Heart+Health+-+Roberta+Kuonen

Roberta Kuonen Project #2 Heart Health Lesson Grades 10 & 3

The American Heart Association has declared February as heart health month. Our district has a new preventative health initiative for students and staff. The idea behind the initiative is that many health-related problems can be prevented by employing some basic lifestyle changes. To that end, the sophomore health and wellness teacher and a third grade teacher in the district have both decided to use the month of February to teach their students about the anatomy and functions of the heart and how to adopt heart-healthy habits. The two following lessons were created for a tenth grade health class and a third grade class. In addition to learning about heart function and health, the tenth grade students will learn how to decipher if websites they are searching are reputable. The third grade students will receive their first lesson on how to access and search the school’s databases. __ AASL Standards: __
 * Grade 10 Standards:**

** 1.1.1 ** Follow an inquiry- based process in seeking knowledge in curricular subjects, and make the real- world connection for using this process in own life. __ Indiana Academic Standards for Health and Wellness – High School: __ ** Standard 1 **** Students will comprehend concepts related to health promotion ** HW.1.1 Document how personal behaviors can impact health. HW.1.5 Formulate ways to prevent or reduce the risk of health problems. HW.1.7 Summarize the benefits and barriers to practicing healthy behaviors. ** Standard 4 **** Students will demonstrate the ability to use interpersonal ** HW.4.2 Apply refusal, negotiation and collaboration skills to enhance health and avoid or reduce health risks. ** Standard 5 **** Students will demonstrate the ability to use decision-making ** HW.5.2 Outline the value of applying a thoughtful decision-making process to a health-related situation. HW.5.6 Determine the health-enhancing choice when making decisions. ** Standard 8 **** Students will demonstrate the ability to advocate for personal, ** HW.8.3 Work with others to advocate for improving personal, family and community health. HW.8.4 Modify health messages and communication techniques to a specific target audience. **10th Grade Heart Health Lesson** There are thirty students in the tenth grade class. Students in this district come from varied backgrounds. Most students are from middle to lower-middle class families. The school is a large suburban high school with nearly 4,000 students. Roughly two-thirds of the students have internet access at home. All students have had experience with researching on the Internet. They know how to do basic word processing, PowerPoint presentations and keyword searching. They have also learned how to locate materials within the library and how to order materials through the interlibrary loan system. Part of the role of the media specialist in this project is to instruct students on how to decipher if an internet source is a valid, reliable source. Students will also be introduced to searching the databases to which the school subscribes to locate research material. In health and wellness class, if the topic has an impact on the student personally, he is more motivated to perform in a high functioning manner during the lesson. Students are also more motivated if they are solving problems and working with realistic situations. These are the factors which led to the creation of the activities within this lesson. There is a health center in our district that is available free of charge for the staff and their family members who are included on the district health insurance plan. The health center is staffed by two doctors. The district staff members also have a health coach who is a registered nurse and is available to answer health related questions, help with smoking cessation programs, weight loss programs, stress management programs and exercise programs. At the beginning of this lesson, students will be informed of the availability of the health center and health coach as well as briefed on the information that the two doctors and health coach have agreed to help with this lesson to try to improve the heart health of the participants. · Students will learn the functions and anatomy of the human heart. · Students will identify key topics related to heart health. · Students will conduct research to explore one habit that affects heart health. · Students will use the information they discover in their research to make informed suggestions to community members on how to improve their heart health. To begin the lesson, the teacher will identify the level of knowledge students already have regarding heart health. Students will individually complete a graphic organizer to organize their ideas. The topic of the graphic organizer will be, “Factors that affect heart health”. Once students complete their own graphic organizer, they will come together as a class and discuss the topics that were most frequently listed on their graphic organizers. The teacher will use a SmartBoard to display the class Webspiration created during the discussion. The most important factors agreed on by students will be added to a class Webspiration and each of these topics will be researched in more detail by groups of three students. See a sample Webspiration by [|clicking this link]. The teacher will end this initial portion of the lesson by having students write a persuasive paragraph discussing the topics they would most like to research and why. This paragraph will be graded as part of the assessment for this project. Students will then research the workings and functions of the heart. They will use textbooks and teacher notes to learn about blood flow through the heart, blood pressure, target and resting heart rate. The functions of the heart will be explored in greater detail be completing the heart rate lesson. To learn first-hand knowledge of differences in heart rates, students will first **chart** the resting heart rate. Partners will then walk for one minute and the heart rate will be charted. The partner will then jump rope for one minute and his heart rate will be recorded. The heart rate will be checked again every 15 seconds until it returns to the resting rate. Students will chart the heart rates for their group members on a line graph from the [|Create A Graph] website. After students have had the chance to view their graph, they will write a journal entry about their results. In order to help students focus on important aspects related to heart rate, the teacher will provide topics to the students. Topics for the journal entry would include: How long it takes for different students’ heart rates to return to the resting rate, why some students’ resting heart rate is lower than others’, the factors that might contribute to length of time it takes for the heart to return to the resting rate. A class discussion will follow. The teacher will allow individual groups to tell their original predictions and show their graphs using the SMART Board. The class will discuss the difference between the students’ predictions and the actual heart rates. The results of this discussion will be documented in student journals for future reference in leading the students’ research. Following this discussion, students will study the anatomy of the heart. Students will begin this lesson by reading and taking notes from the class textbook about the different anatomical aspects of the human heart. If the budget allows, students will have the opportunity to dissect a sheep heart which is similar in anatomy to a human heart. If budgetary or time constraints restrict the acquisition of sheep hearts, students will log on to the website T [|he heart dissection site] to view pictures of sheep heart dissections. A [|sheep heart dissection video] will also be viewed on YouTube to allow students to see the various parts of a heart. SchoolTube also has a good [|sheep dissection video] students can view. While students watch the video, they will fill out the answers to the **questionairre** on the anatomy and functions of the parts of the heart. Students will review and practice the anatomy of the heart at the [|heart anatomy self-test site]. To assess this portion of the lesson, students will take a quiz where they label each of the items on a heart image. Students will also complete short answer questions about the functions of the different anatomical aspects of the heart. If an actual dissection is possible, the assessment will take place during the dissection. Students will create flags from pins labeled with the various parts of the heart. While students dissect the heart they will place the pins in each corresponding area of the heart. Students will also complete the short answer portion of the quiz on paper. The short answer questions will be similar to the short answer questions in the dissection video questionnaire. Before this project begins, the teacher will e-mail the information about the lesson and ask for volunteers from the district who are interested in learning more about heart health and improving their own heart health. The teacher acquired several “fall back” volunteers before beginning the project. The agreement with the fall backs was that if no one else from the district volunteered, these people agreed to volunteer for the activity. It is always good to begin with a Plan B! While students are learning the anatomy and functions of the heart, the volunteer participants will visit the health center to have their blood pressure checked and documented on the // survey sheet //. The participants’ target to resting heart rate time will also be documented. Following this, participants will fill out the rest of the survey form. The volunteers will then receive the project procedure form and begin to blog about their diet and exercise habits. Once students are familiar with the anatomy of the heart, they will read the week one blogs of the volunteer participants and begin research on one of the topics in the class Webspiration graphic organizer. Students will use the information of the participants’ habits and test results to guide their research in small groups to become experts on one particular topic. Students will spend several days in the media center researching their topic. The media specialist will show students how to access the databases to which the school subscribes. The media specialist will also give a lesson to students regarding locating valid information. She will discuss verifying the information about the author(s) of the websites and viewing their credentials, noting the date the website was last updated, and checking with other sources to verify if the information from one website coincides with that of other, reputable sites. Students will then complete the // short activity // to verify if the websites given are real or a hoax. The media specialist will lead a discussion about this activity following the completion of the activity to reinforce the steps to verifying the validity of a website. Students will also receive a list of reputable associations affiliated with healthy living. Some of these associations include: The American Heart Association and The Centers for Disease Control. The teacher will instruct the students on what specifically they are to research. She will emphasize that the students’ job is not to try to diagnose problems with the participants’ health, but rather, to suggest resources for the participants to view which will lead them to make healthier decisions about their own health. Once students feel confident that they have enough research and reputable sources to make an informed response to the volunteers, they will blog their responses to the volunteers’ original blogs. Students will be required to include at least 5 useful resources for the participants to use in the future. In the area of nutrition, these resources could include research sites, articles regarding nutrition and heart health as well as, websites with heart-healthy recipes. In addition to the resources, the students will be required to include a short summary of the resource with each resource detailing how the resource is useful for the participant’s situation. Students will be assessed on the validity and pertinence of the sources they recommend as well as the reasoning given in their explanations to the volunteers. The teacher will give out this rubric before students begin searching for resources so they know in advance how they will be evaluated at the end of the project. Following their blog responses, students will read the responses from the health professionals regarding the advice their group gave the volunteers. Students will then journal their thoughts on how effective their suggestions were, based on the reaction of the health professional who reviewed their comments. Students will have the opportunity to read the final participants’ blog posts to see how the resources they recommended made an impact on the participants’ heart health and healthy habits. Students will then write a blog entry about what they learned from this experience, how providing resources to improve the health of the participants changed the student, and how their findings affected their own personal habits. 3rd grade lesson: __ AASL Standards: __
 * 1.1.2 ** Use prior and background knowledge as context for new learning.
