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Introduction

Objectives

Learning objectives are critical because they ensure the targeted unit or lesson focuses on the needs of the students. Every lesson should deliver meaningful content that has the potential to support the long-term and short-term goals of the targeted students. Wong and Wong (2009) argue that one of the most important goals of learning is to ensure the students acquire new skills that can support their professional needs (p. 37). The proposed unit will therefore play a positive role towards empowering the targeted students. This is the case because the learners will be informed about various human body functions and their relationship with the cardiovascular system. This information will form the best foundation as they continue to focus on their future academic goals. Throughout the learning process, several objectives will be identified to guide the learners and support their educational needs (Tomlinson & Strickland, 2005). That being the case, the objectives presented below will guide the learners throughout the lessons. As well, the multiple levels of the Booms Taxonomy are outlined at the end of each objective.

  • Learners should be able to categorize, name, and describe the major organs structuring the cardiovascular system (levels of Blooms Taxonomy: Knowledge and Comprehension).
  • Students will be able to understand and define the circulation systems supported by the cardiovascular system (levels of Blooms Taxonomy: Knowledge, Synthesis, and Comprehension).
  • Learners should successfully define the main functions of the cardiovascular system and the role of the heart in maintaining blood pressure in the body (levels of Blooms Taxonomy: Knowledge, Application, and Analysis).
  • The individuals should describe the physiological aspects of the cardiovascular system such as protection, blood circulation, and regulation of blood pressure (targeted levels of Blooms Taxonomy: Comprehension, Synthesis, and Evaluation).
  • Learners should understand and describe how various technologies such as smartphones, handheld devices, computers, and videos can be used to pursue their learning goals (targeted levels of Blooms Taxonomy: Analysis, Synthesis, and Evaluation).

These objectives will ensure the unit is completed successfully. Throughout the learning process, the learners will be expected to take note of each of these objectives. By so doing, the learners will match their skills and improve new ideas where necessary (Thomas & Galla, 2013). The objectives will encourage them to focus on the best information that can make the learning process successful (Tomlinson & Strickland, 2005). The other important observation is that the role of technology in the learning is not underemphasized. This is the case because the students will be equipped with the best skills regarding the use of different technological platforms. The approach will make it possible for the targeted learners to realize their potentials. This is agreeable because modern technologies have become useful and applicable in a wide range of learning environments (Reiling, 2005).

Lesson Plans

Day 1 Lesson

Subject: Cardiovascular System Day 1 Lesson
Lesson Title: Introduction to the cardiovascular system
Standard: Students should grasp the major concepts related to the cardiovascular system and its role towards supporting human life.
Objective: Learners should be able to categorize, name, and describe the major organs structuring the humans cardiovascular system (Cohen & Gaudette, 2015).
Level of Blooms: Knowledge and Comprehension
Materials/Technology: Several materials and resources will be used to make the lesson successful. These materials and resources are presented below.

  • Books and articles (peer-reviewed journal articles)
  • Websites (www.livescience.com, www.webmd.com, and www.who.int)
  • Writing materials
  • Computers
  • Smartphones
  • Handheld devices
Vocabulary: blood pressure, cardiac, circulatory system, heart attack, and vascular
Student grouping: A powerful approach is needed in order to make this lesson successful. That being the case, a whole group composed of all the students will be formed. The approach will ensure the introductory aspects of the cardiovascular system are introduced to the students.
Multiple Intelligences:
Several intelligences will be considered and supported during the lesson. These aspects include interpersonal, intrapersonal, and linguistic. Such intelligences will play a positive role towards making the study successful.
Differentiation for Diverse Learners:
One of the main obligations of tutors is to ensure learners with diverse needs are supported throughout the educational process. I am planning to use various strategies to ensure both learners with special needs and English Language Learners (ELLs) receive similar instructions. For instance, the lesson will be characterized by the use of discussions whereby all class members will be required to present their ideas. A simplified version of the notes will also be availed to the learners. Technological devices such as computers will also be used (Reiling, 2005). For instance, PowerPoint presentations will be used to deliver the targeted instructions to all the learners with diverse needs.
Teaching-Learning Process
Focus Gain student interest:
Before starting the lesson, the class will be informed about the targeted learning objective. The objective will guide them throughout the learning process. The learners will also be given a short description of the cardiovascular at the beginning of the lesson.
Access prior knowledge
The next important thing is making sure the targeted learners have understood the meaning and relevance of the objective (Ravitch, 2014). Within the first 5-10 minutes, random questions focusing on the targeted study objective will be posed to the learners. The strategy will gauge the students understanding of the intended objective.
Lesson Core Instructional Input
Several methods will be embraced to deliver the intended information to the learners. A normal teaching process will be used to provide the introductory information to the learners. Sketch notes will be presented on the chalkboard (Paul & Elder, 2014). As well, PowerPoint descriptions of the cardiovascular will be used to support the educational needs of every student with diverse needs.

