This lesson plan template provides details for a high school anatomy and physiology lesson on the circulatory system. The lesson will have students investigate how heart rate is affected by activity by collecting data on their own heart rates at rest and during exercise. Students will then analyze the data to determine the relationship between exercise and heart rate. The lesson plan outlines considerations for the classroom environment and student factors. It provides national standards addressed as well as specific learning objectives. Details are given for instructional materials, engagement activities, differentiation strategies, and assessments.

1. GCU College of Education
LESSON PLAN TEMPLATE
Section 1: Lesson Preparation
Teacher Candidate Name:
LaTonya Bethune
Grade Level:
11th & 12th
Date:
01/29/21
Unit/Subject:
Anatomy & Physiology
Instructional Plan Title:
Circulatory System
Lesson Summary and Focus:
Students will investigate what happens to heart rate as activity
is increased. Based upon data collected, students will then
conclude how exercise affects heart rate.
Classroom and Student Factors/Grouping:
Describe the important classroom factors (demographics and
environment) and student factors (IEPs, 504s, ELLs, students
with behavior concerns, gifted learners), and the effect of those
factors on planning, teaching, and assessing students to
facilitate learning for all students. This should be limited to 2-3
sentences and the information should inform the differentiation
components of the lesson.
The Classroom make-up consists of Tier 1 students, ELL, 504’s,

2. Gifted as well as Special Ed. Therefore, differentiation
instruction will consists of Tier-Learning, Whole Group
Instruction and Small Group Instruction.
National/State Learning Standards:
·SC.912.L.14.36 Describe the factors affecting blood flow
through the cardiovascular system.
·SC.912.L.14.38 Describe normal heart sounds and what they
mean. ·
SC.912.L.14.39 Describe hypertension and some of the factors
that produce it.
(HS-LS1-3) Science & Engineering Practices: Plan and
investigate individually and collaboratively to produce data to
serve as the basis for evidence.
Disciplinary Core Ideas: Feedback mechanisms maintain a
living systems internal conditions within certain limits and
mediate behaviors, allowing it to remain alive and function even
as external conditions change within some range. Feedback
mechanisms can encourage or discourage what is going on
inside the living body.
Disciplinary Core Ideas: Feedback mechanisms maintain a
living systems internal conditions within certain limits and
mediate behaviors, allowing it to remain alive and function even
as external conditions change within some range. Feedback
mechanisms can encourage or discourage what is going on
inside the living body.
Specific Learning Target(s)/Objectives:
Students will conclude how exercise affects heart rate.

3. Academic Language
Vocabulary:
Blood pressure
Systolic
Diastolic
heart rate
Discuss blood pressure and relate it to heart rate.
Demonstrate the correct way to measure blood pressure using a
sphygmomanometer.
Examine student data group discussion.
Have students evaluate any data discrepancies.
Resources, Materials, Equipment, and Technology:
Heart Rate Lab Activity-Worksheet
Heart Haiku Worksheet
Stopwatch
Group Members
Writing Materials
Computer for Internet Usage

4. Section 2: Instructional Planning
Anticipatory Set
ENGAGE: Opening Activity – Access Prior Learning /
Stimulate Interest / Generate Questions:
· Begin class by giving facts about the most important muscle in
the body.
· Facts include information such as the size, location, and how
many times it beats per day.
· Have students try to guess which muscle in the body the
teacher is referring to.
· Ask students to measure their heart rates for 10 seconds while
at rest. Assist students having difficulty.
· Ask students to jog in place for a few seconds and measure
heart rate again.
· Ask Do you think exercise changes your heart rate?
· Ask students to explain their answers.
Time Needed
45
Multiple Means of Representation
Learners perceive and comprehend information differently.
Your goal in this section is to explain how you would present
content in various ways to meet the needs of different learners.
For example, you may present the material using guided notes,
graphic organizers, video or other visual media, annotation
tools, anchor charts, hands-on manipulatives, adaptive
technologies, etc.
In a bulleted list, describe the materials you will use to
differentiate instruction and how you will use these materials
throughout the lesson to support learning. Bold any materials
you will need to prepare for the lesson.
For example:
· I will use a Venn diagram graphic organizer to teach students
how to compare and contrast the two main characters in the
read-aloud story.

