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DIRECTIONS TO STUDENTS: LESSON PLAN

BLOOD PRESSURE
NJ Core Curriculum Content Standards addressed in the lesson. Do not simply list the standard number, for
example, 5.5. Instead, list the complete standard. For example, you might list:
STANDARD 5.1.4.D.2 In order to determine which arguments and explanations are most persuasive, communities of learners work
collaboratively to pose, refine, and evaluate questions, investigations, models, and theories (e.g., scientific argumentation and
presentation)
STANDARD 5.3.4.A.3 Describe the interactions of systems involved in carrying out everyday life activities.
STANDARD5.3.6.A.1 Model the interdependence of the human body’s major systems in regulating its internal environment
Identify Resources needed.

• Teacher use: Logger Pro, Computer, Power Point, Black Board. Student Use: Vernier Blood pressure sensor

Describe what students should know before they start the lesson.
Students should know that the heart pumps blood throughout the body in order to transport 02 and CO2. Students should also know
that heart rate is directly related to blood pressure. Students should also know that the body maintains a balance between systems
(homeostasis).
State the objectives of the lesson.
Students will be able to record blood pressure using Vernier Blood Pressure Monitor.
Students will be able to graph the rate at which blood pressure is returned to equilibrium (after exertion)
Students will be able to explain the relationship between heart rate and blood pressure.
Identify important ideas in terms the subject area: 1. Food is vital to our survival, yet food is something we
take for granted and rarely do we look at what food really does for us. 2. Energy can be transferred to
different forms. Food contains energy but it is difficult to grasp how food contains energy. 3. Why do we
use caloric intake to determine if a person should gain or lose weight.
Describe potential difficulties students may experience with the content. Describe all formative
assessments that you plan to use and how you will provide feedback (e.g. if these are problems - include
solutions). Indicate what compensatory activities you will use for those students who lack prerequisite
knowledge.
Logger pro activity worksheet. A worksheet will be given in conjunction with the logger pro activity which will require students to
measure the amount of time it takes for the food to be consumed, energy change of the water, and how many calories are present

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within the food. Students will also be given a chance to discuss with other groups their food and give explanations as to why
measuring the rate at which the temperature of the water changes is important. (this is important because the more temperature
change witnessed correlates to the calories in the item, which means the more energy is present). The due now which will be given at
the beginning of class (while I am setting up the lesson) will be for students to read Chapter X pgs 10-13 in their book. We will then
have an open discussion about food and energy which will not be assessed.
Provide a description of the lesson including an agenda for the lesson (What is going to happen, what you
will say, what questions you will ask, what students will do, all handouts that you plan to give to the
students). Choose activities that are best for the content of the lesson. Make sure you describe how you
will start the lesson and how you will end it (to capture students’ attention and to have some sort of
closure). Show how you meet the objectives of the lesson.
Time Table – who is going to be doing what and when during the lesson to make sure that students are actively engaged.
Clock reading during the “Title of the activity” Students doing Me doing
lesson
0 - 6 min Homework quiz Writing Checking up equipment for the first
activity

1. Describe the modifications you will make for different learners

2. Describe alternative instructional strategies for diverse learners such as the use of multi-sensory teaching approaches, use of
instructional technologies, advance organizers, and cooperative learning activities.
3. Describe modifications for bilingual students.
4. Describe the homework you will assign. What guidance will you provide the students?

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UPON COMPLETION OF THE LESSON PLAN
DIRECTIONS TO STUDENTS: EXPLANATIONS
Respond to the questions in the THREE boxes below:
Knowledge of Subject Matter
How does your lesson plan illustrate your knowledge of the subject matter you will teach?
Pedagogy
Briefly explain how your lesson plan illustrates your pedagogical knowledge
Learners and Learning Environments
Briefly explain how your lesson plan illustrates your knowledge of how to accommodate diverse learners and those with special
needs

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FACULTY EVALUATION OF STUDENT’S LESSON PLAN

DIRECTIONS FOR INSTRUCTOR: LESSON PLAN

Name of Evaluator:

Date:

Please use the rubrics that follow to evaluate the students’ lesson plans for:
1. KNOWLEDGE OF SUBJECT MATTER
2. PEDAGOGICAL KNOWLEDGE
3. KNOWLEDGE OF LEARNERS AND LEARNING ENVIRONMENTS
We ask you to evaluate the plan in relation to expectations for a seasoned professional. We anticipate that the initial lessons you
observe will not be as good as later lessons. We anticipate that in most cases, a student’s first efforts will not “meet” or “exceed”
expectations. We expect to see improvement over time.

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Rubric for Assessment of Lesson Plan

KNOWLEDGE OF SUBJECT MATTER

Knowledge GSE Expectation to Missing Does Not Meet Meets Exceeds Expectations N/A The criterion
of Subject be Assessed in the from plan Expectations for Expectations for a Professional 3 was not relevant to
Matter Lesson Plan 0 a Professional 1 for a this particular lesson
Rubric Professional Explain Why
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1 Identifies appropriate Missing Lists the Provides full Refers to standards that
NJ standards to be standard by description of go beyond a specific
addressed in the number only the standard subject area.
lesson making it and the
difficult to standard is
judge its appropriate
appropriateness for the lesson
being taught
2 Identifies prerequisite Missing Connection of Identifies Provides rationale for
knowledge for the the identified prerequisite identified prerequisite
lesson perquisite knowledge
knowledge and and indicates
the particular its link to the
content of the lesson
lesson is unclear content