  • Formative assessment: In order to ensure the learning process is successful, the learners will be required to write personal notes. The next step will be to engage in class discussions. Such discussions will be guided by random questions addressing the major areas studied in class (Billings & Halstead, 2015). The learners will also be required to provide their views and questions. The gathered information will be used to improve the second lesson.

Modeling: The learners will be guided throughout the lesson in order to accomplish the targeted objective. They will be required to create a checklist describing the objective and the targeted learning goals. New entries should be made in order to ensure the learning process is completed successfully (Billings & Halstead, 2015).

  • Formative assessment: In order to ensure the students are accountable and engaged, it will be appropriate to monitor each and every checklist. New feedbacks will be provided to the learners. The process will hold the learners accountable.
Guided Practice: During the learning process, the learners will be guided to make notes and match their new ideas with the outlined key terms (Paul & Elder, 2014). They should also be allowed to revisit the objective introduced at the beginning of the lesson.

  • Formative assessment: I will use the questions presented below to make sure the major steps of the lesson are successful. As well, I will examine the learners ability to describe the cardiovascular system. These methods will ensure the best information has been delivered to the targeted students.

Questions:

  • What is the cardiovascular system?
  • What are major organs of the cardiovascular system?

Independent Practice:The above questions will also be used to ensure the students have met the objective.
End Closure: During the last 5 minutes, the learners will be required to explain whether they have been able to meet the needs of the objective.

Day 2 Lesson

Subject: Cardiovascular System Day 2 Lesson
Lesson Title: Anatomy of the cardiovascular system
Standard: Students should understand the anatomical features of the cardiovascular system and their functions.
Objective: Students should be able to name and describe the major organs and features of the cardiovascular system.
Level of Blooms:Knowledge, Synthesis, and Comprehension
Materials/Technology:

  • Books
  • Peer-reviewed journal articles
  • Websites (www.livescience.com, www.webmd.com, and www.who.int)
  • Writing materials
  • Computers
  • Smartphones and handheld devices
Vocabulary: cardiac muscle cells, mitochondria, systemic circulation, vessel anatomy, and capillary structure
Student grouping: The class will be treated as a whole group throughout the lesson.
Multiple Intelligences:
The targeted intelligences include linguistic, interpersonal,and intrapersonal.
Differentiation for Diverse Learners:
Since the class will be treated as a huge group, different instructions will be used throughout the lesson. Learners will be required to engage in discussions.
Teaching-Learning Process
Focus Gain student interest: This being the second lesson, the learners will have already understood the major aspects of the cardiovascular system. The first thing will therefore be to present the intended objective to the learners.
Access prior knowledge: After presenting the objective, the learners will be required to answer a few questions from the previous lesson. This exercise will be completed within the allocated 5-10 minutes.
Lesson Core Instructional Input: Simplified notes will be used to make the learning process successful. As well, sketch notes will be availed to the learners using a PowerPoint presentation.

  • Formative assessment: The success of the instructional input will be determined by the notes taken by the learners (Billings & Halstead, 2015). The students will also be allowed to engage in discussions for 5 minutes.

Modeling: During the learning process, I will guide the learners to revisit the objective frequently. This move will make it easier for them to make sure the learning process addresses the major aspects of the objective.

  • Formative assessment: A checklist will be developed to outline the major learning points and achievements fulfilled by the learning process.

Guided Practice: The students will engage in guided discussions. They will ask each other questions focusing on the ideas gained from the lesson. The role of the teacher will be to guide the students throughout the process (Carr-Chellman, 2016).

  • Formative assessment: In order to make sure the major steps of the lesson were successful, it will be relevant to ask random questions. The following question will be used.
  • What are the anatomical features of the cardiovascular system?

Independent Practice: The students will be required to explain why people should be aware of the anatomical features of the cardiovascular system (Billings & Halstead, 2015).
End Closure: During the last 5 minutes, the learners will be required to revisit their ideas and examine whether they have met the targeted objective.