5. · I will model one example on the white board before allowing
students to work on the Venn diagram graphic organizer with
their elbow partner.
· I will use a Haiku to have the students recall key words about
the heart.
· I will model an example of a Haiku using Nearpod and have
the students come up with their own Haiku to share with the
class.
Explain how you will differentiate materials for each of the
following groups:
· English language learners (ELL):
ELL students will be able to use the text-to-speech feature to
read the directions and background information of the
assignment.
· Students with special needs:
Students will be grouped in a Tier-Level of Instruction.
· Students with gifted abilities:
Students will be grouped in a Tier-Level of Instruction.

6. · Early finishers (those students who finish early and may need
additional resources/support):
Students who finish early, will be allowed to complete an
EdPuzzle: Circulatory System for extra practice..
Time Needed
15
minutes
Multiple Means of Engagement
Your goal for this section is to outline how you will engage
students in interacting with the content and academic language.
How will students explore, practice, and apply the content? For
example, you may engage students through collaborative group
work, Kagan cooperative learning structures, hands-on
activities, structured discussions, reading and writing activities,
experiments, problem solving, etc.
In a bulleted list, describe the activities you will engage
students in to allow them to explore, practice, and apply the
content and academic language. Bold any activities you will use
in the lesson. Also, include formative questioning strategies and
higher order thinking questions you might pose.
For example:
· I will use a matching card activity where students will need to
find a partner with a card that has an answer that matches their
number sentence.
· I will model one example of solving a number sentence on the

7. white board before having students search for the matching
card.
· I will then have the partner who has the number sentence
explain to their partner how they got the answer.
I will have students complete a Quizlet Activity (matching,
pairing, spelling, fill in the blanks).
The students will engage in a Quizlet Live Activity, engaging
all with knowledge building.
Explain how you will differentiate activities for each of the
following groups:
· English language learners (ELL):
Students will be able to utilize the text-to-speech feature,
graphic organizer, charts
· Students with special needs:
· Students will be able to work in groups.
· Students with gifted abilities:
Students will be able to choose their level of difficulty within
the interactive lesson.
· Early finishers (those students who finish early and may need
additional resources/support):

8. Students will be able to complete a coloring activity about the
heart.
Time Needed
15
minutes
Multiple Means of Expression
Learners differ in the ways they navigate a learning
environment and express what they know. Your goal in this
section is to explain the various ways in which your students
will demonstrate what they have learned. Explain how you will
provide alternative means for response, selection, and
composition to accommodate all learners. Will you tier any of
these products? Will you offer students choices to demonstrate
mastery? This section is essentially differentiated assessment.
In a bulleted list, explain the options you will provide for your
students to express their knowledge about the topic. For
example, students may demonstrate their knowledge in more
summative ways through a short answer or multiple-choice test,
multimedia presentation, video, speech to text, website, written
sentence, paragraph, essay, poster, portfolio, hands-on project,
experiment, reflection, blog post, or skit. Bold the names of any
summative assessments.
Students may also demonstrate their knowledge in ways that are
more formative. For example, students may take part in thumbs
up-thumbs middle-thumbs down, a short essay or drawing, an
entrance slip or exit ticket, mini-whiteboard answers, fist to
five, electronic quiz games, running records, four corners, or
hand raising.Underline the names of any formative assessments.

