Strategies
During the course of this unit, I will use PowerPoint presentations, web-based videos and animations, science-based articles, dissection labs, and supplemental text to engage my students into the unit. My hour with my students is structured to include an opening or Do-first task, 15-20 minute lecture, individual or group activity, and Do-Last. With the exception of lab days and work days, my students become familiar with this structure within the first two to three weeks of the semester. This is imperative because my students often lack structure in their daily lives. By providing a familiar environment and daily structure, students are not left wondering, "What are we doing today?"
Initially, in a curriculum unit, I begin with an engagement activity. This may be an article, a demonstration, a picture, a short video, or simply a question. Once engaged, I ask students to make the connection to the unit we are about to study. For this unit, I will ask three students to volunteer to have their blood pressure taken. I will use my blood pressure as a comparison, and have my students discuss what they think they know about the numbers from the demonstration. From their answers, I will be able to evaluate their prior knowledge concerning high blood pressure and cardiovascular disease.
Strategies throughout the course of the unit will include:
- Using models of the heart to show its anatomy
- Comparing x-rays of healthy hearts and hearts with CVD
- Having students read CVD, hypertension articles to increase their cross-curricular literacy skills
- Discussions that will engage their critical thinking skills, especially in relation to clinical focus readings
- Modeling pressure using different size tubes, volumes, and forces to mimic the blood vessels
- Exploration into technologies that treat hypertension, coronary artery disease, and CVD
- Videos of surgeries to show real-life applications.
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