 * 1.1.4 ** Find, evaluate, and select appropriate sources to answer questions.
 * 1.1.5 ** Evaluate information found in selected sources on the basis of accuracy, validity, and appropriateness for needs, importance, and social and cultural context.
 * 1.1.9 ** Collaborate with others to broaden and deepen understanding.
 * 1.4.2 ** Use interaction with and feedback from teachers and peers to guide own inquiry process.
 * 2.1.1 ** Continue an inquiry- based research process by applying critical- thinking skills (analysis, synthesis, evaluation, organization) to information and knowledge in order to construct new understandings, draw conclusions, and create new knowledge.
 * 2.1.2 ** Organize knowledge so that it is useful.
 * 2.1.6 ** Use the writing process, media and visual literacy, and technology skills to create products that express new understandings.
 * 3.1.3 ** Use writing and speaking skills to communicate new understandings effectively.
 * 3.1.4 ** Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess.
 * 4.3.1 ** Participate in the social exchange of ideas, both electronically and in person.
 * 4.4.2 ** Recognize the limits of own personal knowledge.
 * and disease prevention to enhance health. **
 * communication skills to enhance health and avoid or reduce **
 * health risks. **
 * skills to enhance health. **
 * family and community health. **
 * Objectives: **
 * Outline: **
 * 1. **** Survey Prior Knowledge **
 * 1.1. **** Brainstorm ideas regarding factors that affect heart health **
 * 1.1.1. **** Students brainstorm individually using a graphic organizer **
 * 1.1.2. **** Class compiles brainstorming results using Webspiration graphic **
 * 1.1.3. **** Students write a persuasive paragraph about the topic from the class graphic organizer they would most like to research in detail. **
 * 2. **** Heart Function **
 * 2.1. **** Text reading **
 * 2.2. **** Teacher notes and lecture **
 * 2.3. **** Heart rate lesson **
 * 2.3.1. **** Chart predictions to various heart rates **
 * 2.3.2. **** In groups, chart actual heart rates **
 * 2.3.3. **** Discussion on differences in predictions and actual heart rates **
 * 2.3.4. **** Journal entry based on discussion **
 * 3. **** Anatomy of the heart **
 * 3.1. **** Text reading **
 * 3.2. **** Teacher notes and lecture **
 * 3.2.1. **** Students will watch a virtual sheep heart dissection video **
 * 3.2.2. **** Students will visit **[|**http://www.biologymad.com/heartdissection_files/frame.htm**]** to view the process of a heart dissection **
 * 3.2.3. **** Students will dissect a sheep heart if funds and time allow **
 * 4. **** Preliminary Blog Reading **
 * 4.1. **** While students are learning about heart function and anatomy, participants will visit the health center for initial screening and to fill out the heart health survey **
 * 4.2. **** Participants will blog for one week about their routines and habits **
 * 4.2.1. **** Students will read the blogs and surveys then guide their research based on what they read. **
 * 5. **** Media Specialist Lesson **
 * 5.1. **** How to decipher if a website has valid information **
 * 5.2. **** Complete activity to identify hoax and real websites **
 * 6. **** Research Blog Information **
 * 6.1. **** Class will go to the library to research websites and articles related to their topics **
 * 6.2. **** Students will locate five useful resources to help the participant improve heart health **
 * 7. **** Blog Response **
 * 7.1. **** Students will blog their reaction to the initial blog **
 * 7.2. **** Students will include the five resources they found in the blog response **
 * 8. **** Health professionals Blog **
 * 8.1. **** Reaction to the students’ blog and resources **
 * 8.2. **** Suggestions for participants and students **
 * 9. **** Final Evaluation **
 * 9.1. **** Participants **
 * 9.1.1. **** Blog reaction to suggestions and any changes they plan to make in the future **
 * 9.2. **** Students **
 * 9.2.1. **** Blog reaction to project and changes they plan to make to be healthier **
 * 10. **** Teacher Evaluation **
 * 10.1. **** Quality of students resources **
 * 10.2. **** Completion of each blog post **
 * 10.3. **** Final evaluation blog stating how they have grown and changed based on what they have learned **
 * Grade 3 Standards: **

** 1.1.1 ** Follow an inquiry- based process in seeking knowledge in curricular subjects, and make the real- world connection for using this process in own life.