9. For example:
Students will complete a one-paragraph reflection on the in-
class simulation they experienced. They will be expected to
write the reflection using complete sentences, proper
capitalization and punctuation, and utilize an example from the
simulation to demonstrate their understanding. Students will
also take part in formative assessments throughout the lesson,
such as thumbs up-thumbs middle-thumbs down and pair-share
discussions, where you will determine if you need to re-teach or
re-direct learning.
Students will complete an Exit Slip-consisting of one discussion
question:
Evaluate why the body requires more oxygen during exercise
than at rest.
Explain how you will differentiate assessments for each of the
following groups:
· English language learners (ELL):
Graphic Organizers, Charts
· Students with special needs:
Students will be able to give verbal feedback.
· Students with gifted abilities:

10. Students with gifted abilities will be able to write two
paragraphs explaining their findings.
· Early finishers (those students who finish early and may need
additional resources/support): Review Quizlet.
Time Needed
15 minutes
Extension Activity and/or Homework
Identify and describe any extension activities or homework
tasks as appropriate. Explain how the extension activity or
homework assignment supports the learning targets/objectives.
As required by your instructor, attach any copies of homework
at the end of this template.
Students will complete a two-paragraph research of the benefits
of exercise and how it relates to heart health.
Time Needed
25 minutes
Graphic Organizer
Quizlet
Nearpod: How Blood Pressure Works

11. © 2019. Grand Canyon University. All Rights Reserved.
Discussion Board Rubric
HS3073 Program Planning
20 points • Language is clear, concise, and easy to
understand
• Discussion is substantive and relates to key
principles presented in readings
• Examples are integrated into discussion
• Minimum length or number of words (specific
to that week’s instructions).
• No spelling or grammar mistakes.
• Information from outside resources (textbooks,
articles, etc) is cited within the text and
referenced at the end of the text using APA
format.
• Unless otherwise stated, 250 words is an
appropriate minimum word count
• Replies to at least two other entries
o Replies are thought-provoking,
supportive, and reflective
o No spelling or grammar mistakes
o Only 2 posts per calendar day to prevent

12. all forum posts on final module day
-3 points • For each peer response NOT posted or NOT
counted (up to 6 points)
-1 to 4 points • Information from outside resources is NOT
cited within the text and referenced at the end
of the text.
• Did NOT use APA format correctly
-1 to 6 points • Language is NOT clear, concise, and easy to
understand
• Spelling and grammar mistakes
• Does NOT meet minimum length or number of
words
• Discussion is NOT substantive and does NOT
relate to key principles presented in readings
STEM Comprehensive Assessment Plan Template
Formative Assessment

13. Create 3-5 questions that provide opportunities for students to
demonstrate their learning in different ways:
1 Exit Slip. Students will be given one minute to describe the
term diastolic.
2. Higher Order Questioning: Student will be asked to identify
the most significant part of the heart and support their answ ers.
3. Think :Pair: Share: Students will be placed into small groups
where they will answer the question which factors affects the
blood flow and will discuss their findings with the whole group.
4.
5.
Explain alignment to content standard selected and learning
objective:
The academic standard is CCSS.ELA-Literacy.RI. 3. This
standard uses information obtained from text illustrations and
words to demonstrate an understanding of the text. The purpose
of the training is for students to understand illustrations that
explain the meaning of the text. Alignment to content standards
typically talks about the students meeting the expected outcome
of a certain curriculum. This only takes place when the
learning objectives are aligned to the instructions used in the
learning process. Generally, the alignment of the learning
objectives is based on learning objectives, Assessments and the
instructional objectives
Describe potential bias and how it could be minimized:
There are different forms of biasness. An example is when an
individual when a student is penalized for individual traits.
Some of the factors that leads to biasness in the assessment
process include socio-economic status of an individual and
religion. This could be minimized by ensuring that the
assessment is equitable
Describe how feedback will be provided to students:
Since this is activity is completed virtually, meaningful

