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LESSON PLAN BIOLOGY 20

UNIT D: Human Systems

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Date: March 21 , 2017 Student Teacher: Danica Chabot
Grade Level: 11 Course: Biology 20
Title: BLOOD Duration: 80 Minutes (+ Flex)
OVERVIEW
The purpose of this lesson is to understand Hematopoiesis and Blood Properties; specifically this
lesson focuses on Red Blood Cells and Platelets (Blood Clotting).

SPECIFIC LEARNER EXPECTATIONS / I CAN


(SLE’s as per the Alberta Program of Studies for Biology 20)

20-D2.4k
20-D2.8k
20-D2.1sts
Attitude: Interest in Science.
Students will be encouraged to explore and use a variety of methods and resources to
increase their knowledge and skills.
MATERIALS
Teacher Notes & PPT Presentation
Student Notes Handout & Exit Assignment Handout (1 per student)
Whiteboard and Markers
YouTube Videos:
- This is What Snake Venom Does to Blood (Original English Version)
o https://youtu.be/VY3Sd1edc8o
- Platelet Activation and Factors for Clot Formation
o https://youtu.be/R8JMfbYW2p4
- What is Sickle Cell Anemia?
o https://youtu.be/iTm7jHIZAic
Projector/Laptop
INTRODUCTION (5 Minutes)
Students to come in to class and be seated. Teacher to take attendance.
Have two students hand out the Notes Package to their classmates.
PPT Presentation to be projected onto the Smart Board.
LESSON PLAN BIOLOGY 20
UNIT D: Human Systems
BODY (60-70 Minutes + Flex)
Lecture/Note-Taking
The following topics will be covered:
- Hematopoiesis (Diagram Discussion): Focus of this lesson is on Erythrocytes and
Platelets specifically (the other cells will be covered in the immune system section).
- Blood:
o Function
o Properties
 Composition
- Red Blood Cells
o Function
o Disorders
 Sickle Cell Anemia
 Anemia is general
- Blood Clotting: WHY would we want our blood to clot? (Looking for: to prevent BLOOD
LOSS)
o Flow Chart of Clot Formation
o Platelets
o Disorders:
 Thrombosis
 Hemophilia

Exit Assignment: Song-ify Hematopoiesis and/or Blood Clotting Disorders


Students will have the rest of class AND the Flex period to complete this assignment. The
students must choose one of the two above mentioned concepts. They will adapt lyrics of either
“I Want a Hippopotamus for Christmas” or “Bleeding Love” in such a way that explains a
learned concept (Hematopoiesis or Blood Clotting/Disorders).
Students will be tempted to rush through this assignment in order to leave early; the
teacher will review student work, and will decide whether or not sufficient work has been
produced: Students should be aware that the assignment will be graded AND that the
technicalities of song-writing isn’t as important as the explanation of the concepts.
CONCLUSION (5 Minutes)
Students will hand in their Assignments.
No Special announcements.
ASSESSMENT
Formative Assessment:
- Observation and Participation during lecture/discussion
o Questioning
Summative:
- Exit Assignment – the purpose of this assignment is to have students re-tell the learned
concepts in their own words; this will demonstrate that they have at least begun to
understand the concepts.