Instructional Unit: Cardiovascular System

Axia Vang
CI 225
California State University, Fresno
Topic/ Subject: Cardiovascular System

Grade Level: Undergraduate Students at Fresno State

Introduction:

The Unit we are focusing will be the Cardiovascular System normally taught in

Physiology classes for students who take it as a prerequisite. Students who normally take this

class are sophomore or juniors in college seeking to fulfill a prerequisite to move onto their next

class. The two lesson plans will be focusing on the anatomy and the physiological function of the

heart. Lesson plan one will target at identifying the parts of the heart and understanding the

locations of the anatomical parts of the heart. This lesson plan is important for students to

identify and know where these anatomical parts to understand the physiological functions.

Therefore, lesson plan two will focus on the physiological section and how the heart function.

Lesson 1 Plan: Cardiovascular Anatomy

Goals and Objectives:

1. Students will interactively learn the anatomical parts of the heart.

Students will work with peers and interact with PowerPoint slides to define

anatomical parts and discuss in class.

2. Students will engage with classmates and collaboratively discuss the anatomical parts.
Students are expected to participate in all activities to gain best learning

outcomes.
3. Students will engage in simulations via available technology and interact with anatomical

parts of the heart.

Students are expected to become familiar with the simulations in preparation of

demonstrating knowledge to class.

Characteristics of Learners and Context:
 Learners include undergraduate students who are majoring in exercise science, nurse,

nutrition, sports, health, but not limited to other students. These students may be freshmen,

sophomore, or junior considering their academic units counted. These students are seeking to

complete this class as a prerequisite for health majors such nursing, health administration,

kinesiology, public health or to gain more knowledge in the field.

Instructional Strategies:
PowerPoint- I will provide PowerPoint slides focusing on the topic and students will have

access to this PowerPoint prior to class to view the materials and create questions during

class. Giving students the access to view the topic materials can give students the time to

view and overlook the materials to start forming questions and curiosity of the materials

for deeper learning experiences. Moreover, the ideology behind the PowerPoint slides is

to give students guidance of learning and the focus and aim of this lesson plan, which is

identifying the anatomical parts of the heart and interactively learning about the parts. In

addition, I will have hyperlinks in the PowerPoint slides that students can link to

interactive simulations for a visual integrative learning for visual learners.

Technologies- There are no specific technologies that are required; therefore, students

may bring any technologies that will help accommodate their learning to the fullest

potential. My expectations are that these students are mature and adults that can make the

best decisions for them to help them learn adequately. Students may bring laptops,

tablets, audio recorders, and even phones that will have access to the PowerPoint slides,

Kahoot, and hyperlinks to website. My ideology behind this method is due to the vast

growing world of technology and education and I believe there should be no limits to

technologies if it is helping the student to learn exceptionally.

Instructional Materials/ Resources:
Laptops-provided by students or can be rented from library
PowerPoint slides-provided by instructor
Tablets-recommended not necessary
 Phones- recommended not necessary
Integration of Technology:
Laptops- students will use laptops to access PowerPoint slides, simulations, videos, and

articles to read.
Kahoot- this is a website where I can post questions and have students participate by

answering the questions. This will allow students to participate and I will know and

observe if students are understanding the materials.

Simulations- students will interact with simulations with a hyperlink provided and

students will visually and virtually get to engage with the tool to see variation of the heart

in different angles.
Videos- videos will be provided throughout the PowerPoint slides to give students a

visual aspect and learning visually.

Classroom Setup
Students will sit in groups of two to four, for example in a circular pod table. Sitting in

groups allows students to collaborate and discuss about the class topic.
Students may work in pairs for cooperative learning.
My rationale or students working in groups or pairs is to allow students to feel

comfortable, participate, discuss, collaborate and cooperative to get students to involve

and engage in learning the class materials.

Instructional Activities:
Inquiry Learning Activity- I will post a question via PowerPoint slides and have students

discuss and share their thoughts about the questions. This will help me determine

students level of understanding in the topic and create a safe environment for sharing

their thoughts. Moreover, this activity will get students to start thinking about the class

topic and start forming questions, ideas, curiosity, and critical thinking.
Video activity- I will show a couple of videos throughout the PowerPoint slides and have

students pair up and talk about what they have learned.

Simulations- students will get to interact with the heart anatomical parts via online to see

the different angles of the heart. This will help students see the anatomical parts virtually.

Evaluation:
 Pre-Quiz: A pre-quiz will be given at the beginning of the class to see how much students

know about the topic. This quiz is not for grade but a check point, and the answers will be

posted so students can grade themselves to see how much they know and in what areas

they need to touch base on or re-visit during the lecture.