14. feedback will be provided within the tab of the word document
submitted and or each student will have the opportunity to meet
with me individually via a breakout session in zoom. The
feedback will be be offered in a proactive manner that is by
using a proactive language. In this case as an instructor, I am
supposed to use constructive and encouraging language.
Another approach is based on team working. As an instructor, I
should always make sure that we are working collaboratively to
achieve those goals. The instructor should always remain
connected to the students. Feedback will also be provided t the
students by ensuring that a conducive environment is created.
This ensures that these students feel comfortable while sharing
information about their performance. The final approach will be
looking for a consensus between the learners and the instructor.
A consensus is obtained by ensuring that the student and the
instructor have a better understanding of the conversation.
Summative Assessment
Create an 8-12 item summative assessment that provides
opportunities for students to demonstrate their learning in
different ways:
1. What is used to measure improvements in cardiovascular
fitness?
2. A Normal resting heart may vary from as low as ___ beats
per minute (BPM) to as high as (BPM).
3. What is the formula to calculate the resting heart rate?
4. What is the definition of Target Heart Rate?
5. ______is a measure of how hard your heart is working.
6. Name two locations on your body where you can feel your
pulse
7. What effect does regular exercise have on your body?
Once you know your MHR your training zone (THR) is 60% to

15. 80% of your Max (MHR). This is the range where most people
should exercise. Lower heart rate zones are recommended for
individuals who are beginning exercise programs, have health
risks, or are pregnant. As your level improves you will be able
to progress toward working t higher heart rates.
For example: 200 (MHR) X 0.60 = 120BPM
For example: 200 (MHR) X 0.80 = 160BPM
Calculate the Target Heart Rate at 60% and 80% intensity if low
end of zone is 135 and high end of the zone is 175?
8. _______ (MHR) X 0.60 = _______BPM (low end of zone)
9. _______ (MHR) X 0.80 = _______BPM (High end of zone)
10. When is resting pulse best calculated?
Explain alignment to content standard selected and learning
objective:
The academic standard is CCSS.ELA-Literacy.RI.3. This
standard use information gained from illustration and words in
text that demonstrates understanding of the texts. The learning
objective is for the students to be able to understand
illustrations that makes sense of the text. Compliance with
content standards usually means that students are achieving the
results expected from a particular curriculum. This only
happens if the learning goals match the instructions used in the
learning process. Consensus on learning goals is usually based
on learning goals, evaluations, and learning goals.

16. Describe a potential bias and how it could be minimized:
There are many forms of bias. One example is a student's
personal punishment for personal characteristics. Several
factors that lead to bias in the evaluation process include a
person's socioeconomic status and religion. This can be
minimized by ensuring that the evaluation is fair.
Describe how feedback will be provided to students:
Since this is activity is completed virtually, meaningful
feedback will be provided within the tab of the word document
submitted and or each student will have the opportunity to meet
with me individually via a breakout session in zoom.
Remediation Activity and Re-assessment
Describe a remediation activity that would assist a student in
meeting the standards. Explain how you would re-assess to
check for mastery of content:
The best remediation strategy is based on letting the students
work in groups. The groups should be composed of more
students that are knowledgeable and the weak students. This
will make the learning process easier. After going through team,
more focus will be based on the student whereby as the
instructor I will evaluate the understanding of the concepts
through a summative approach. This will be the reassessment
process. The composition of the team will be based on students’
gaps, which have to be met
© 2018. Grand Canyon University. All Rights Reserved.