 * 1.1.2 ** Use prior and background knowledge as context for new learning.
 * 1.1.3 ** Develop and refine ne a range of questions to frame the search for new understanding.
 * 1.1.6 ** Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning.
 * 1.3.4 ** Contribute to the exchange of ideas within the learning community.
 * 2.1.1 ** Continue an inquiry- based research process by applying critical- thinking skills (analysis, synthesis, evaluation, organization) to information and knowledge in order to construct new understandings, draw conclusions, and create new knowledge.
 * 2.1.2 ** Organize knowledge so that it is useful.
 * 2.1.3 ** Use strategies to draw conclusions from information and apply knowledge to curricular areas, real- world situations, and further investigations.
 * 3.1.1 ** Conclude an inquiry- based research process by sharing new understandings and reflecting on the learning.
 * 3.1.3 ** Use writing and speaking skills to communicate new understandings effectively.

__ Indiana Academic Standards for Health and Wellness- Grade 3: __

**3.8 Students will demonstrate the ability to advocate for personal, family and community health**. Grade 3 Lesson: The third grade class has twenty-five students. The school has approximately 600 students who are mostly from middle to lower-middle class families. The students have rudimentary knowledge of word processing and Power Point presentations. All students can log on to a web browser and type the name of the topic they want to research. Most of the students have little knowledge of how to refine a search, how to tell if the result of the search is valid and how to search a database to which the school subscribes. This project will include a controlled inquiry aspect in that students will search using the websites pre-selected by the teacher. The librarian will teach the students how to log on to the school’s databases and search for information within the databases that pertain to students’ topics. Before this project began, the teacher asked the students to read the newspaper and magazines and look for products and articles with heart related themes. Students are asked to bring in five examples of products or articles that are somehow related to heart health. To begin the lesson, the teacher will use the SMART Board from the library. The teacher will go to this [|interactive graphic organizer] website to allow the class to create a graphic of things that are good and bad for heart health. After this discussion, the district’s health coach is invited to talk to the class about her reaction to the graphic organizer. She will give a brief discussion about the function of the heart and habits that effect heart health. After viewing the graphic organizer, she will be asked to comment on the children’s selections and add any topics that she thinks are important. Following this presentation, students will take out the advertisements and articles they collected. Using a large piece of construction paper, students will affix each item and write a sentence for each telling why the subject of the advertisement or article is good or bad for heart health. These projects will be evaluated by the teacher who will consult with the student on the items they chose and reasons they gave for the effects the item has on a healthy heart. These projects will then be displayed around the room for the remainder of the project. Following these activities, students will learn more about the functions of the heart. Using the class text book and teacher notes, students will read about how blood flows through the heart and the functions of the heart chambers. Once children have some background knowledge on the anatomy and function of the heart, the teacher will show on the SMART Board this website which illustrate in greater detail how blood flows through the hear []. The class will discuss where the lungs would be located in the graphic and from which artery blood flows to the body. The teacher will teach the children to hold one hand in an upside-down V with the four fingers being one side of the V and the thumb being the other. It will resemble an **A**. This hand represents the atria. Students will then be taught to hold the other hand in a **V** position under the first hand. This hand represents the ventricles. This exercise helps students to remember that the **v**entricles are below the **a**tria. Following the anatomy/heart function lesson, the teacher will once again display the graphic organizer created by the class and health coach. While viewing the graphic organizer, students will list the top three topics from the graphic organizer that they would most like to study and give the reasons why they would like to study those topics. The teacher will use these lists to assign topics to the students based on their interest level. Once they receive their topics of study, students will go to the library to begin learning about how best to research their topics. The media specialist will lead an instructional session the databases to which the school subscribes. She will show students how to access the databases and give them a list of databases they can use specifically for this topic. Together with the media specialist as a guide, students will practice using the databases by completing a database scavenger hunt created by the teacher and librarian which has topics and information for students to locate within the different databases. The scavenger hunt will be completed using the SMART Board so all students can participate at the same time. While students participate in the scavenger hunt activity, they will complete a // worksheet // that will help them remember the steps to accessing and using the database to locate information for the project. After the consultation with the health coach, the teacher decided that the main topics of study for this project would be: -diet/nutrition -smoking/drugs/drinking -heart disease -exercise -weight Although several students will be assigned the same topic, students will work individually while doing their research. The teacher will give the students a project sheet detailing the project and the final product. Students will begin their search for information using the databases listed on the sheet they receive for their specific topics. Click here to see an example sheet for the topic of // Exercise //. Each student will receive a sheet like this related to his topic. This is a guided activity so students will have the opportunity to practice their newly learned skill of searching the databases. Once the database search activity is complete, students will write down three questions they want to research regarding their specific topic. The teacher or media specialist will read the questions and if necessary, work with the student to ensure they are researchable and do not duplicate questions that other students have submitted for that same topic. Once their questions are approved by the teacher or media specialist, students will use the websites and resources provided by the teacher and media specialist to research the answers to their questions.