Day 3 Lesson

Subject: Cardiovascular System Day 3 Lesson
Lesson Title: Anatomy of the cardiovascular system (Continuation)
Standard: Students are expected to understand the anatomical features of the cardiovascular system and their functions.
Objective: To name and describe the major functions of different parts of the cardiovascular system.
Level of Blooms:Knowledge, Synthesis, and Comprehension
Materials/Technology:

  • Books and articles (peer-reviewed journal articles)
  • Websites (www.livescience.com, www.webmd.com, and www.who.int)
  • Writing materials
  • Computers
  • Smartphones
  • Handheld devices
Vocabulary: ventricle and atrium circuits, myofibril, interstitial fluids, and capacitance
Student grouping:
During this lesson, the class will be treated as a single group
Multiple Intelligences:
The major intelligences that apply to this lesson include interpersonal, logical-mathematical, intrapersonal, and linguistic.
Differentiation for Diverse Learners:
Differentiated instructions will be used throughout the learning process. Students will special needs will be provided with extra guidelines and instructions in order to support their needs. The group will be allowed to engage in discussions. The discussions will ensure the ELL students are ready to support their counterparts.
Teaching-Learning Process
Focus Gain student interest: The objective will be used to attract the interest and attention of the students. The learning objective will play a positive role towards guiding the students.
Access prior knowledge: Before beginning the lesson, the first 8-10 minutes will be used to go through the learning objective and outline the ideas gained from lesson 2. The gained information will be used to guide the learning process.
Lesson Core Instructional Input: Several resources will be used to deliver the intended instructions to the learners. The targeted resources will include PowerPoint slides and handouts. During the learning process, the learners will be allowed to go through the notes and diagrammatical representations.

  • Formative assessment: The effectiveness of the instructional input will be determined by the notes taken by the learners. As well, questions will be encouraged from the learners.

Modeling: Random oral questions will be asked in order to establish whether the students have accomplished the intended objective.

  • Formative assessment: During the process, the individuals will be allowed to engage in short discussions. Some of the learners will be required to present the new concepts gained from the class.

Guided Practice: The teacher will use questions and guide the learners to answer them. This practice will be undertaken in order to ensure the goals of the objective are fulfilled.

  • Formative assessment: Several questions will be used to ensure the process is successful (Carr-Chellman, 2016). The questions presented below will be used to assess the quality of information delivered to the learners.
  • What are major functions of different parts of the cardiovascular system?
  • Describe such functions in details.

Independent Practice: Oral responses will be provided by the learners. The role of such responses is to examine whether the students have met the above objective.
End Closure: The last 5 minutes of the lesson will be to revisit the contents learned in class. As well, the class will reexamine the content and contrast it with the goals of the lesson objective.

Day 4 Lesson

Subject: Cardiovascular System Day 4 Lesson
Lesson Title: Coronary and hepatic blood circulation
Standard:

  • The students will be expected to use interpersonal and intrapersonal communication skills to improve the quality of cardiovascular health.
Objective: The students should be able to describe the physiological aspects of the cardiovascular system such as the coronary and hepatic blood circulation and the regulation of blood pressure.
Level of Blooms:Comprehension, Synthesis, and Evaluation
Materials/Technology:

  • Books and articles (peer-reviewed journal articles)
  • Websites (www.livescience.com, www.webmd.com, and www.who.int)
  • Writing materials
  • Computers (videos)
  • Handouts
Vocabulary: coronary circulation, hepatic circulation, diastole, and portal hypertension
Student grouping:
Large groups characterized by 10-12 students will be created during the lesson. As well, the groups will also be required to work together throughout the process.
Multiple Intelligences: The major intelligences that apply include linguistic, logical-mathematical, interpersonal, and intrapersonal.
Differentiation for Diverse Learners:
The above groups will be characterized by learners with diverse needs and strengths. ELL learners will be combined with those with special needs in order to maximize their outcomes.
Teaching-Learning Process
Focus Gain student interest: A short description of the role played by the cardiovascular system towards blood circulation will be presented. This strategy will attract the attention of the learners and encourage them to focus on the objective.
Access prior knowledge: The first 10 minutes will be used to examine the existing students knowledge of both coronary and hepatic circulation.
Lesson Core Instructional Input: Several methods will be used to provide quality information to the students. For instance, handouts will be provided to support their discussions. Videos depicting various circulatory functions will also be presented to the groups. They will also be expected to consult different websites.

  • Formative assessment: In order to determine if the students understand the targeted information, it will be mandatory for them to take sketch notes detailing the ideas and concepts gained from the study materials (Carr-Chellman, 2016).

Modeling: Oral questions based on the objective will be used to determine if the students have focused on the objective.

  • Formative assessment: The learners will be expected to provide accurate and meaningful answers to the oral questions. Their feedbacks will be used to examine the success of the lesson.

Guided Practice: Thestudents will be guided to practice performing the objective. The tutor will use randomized questions from the class content.

  • Formative assessment: The answers presented by the students will be used to guide the learning process. The teacher will correct the learners accordingly in order to achieve the best outcomes (Carr-Chellman, 2016). The main question is presented below.
  • Give detailed summaries of coronary and hepatic circulations.

