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 Boom’s 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 Bloom’s Taxonomy: Knowledge and Comprehension).
- Students will be able to understand and define the circulation systems supported by the cardiovascular system (levels of Bloom’s 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 Bloom’s 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 Bloom’s 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 Bloom’s 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
Day 2 Lesson
Day 3 Lesson
Day 4 Lesson
Day 5 Lesson
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.
Day 7: Revisiting the content
The purpose of this lesson is to revisit the contents studied in class. During the lesson, the learners will be required to form new groups. They will be guided to conduct numerous researches in order to provide concrete answers to the questions in the completed test. This exercise will empower the learners to consult their notes, books, and various websites. The students will be guided to go through their notes and identify the major functions of the cardiovascular system. The lesson will ensure the targeted learners understand some of the major issues ignored throughout the period (Chattopadhyay, 2014). For instance, the students will be allowed to execute more studies in order to understand the major diseases associated with the cardiovascular system.
During this lesson, these assessment documents will be used to examine the ideas and concepts gained by the learners after completing the unit. Choudhury (2005) asserts that tutors should use their skills to monitor the success of every lesson. The role of this lesson is to ensure the learners have understood each of the physiological and anatomical aspects of the human cardiovascular system (Noble, 2005). The presented lessons will widen the views of the learners and encourage them to consult new materials. This lesson will also be aimed at assessing some the major competencies gained by the students such as “positive communication, listening, critical thinking, creative thinking, and writing skills” (Kerckhoffs, 2012, p. 76).
Throughout the lesson, the class members will be required to replicate the ideas and lessons gained within the last five lessons. For instance, they will be empowered and guided to prepare informative and eye-catching PowerPoint presentations. The lesson will therefore present two unique goals. The first one is ensuring that the learners understand the targeted content effectively (Choudhury, 2005). The second goal will be to empower and guide the learners to use various technologies for educational purposes (Fink, 2005). This expertise will support every learner throughout his or her academic ladder.
This lesson will also be used to support the relevance of life-long learning (Carr-Chellman, 2016). The individuals will be guided to read widely and consult new materials. The newly-acquired concepts will make it easier for them to understand the subject much better (Aaronson et al., 2010). By so doing, the learners will acquire new concepts that can be applied in different health settings and environments (Fink, 2005). The acquired information will guide them and ensure they become competent providers of superior health services to patients with cardiovascular diseases.
References
Aaronson, P., Ward, J., & Connolly, M. (2010). The cardiovascular system at a glance. New York, NY: Wiley.
Billings, D., & Halstead, J. (2015). Teaching in nursing: a guide for faculty. New York, NY: Elsevier Health Sciences.
Carr-Chellman, A. (2016). Instructional design for teachers: improving classroom practice. New York, NY: Routledge.
Chattopadhyay, R. (2014). A complete book on cardiovascular system for homeopath. New York, NY: B. Jain Publishers Ltd.
Choudhury, S. (2005). Interaction in second language classrooms. BRAC University Journal, 2(1), 77-82.
Cohen, I., & Gaudette, G. (2015). Regenerating the heart: stem cells and the cardiovascular system. New York, NY: Humana Press.
Fink, D. (2005). Integrated course design. Manhattan, KS: The IDEA Center.
Kerckhoffs, R. (2012). Patient-specific modeling of the cardiovascular system. New York, NY: Springer.
Noble, A. (2005). The cardiovascular system. New York, NY: Elsevier Churchill Livingstone.
Paul, R., & Elder, L. (2014). How to improve student learning: 30 practical ideas. New York, NY: Foundation for Critical Thinking.
Ravitch, D. (2014). Reign of error. New York, NY: Vintage Books.
Reiling, J. (2005). Creating a culture of patient safety through innovative hospital design. Advances in Patient Safety, 2(1), 425-439.
Thomas, L., & Galla, C. (2013). Building a culture of safety through team training and engagement. Postgraduate Medical Journal, 89(1), 394-401.
Tomlinson, A., & Strickland, C. (2005). Differentiation in practice: a resource guide for differentiating curriculum, grades 9-12. New York, NY: Association for Supervision and Curriculum Development.
Wong, H., & Wong, T. (2009). The first days of school: how to be an effective teacher. Mountain View, CA: Harry K. Publications.