 * 3.4 ** ** Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks. **
 * 3.5 Students will demonstrate the ability to use decision-making skills to enhance health. **

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When the students are finished finding the answers to the research questions they composed, they will begin to work together with the others in the class who have been researching the same topic. Students will work together to create a display board related to the specific topic and the questions the students researched. Once the display boards are complete, the class will celebrate their hard work by going to the gym and playing a tag game patterned after the motto The American Heart Association has for having a healthy heart. The motto is: “You can have a healthy heart, it’s as easy as 1,2,3! Eat healthy stuff, move around enough, live tobacco-free." This tag game reinforces the three important ways of keeping the heart healthy. The first discussion revolves around eating healthy stuff. The taggers wear pictures of unhealthy foods that one wants to stay away from. If tagged, the student jogs in place with his/her hand over the heart. Two persons running around join hands over the tagged person (as if playing "London Bridge"). They say, “Eat healthy stuff” and the tagged person is now free. The second round is played focusing on the theme of “move around enough.” Discussion takes place about how important exercise is for the heart. The taggers wear potato pictures and represent "Couch Potatoes." During this round the students unfreezing the child jog in place, join hands and say, “Move around enough.” In the third round the class discusses living tobacco-free. The taggers wear cigarette pictures and represent cigarettes that one should stay away from. The children unfreezing the tagged students say, "Live tobacco free." As a wrap up review, the teacher will gather students together again in the classroom to and write the three points of the motto: Eat healthy stuff, move around enough, live tobacco free on the board. Students will be given pictures of items or of people engaging in different activities students will tape their pictures on the board under the heading to which it applies. The class will then use a SMART Board to create a [|concept map] of the good and bad influences on heart health. ===== The maturation level between third and tenth grade is immense. Students learn so many technological skills every year that there is a vast difference between the information skills among students who are even just a few years apart in age. For these lessons, the third grade class is just beginning to learn about how to search for information in the school’s databases. They also have no knowledge of how to identify valid from invalid information on websites. For these reasons, their inquiry experience must be controlled. The media specialist and teacher have provided multiple tools to assist the students while they search websites and resources that are pre-selected by the media specialist and teacher. Providing a list of search terms also helps to broaden the students’ understanding of how to use search boxes both on the internet and in databases. The database search is very guided. Students are able to locate the articles on their own, but the articles are pre-selected by the teacher and media specialist. The scavenger hunt activity helps students to practice selecting and varying search terms to locate information. Students received the worksheet so they would have written instructions to help them remember what to do when they go to the databases to search for their own information. The very short Ventricle/Atria activity and the tag activity help kinesthetic learners (as well as others) to cement their knowledge of the parts of the heart and heart healthy behaviors. The final project helps the students to realize that heart health is something that affects everyone in the community and is not just something to think about in class. By consulting with the health coach and displaying their project boards at the local mall, students can see that heart health is universal and even third graders can teach others in the community about having healthier habits. The sophomore lesson is far less controlled but there is still an opportunity to teach the sophomores how to decide whether the websites they choose are valid. At this stage in their information learning, these students feel comfortable searching on the internet using different search terms. These students also have received instruction in the past on searching for information in the school databases. On the internet, however, these students have not have any formal instruction on deciphering if the websites used are reputable. The activity students do to decipher if the given websites are real or hoaxes really teaches them that a website can look valid but be completely invalid. This activity also stresses searching for reputable credentials for the “professionals” in the websites they use. This is a very useful life-skill which will help students search for reputable sources in post-high school education as well as in personal and workplace situations. The fact that students are finding resources for “real people” to use is motivation for them to want to find valid, reliable sources. Many tenth grade students are interested in social networking and technology. This lesson combines classroom instruction with hands-on activities (dissection) as well as review and practice using technology to appeal to students with many different learning styles.