Post-Quiz: After the lecture, a post-quiz will be passed out. This post-quiz will have the

exact questions as the pre-quiz. The post-quiz is not graded but it is to see how much

knowledge students have gained compare to the pre-quiz. I want students to see their

improvements in comparison to when they first walked into class and took the pre-quiz.

Lesson Plan 2: Cardiovascular Physiology

Introduction:

I want to incorporate cooperative and collaboration learning for this lesson plan to get

students to discuss and critically think about the topic. After discussion, I want students to share

their thoughts and communicate with the class of their understanding. Sharing in class will also

help me determine the level of understanding after each discussion to evaluate their

understandings and facilitate the discussions for a clearer understanding of the topic. Moreover,
videos will be integrated throughout the PowerPoint slides to help students visually understand

the process of the heart function. Students will interact via Kahoot activity and discuss their

understanding throughout the class. My goal is to help students discuss and communicate their

thoughts with their classmates and help each other debrief their knowledge for deeper learning

experiences.

Goals and Objectives:

1. Students will cooperatively and collaboratively work together and discuss the functions

of the heart.
Students are expected to interact with PowerPoint slides to have discussions of the

functions of the heart.

2. Student will obtain materials of how the heart functions through videos.
Students are expected to take notes and discuss what they have learn.
3. Students will gain knowledge of the physiological aspect of the heart.
After the lesson, students will demonstrate knowledge with the post-quiz at the

end of the class.

Characteristics of Learners and Context:

Learners include undergraduate students who are majoring in exercise science, nurse,

nutrition, sports, health, but not limited to other students. These students may be freshmen,

sophomore, or junior considering their academic units counted. These students are seeking to

complete this class as a prerequisite or to gain more knowledge in the field.

Instructional Strategies:

Instructional Videos- The physiology of the cardiovascular is a complex and intricated

learning system that I believe providing videos will help students learn visually and

connect information via from the textbook to the videos for a clearer understanding.
 Students can also revisit these videos outside of class to take notes or relearn the

physiology aspect of the heart. The video links will be included in the PowerPoint where

students have access via online.

PowerPoint- I will provide PowerPoint slides focusing on the topic and students will have

access to this PowerPoint prior to class to view the materials and create questions during

class. Giving students the access to view the topic materials can give students the time to

view and overlook the materials to start forming questions and curiosity of the materials

for deeper learning experiences. Moreover, the ideology behind the PowerPoint slides is

to give students guidance of learning and the focus and aim of this lesson plan, which is

identifying the anatomical parts of the heart and interactively learning about the parts. In

addition, I will have hyperlinks in the PowerPoint slides that students can link to

interactive simulations for a visual integrative learning for visual learners.

Technologies- There are no specific technologies that are required; therefore, students

may bring any technologies that will help accommodate their learning to the fullest

potential. My expectations are that these students are mature and adults that can make the

best decisions for them to help them learn adequately. Students may bring laptops,

tablets, audio recorders, and even phones that will have access to the PowerPoint slides,

Kahoot, and hyperlinks to website. My ideology behind this method is due to the vast

growing world of technology and education and I believe there should be no limits to

technologies if it is helping the student to learn exceptionally.

Cooperative Group Learning- Students will work in groups of two or three and discuss on

an assigned section and present it to the class. This allows students to collaborate and

elaborate their understanding amongst their peers for clear understanding. Presenting to

the class will help other students see their views of understanding and make connections.
Instructional Materials/ Resources:
Laptops-provided by students or can be rented from library
 PowerPoint slides-provided by instructor
Tablets-recommended, not necessary
Phones- recommended, not necessary

Instructional Activities:

Cooperative Learning Groups

Presentation of discussion in each group
Instructional Videos and debriefing for understanding from students
Kahoot
Integration of Technology:
Laptops- students will use laptops to access PowerPoint slides, simulations, videos, and

articles to read.
Kahoot- this is a website where I can post questions and have students participate by

answering the questions. This will allow students to participate and I will know and

observe if students are understanding the materials.

Videos- videos will be provided throughout the PowerPoint slides to give students a

visual aspect and learning visually.

Evaluation:
Pre-Quiz: A pre-quiz will be given at the beginning of the class to see how much students

know about the topic. This quiz is not for grade but a check point, and the answers will be

posted so students can grade themselves to see how much they know and in what areas

they need to touch base on or re-visit during the lecture.

Post-Quiz: After the lecture, a post-quiz will be passed out. This post-quiz will have the

exact questions as the pre-quiz. The post-quiz is not graded but it is to see how much

knowledge students have gained compare to the pre-quiz. I want students to see their

improvements in comparison to when they first walked into class and took the pre-quiz.