Independent Practice: The students will be required to prepare a short essay detailing the roles played by the cardiovascular system towards maintaining various body functions. Each student will complete the assignment individually.
End Closure: The last 3-5 minutes will be used to respond to the questions presented by the learners. Such questions should be dictated by the initial lesson objective.

Day 5 Lesson

Subject: Cardiovascular system Day 5 Lesson
Lesson Title: Physiology of the cardiovascular system
Standard: Learners should have the ability to use various decision-making and goal-setting ideas in an attempt to enhance cardiovascular health support.
Objective: The individuals should describe the physiological aspects of the cardiovascular system.
Level of Blooms:Comprehension, Synthesis, Application, and Evaluation
Materials/Technology:

  • Books and articles (peer-reviewed journal articles)
  • Websites (www.livescience.com, www.webmd.com, and www.who.int)
  • Writing materials
  • Computers (videos)
  • Handouts
Vocabulary: cardiac physiology, stroke volume, circulatory physiology, baro-receptors, and auto-regulation
Student grouping:
The members of the class will be treated as a single group. This approach will ensure the physiological aspects of the cardiovascular system are described effectively to the students.
Multiple Intelligences:
The major intelligences that apply include spatial, bodily-kinesthetic, interpersonal, andintrapersonal.
Differentiation for Diverse Learners:
The class is characterized by learners with diverse needs and strengths. ELL learners will be combined with those with special needs in an attempt to maximize their outcomes.
Teaching-Learning Process
Focus Gain student interest: A short summary focusing on the major physiological aspects of the cardiovascular system will be presented to the learners. This method is expected to attract the attention of the learners.
Access prior knowledge: The ideas gained from the last four lessons will be revisited briefly. This approach will ensure the learners are aware of the current objective. This exercise will be conducted within the first 10 minutes of the lesson.
Lesson Core Instructional Input: This lesson will mostly embrace the use of video clips, websites, and handouts to deliver the intended content to the students. The handouts and videos will be availed to the students.

  • Formative assessment: Throughout the lesson, the students will be required to engage in discussions and take notes. Such notes will summarize the contents obtained from the videos and handouts.

Modeling: The lessons will be expected to present their views and new concepts throughout the lesson. This method will be aimed at ensuring that the learners accomplish the objective.

  • Formative assessment: The learners will have to display their notes and answer random questions based on the objective.

Guided Practice: The teacher will guide and monitor the achievements of the students during the lesson.

  • Formative assessment: The teacher will determine if the students understand the step of the lesson mentioned above through constant observation. The teacher will look monitor the notes taken by the learners and make sure they are focused on the targeted objective (Chattopadhyay, 2014).

Independent Practice: Finally, the learners will be required to complete a short assignment. The answers presented by the learners will be used to establish whether the individuals have met the lesson objective.
End Closure: The last 3-5 minutes will be used to get responses from the learners regarding the success of the lesson. Such questions should be guided by the lesson objective.

Day 6: Summative assessment

The mastery of the learners will be gauged using an assessment test. The test will be completed after the five lessons have been completed. The test will include short-structured questions focusing on the major functions and physiologies of the cardiovascular system (Aaronson, Ward, & Connolly, 2010). As well, each student will be required to complete a two-page essay addressing the lessons and ideas gained from the five lessons (Chattopadhyay, 2014). They will also describe in details how the information gained from the class readings can support their professional goals as future practitioners. The questions presented below will be included in the assessment test.

  • Describe in details the organs forming the cardiovascular system.
  • Discuss the unique functions of the human cardiovascular system.
  • Discuss the anatomy of the cardiovascular system.
  • What are the major physiological processes associated with the cardiovascular system?
  • Write a 2-page essay describing the major ideas gained from this unit and how they can make a difference in your life.

The rubric presented below will be used to assess the test. The total test is equivalent to 20 points.

Rubric Detail Poor (1-3 marks) Average (4-7 marks) Proficient (8-10 marks)
Content Questions were answered shallowly
The student presented a shallow description of the ideas gained from the unit
Most of the important issues were ignored by the learner		 Most of the issues were addressed
The student mentioned most of the ideas
A number of issues were addressed		 Excellent answers were presented by the learner

The learner presented a concrete analysis of the ideas gained from the unit
All issues were addressed properly by the student
Organization Disorganized work
Grammatical mistakes		 Partially organized work
A few mistakes		 Well-organized
No mistakes
Essay Poor (1-3 marks) Average (4-7 marks) Proficient (8-10 marks)
  • Lack of consistency
  • Poor formatting
  • Disorganized work
  • Grammatical errors
  • Student failed to describe how the information could help him/her in healthcare service delivery