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Knowledge GSE Expectation to Missing Does Not Meet Meets Exceeds Expectations N/A The criterion
of Subject be Assessed in the from plan Expectations for Expectations for a Professional 3 was not relevant to
Matter Lesson Plan 0 a Professional 1 for a this particular lesson
Rubric Professional Explain Why
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3 Identifies texts and Missing Does not Identifies Uses unexpected or
other resources to be identify needed resources for unusual resources for
used in the lesson, resources for both students both students and
both students and teacher teacher
and teacher that will be
needed to
successfully
implement
the lesson
4 Identifies family or Missing Names the Names the Names the resource(s)
community resources resource but not resource(s) and how it will be used;
to be used in the how it will be and how it clearly links the use of
lesson used will be used the resource(s) to lesson
objectives

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Knowledge GSE Expectation to be 0 Missing 1 Does Not 2 Meets 3 Exceeds Expectations N/A The criterion
of Subject Assessed in the Lesson from plan Meet Expectations for a Professional was not relevant to
Matter Plan expectations for for a this particular
a Professional Professional lesson Explain Why
5 Identifies appropriate Missing Simply a list of Identifies Identifies appropriate
objectives for the what students appropriate objectives (possibly
lesson will do, not objectives including activities) and
what they will (possibly what students will learn;
learn; States including Identifies WHY the
objectives but activities) objectives are appropriate.
the connection and what
to the lesson students will
content is learn
unclear
6 Incorporates important Missing Incomplete Incorporates Makes the connection
ideas, concepts, or specification of important between the ideas,
questions in the subject important ideas ideas, concepts, or questions and
matter concepts, or the current lesson clear.
questions in
the subject
matter

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PEDAGOGY
Pedagogy GSE Expectation to be 0 Missing 1Does Not 2Meets 3 Exceeds Expectations N/A The criterion
Assessed in the from plan Meet Expectations for a Professional was not relevant
Lesson Plan Expectations for a to this particular
for a Professional lesson Explain
Professional Why
7 Makes connections to Missing Provides at Appropriate Provides multiple
the students’ lives least one connection to connections that are
connection for students’ relevant for diverse
student lives made student group
explicit
8 Makes cross curricular Missing Provides Provides Provides an integrated
connections minimal students with lesson including skills
connection to opportunity from more than one
other curricular to include subject areas
areas skills from
one other
subject area
9 Provides a clear Missing Provides an Provides an Provides an appropriate
agenda and timetable incomplete appropriate agenda (includes most
for the lesson (What is description of agenda for items listed in the
going to happen, what what the the lesson description of the
you will say, what agenda is, that with a criterion) for the lesson
questions you will ask, is, omits a timetable for with a timetable for the
what students will do, number of the the lesson lesson; Identifies how
all handouts that you key items listed and responds the objectives are
plan to give to the in the to most of the addressed,
students, how description of items listed
objectives are the criterion. in the
addressed, and a description of
timetable) the criterion

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Pedagogy GSE Expectation to be 0 Missing 1 Does Not 2 Meets 3 Exceeds Expectations N/A The criterion
Assessed in the Lesson from plan Meet Expectations for a Professional was not relevant to
Plan Expectations for a this particular
for a Professional lesson Explain
Professional Why
10 Includes appropriate Missing Assessments Assessments Assessments and/or
assessments (these can and/ or and/or strategies for getting
be informal or formal) strategies for strategies for instructional feedback
linked to the objectives instructional getting that would provide the
of the lesson feedback instructional teacher with information
would not feedback that about whether the
provide the would objectives of the lesson
teacher with provide the were met; Provides
information teacher with different ways for
about whether information students to show they
the objectives about have met the objective
of the lesson whether the of the lesson.
were met objectives of
the lesson
were met
11 Has plan for Missing The homework The
homework assigned is homework is
unrelated to the connected to
objectives of the objectives
the lesson of the lesson

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LEARNERS AND LEARNING ENVIRONMENTS
Learners & GSE Expectation to 0 1 Does Not 2 Meets 3 Exceeds N/A The
Learning be Assessed in the Missing Meet Expectations for a Expectations for a criterion was
Environments Lesson Plan from Expectations for Professional Professional not relevant
plan a Professional to this
particular
lesson
Explain Why
12 Identifies students Missing Identifies Identifies Identifies students
who may experience students who students who may who may experience
difficulty with the may experience experience difficulty, explains
content and makes difficulty, but difficulty, explains why they might have
instructional plans to does not explain what difficulty difficulty, and selects
help them. what difficulty they may have, specific activities that
they may have AND describes in are appropriate to
AND does not general terms how address those
describe how these difficulties difficulties
these difficulties would be
would be addresses
addressed

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Learners & GSE Expectation to 0 1 Does Not 2 Meets 3 Exceeds N/A The
Learning be Assessed in the Missing Meet Expectations for a Expectations for a criterion was
Environments Lesson Plan from Expectations for Professional Professional not relevant
plan a Professional to this
particular
lesson
Explain Why
13 Includes Missing Provides Includes Enhances the lesson
accommodations for accommodations appropriate for all students by
culturally and (adaptations) accommodations using the diversity of
linguistically diverse that are not (adaptations) for the students in the
students related to the culturally and class to vary
objectives of the linguistically instructional
lesson diverse students strategies
14 Includes Missing Describes Includes Enhances the lesson
accommodations for accommodations appropriate for all students by
students with special (adaptations) accommodations using the strengths of
needs that are not (adaptations) for students with special
related to the students with needs
objectives of the special needs
lesson

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GSE Expectation to be 0 Missing 1 Does Not 2 Meets 3 Exceeds Expectations N/A The
Assessed in the Lesson from plan Meet Expectations for a for a Professional criterion was
Plan Expectations for Professional not relevant to
a Professional this particular
lesson Explain
Why
15 The lesson plan is well Missing Has many Is grammatically Is grammatically correct
written. grammatical and correct and contains and contains no spelling
spelling errors no spelling errors errors; Provides
arguments to justify
decisions

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