Goal-directed Instructional Design Plan - Measuring Blood Pressure Author - Colleen Kayl 1.

A problem or a need With the rise in heart disease in America, gaining a clear understanding of the causes, risk factors and warning signs can prove invaluable. High blood pressure increases the risk of heart disease and stroke so its important to know how to lower high blood pressure. Hypertension risk factors include obesity, drinking too much alcohol, smoking, and family history. This lesson asheres to Michigan HSCE B2.3d Identify the general functions of the major systems of the human body (digestion, respiration, reproduction, circulation, excretion, protection from disease, and movement, control, and coordination) and describe ways that these systems interact with each other. A real-world performance Accurately measuring blood pressure and being able to read and interpret the results is a skill everyone should know. Being able to correctly use this information can save lives. An instructional objective a. Students will accurately measure their partners blood pressure using a manual sphygmomanometer. b. Students shall correctly explain what systolic and diastolic means. c. Students shall analyze sample blood pressure readings use them to interpret the health of the individual. d. Students shall apply the importance of lifestyle choices to prevent hypertension. A set of essential content Students will be asked to reflect on their knowledge of blood pressure through a Think-Puzzle-Explore literacy activity. They will use a manual sphygomanometer to read the results of their partners blood pressure following a brief explanation and demonstration from the teacher. Students will be given a quiet work space and a partner (the cuffs have dual stethoscopes for collaborative learning.) In addition, students will post to linoboard for homework to reflect upon their findings and what went well/what was challenging. An evaluation consisting of a test or observation a. Students will meet with me individually to demonstrate proper techniques for taking blood pressure before completing the lab. (evaluated not graded) b. Students will complete the lab analysis portion of the lab (part 2) in class. (Assessed with a grade) c. For homework, students will reflect on the lab and post to linoboard (What was challenging in red, what their blood pressure reading meant in green, and how they will use this information in yellow) (participation grade)

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6. A method to help participants learn Night before: Two short videos on how to measure blood pressure will be posted on my website for homework. Students should watch them and bring 2 questions to be answered. Day of Lesson: Students will begin by observing the blood pressure cuff. I will post the actual name sphygmomanometer on the Smart board and give each team 2 minutes to come up with a proper pronunciation, just for fun. Following, I will ask students to participate individually in a Think Puzzle Explore activity that asks them: What do you know about this? What questions or puzzles do you have? How can you explore this topic? We will discuss and brainstorm as a class, answering any questions from the homework during this time. Next I will have a volunteer read the directions as I demonstrate proper techniques of measuring blood pressure. Students will be allowed to practice and ask questions for 15 minutes (using an online stopwatch)before I have each student demonstrate how to correctly use the instrument, providing instant and positive feedback. Once they are cleared, students may begin working on the lab that can also be found on my website. Before leaving for the day, I will post 2 sample blood pressure readings (45/80 and 165/90) and have students predict what could be wrong with these individuals. Their homework is to post a reflection on linoboard and complete the lab analysis questions. Motivation: Meaningfullness content and activities must have meaning for the learner. I will display a blood pressure cuff and ask students to complete Think Puzzle Explore to assess questions and pre-conceptions they have about the cuff. Students can also relate the information to their own and their families health. Pleasant consequences the effects that achieving the goal will have on the learner. Students will feel accomplished by knowing how to use instruments usually only utilized by health care professionals. They will feel like experts in the field. Novelty an attention-getting, humorous or curious manner that relates to the useful information in your lesson . Each lab group will be given 2 minutes to come up with the appropriate pronunciation of the word sphygmomanometer for fun. All correct groups will be awarded a point extra credit. Socialization - Students will be asked to read their partners blood pressure. This will allow for collaboration and team work/problem solving. I purchased blood pressure cuffs that have 2 sets of stethoscopes on each cuff so students can work listen at the same time. Audience Age: High school anatomy students, grades 11 and 12. Skill level (including technology skills): Before this lesson, students should have a solid biological background of feedback systems and a basic understanding of the cardiovascular system. In addition, students should have a solid foundation of how to use linoboard, my website and a place to access the internet. Prerequisite knowledge (including technology background): Students already had a lesson on the basics of the cardiovascular system , heart structures and the different types of vessels (slides 28-44). In addition, they will have already completed part 1 of the lab (measuring heart rates)

Michigan State University, Educational Technology Programs http://edutech.msu.edu

 Technology Needs Computer with Internet access at home or school to post to linoboard. One manual blood pressure cuff per group. Access to computer to watch videos prior to arriving in class. These will be assigned 2 days prior to the lab for flexibility for students with limited resources.

Michigan State University, Educational Technology Programs http://edutech.msu.edu