17. Rubic_Print_FormatCourse CodeClass CodeAssignment
TitleTotal PointsSEC-517SEC-517-O500Clinical Field
Experience C: Lesson Plan
Delivery60.0CriteriaPercentageUnsatisfactory (0.00%)Less
Than Satisfactory (69.00%)Satisfactory (74.00%)Good
(87.00%)Excellent (100.00%)CommentsPoints
EarnedCriteria100.0%Assessment Summary25.0%Not
addressed.Assessment summary is poor and/or does not address
all questions.Assessment summary is vague or does not address
all questions.Assessment summary is descriptive and effectively
addresses all questions.Professional reflection demonstrates is
insightful and substantially addresses all questions.Mentor
Feedback25.0%Not addressed.Mentor feedback reflection is
insufficiently developed and/or does not address all
questions.Mentor feedback reflection is unclear or does not
address all questions.Mentor feedback reflection is descriptive
and completely addresses all questions.Mentor feedback
reflection is in-depth and thoroughly addresses all
questions.Professional Reflection25.0%Not
addressed.Professional reflection is inadequate and/or does not
address all questions.Professional reflection is superficial or
does not address all questions.Professional reflection is
meaningful and completely addresses all questions.Professional
reflection demonstrates higher-order thinking and thoroughly
addresses all questions.Organization15.0%Not addressed.An
attempt is made to organize the content, but the sequence is
indiscernible. The ideas presented are compartmentalized; may
not relate to each other.The content may not be adequately
organized even though it provides the audience with a sense of
the main idea.The content is logically organized. The ideas
presented relate to each other. The content provides the
audience with a clear sense of the main idea.The content is well
organized and logical. There is a sequential progression of ideas
related to each other. The content is presented as a cohesive
unit. Provides the audience with a clear sense of the main

18. idea.Mechanics of Writing (includes spelling, punctuation,
grammar, language use)10.0%Not addressed.Surface errors are
pervasive enough that they impede communication of meaning.
Inappropriate word choice or sentence construction are
used.Frequent and repetitive mechanical errors distract the
reader. Inconsistent language or word choice is present.
Sentence structure is lacking.Submission includes some
mechanical errors, but they do not hinder comprehension.
Varieties of effective sentence structures are used, as well as
some practice and content-related language.Submission is
virtually free of mechanical errors. Word choice reflects well -
developed use of practice and content-related language.
Sentence structures are varied and engaging.Total
Weightage100%
Please read the directions carefully. This reflects a Teacher
Field Experience. Attached you will find a lesson plan, and
assessment questions from previous assignments. This was a
Biology -Anatomy Class, the lesson was on cardiovascular
system focusing on heart rate.
Please make sure you follow the rubric!
NOTE ****Within the actual lesson plan, you will find
hyperlinked activities such as Nearpod, Quizlet..these were
assignments that were used for the lesson plan as well. Due to
Covid-19, note that you should mention that class online via
zoom. Breakout Rooms through zoom, are used for small group
instruction. A google document was used for an Exit Slip.****
Allocate 4 hours in the field to support the field experience.
Experience with lesson implementation and reflection are key
components to becoming an effective educator. Effective
educators consistently reflect on their practice to make positive
changes in the instruction and ensure they are meeting the needs
of all learners in the classroom.
Part 1: Lesson Plan Delivery
For this field experience, you will deliver your lesson plan to

19. either your entire mentor classroom or to a small group of
students that your mentor teacher has chosen.
Remember to focus on:
· Learning objectives and learning experiences aligned to
content area and the geometry standard selected
· Pre-assessment questions to determine prior knowledge and
needs of students
· Formative assessment to check for understanding
· Differentiation and accommodations to meet the diverse needs
of students
· Brief summative assessment to evaluate student’s level of
understanding at the end of the lesson, such as student journal
response
After delivering your lesson, discuss the successes and
challenges you had with the lesson with your mentor teacher.
Ask for feedback and suggestions for future modifications.
Use any remaining field experience hours to assist the mentor
teacher in providing instruction and support to the class.
Part 2: Reflection
Once you have completed your field experience, summarize and
reflect upon the following in 250-500 words:
Assessment Summary
· Did the students master the objective for the day? How do you
know?
· What would you do differently if you taught the same lesson
again in terms of formative assessment?
Mentor Feedback
· Identify the areas that went well
· Areas to improve upon
· Suggestions and advice
· Student engagement during lesson
Professional Reflection
· If this was your classroom, what would your next steps be
based on the lesson and students’ performance on the
assessments?
· Reflect on how this experience will affect your future

20. professional practice.