposegames.com/game/label-the-heart-quiz)
and practice what they have learned independently. The teacher will
walk through the room to ensure students are doing the task at hand
and answer any questions. Students will not be allowed to use
supplemental material. Students will give scores to their teacher, but
grade will be based on completion.
Closure (concluding questions):
At the end of the lesson, the teacher will ask the class to list any and all
anatomical parts of the heart they can remember. As they list the parts
the teacher will write their answers on the SMARTboard. Following this,
the teacher will pass out a take home packet for students to label and
color different parts of the heart. The packet will be do at the
beginning of class in two (2) days.


Instructional Materials and Support:
What materials will you need in order to teach this lesson?
o SMARTboard
o 3D antimated model of the heart
(http://exchange.smarttech.com/details.html?id=308390c9-abe4-
473a-916e-04ac97446a5c&from=reg)
o Anatomy Packet
What materials will students need? Why?
o Computer in order to access online labeling activity
o Colored pencils for take home coloring & labeling packet.

Assessment:
Assessment description: The assessment comes in the form of the online activity.
The ability of the student to correctly identify the anatomical part and their score
will provide the teacher with an idea of what needs to be gone over more in
detail.
Formal or informal and rationale: The assessment is fairly informal, the students will
only be scored based on completion, as this will be the first day over the topic.
This will provide a solid framework for the teacher as to how well the students are
grasping the ideas.
How will gather information: Students are reporting results to the teacher.
Evidence: Students will have scored an 85% or higher on the online activity.



Technology:
Why technology more appropriate: Technology is more appropriate because
with the 3D model of the heart, students can move through it and rotate around
it, providing a more visually stimulating experience than simply 2D pictures in a
textbook or on screen.
How it will facilitate learning: Students will be more engaged with the stimulus
from the movement of the heart on the screen. They also can come to the
screen for a hands on experience, letting them move and be active in the
classroom.
Back-up plan: If the SMARTboard software did not work, I would result to using a
prepared PowerPoint presentation to review the material. If for some reason the
projection system was not working we would ultimately have to either use
individual computers or review the material from the textbook.