Lesson Planning and Digital Technologies

Modified Lesson Plan - Circulatory System (Blood & Heart) - Year 11

Lesson Title: Circulatory System (Blood & Heart)

Lesson Duration: 60 mins
Stage: 6
Year: 11
Class: 11GPDH6

Phase 1 - Analysis of Learning and Teaching Needs

Step 1: Determine Relative Advantage
Students in Year 11 often question the relevance of the circulatory system in real-life contexts, especially in relation to sports and exercise science. This lesson aims to address their curiosity by demonstrating the connection between the circulatory system and physical performance. By using technology, such as presentations and interactive quizzes, students can visualise and better understand the components of blood and their implications for athletic performance. This approach promotes:

• Increased engagement in the subject matter.

• A deeper understanding of how anatomy relates to real-world scenarios.

• The opportunity to acquire skills that extend beyond the classroom.

Step 2: Assess Tech-PACK

• Content and Pedagogical Domains: The content of this lesson is centered on the circulatory system, an area in which I possess extensive knowledge and understanding. This foundation allows me to effectively convey complex concepts related to blood components, their functions, and how they relate to overall health and physical performance. I am committed to making the subject matter accessible and engaging for my students, many of whom may find this topic challenging or uninteresting at first glance.
  To enhance engagement, I plan to incorporate various interactive tools and resources throughout the lesson. For instance, using multimedia presentations will help visualise the intricate relationships between the circulatory and musculoskeletal systems, making abstract concepts more tangible. Additionally, I aim to integrate interactive quizzes and discussions that encourage active participation. These strategies are designed not only to reinforce learning but also to spark curiosity and relevance, demonstrating how an understanding of the circulatory system can be applied to real-life scenarios, particularly in sports and exercise science.

• Technology Domain: I am confident in utilising a variety of technological tools, including PowerPoint for presentations and interactive quiz platforms like Kahoot for formative assessment. My familiarity with these technologies allows me to seamlessly integrate them into the lesson, ensuring that students benefit from a diverse learning experience. I anticipate minimal technological challenges, as I have prepared to troubleshoot potential issues in advance. This readiness enhances my ability to focus on delivering high-quality instruction that captivates and educates my students effectively.

Phase 2 - Planning for Integration

Step 3: Decide on Objectives and Assessments
Students will be assessed through the following outcomes:

• P7 - explains how body systems influence the way the body moves.

• P9 - describes biomechanical factors that influence the efficiency of the body in

• motion

• P17 - analyses factors influencing movement and patterns of participation.

Step 4: Design Integration Strategies

Integration Strategies

The most effective integration strategy I can employ with these students is to lead them through the necessary skills for the task in a collaborative class activity.

• Lesson 1: Introduction to the circulatory system; students record their heart rates during different activities.

• Lesson 2: Use PowerPoint to define components of blood and their functions, and facilitate a discussion on how these relate to sports performance.

• Lesson 3: Students conduct a group activity to create a blood component graph using Microsoft Excel.

• Lesson 4: Students research and create a presentation on the impact of the circulatory system on athletic performance using PowerPoint.

• Lesson 5: Conduct a class discussion on the effects of exercise on the circulatory system, integrating online quizzes for assessment.

• Lesson 6: Finalise and present findings on the circulatory system, focusing on how knowledge can improve sports performance.

Step 5: Prepare Instructional Environment

• Resources Required: Access to computers for data analysis and presentations.

• Materials: Printed handouts of the rubric for assessments, along with access to necessary software (PowerPoint, Excel).

Phase 3 - Post-Instruction Analysis and Revisions

Step 6: Analyse Results
Students will be evaluated using a rubric, which they will receive before beginning the project. This will include assessing their presentations, understanding of the circulatory system, and engagement during discussions. Collaborative feedback sessions will also help identify strengths and weaknesses.

Step 7: Make Revisions
Based on the students' performance and feedback, I will revise the lesson for future classes. Key questions to consider include:

• Were the learning objectives achieved?

• What feedback did students provide regarding their engagement and understanding?

• Did the integration of technology enhance the learning experience?

• What changes can be made to improve the instructional strategies or environment?

TIP Model Impact on Lesson Planning

Using the Technology Integration Planning (TIP) Model has fundamentally guided the rewrite of my circulatory system lesson plan. This structured approach allowed me to systematically address the learning needs of my Year 11 students and explore the relative advantages of incorporating technology in a meaningful way. By emphasising the real-world applications of the circulatory system, especially in sports science, I aimed to increase student engagement and demonstrate the relevance of the content (Tondeur et al., 2017).

In the planning phase, I clearly defined objectives and assessments that align with the curriculum outcomes, ensuring that students understand the practical implications of their learning. The integration strategies emphasise collaborative activities and diverse technological tools, such as PowerPoint for presentations and interactive quizzes for formative assessment. This aligns with the principles outlined in the readings, which stress the importance of constructivist approaches in leveraging technology for enhanced learning experiences (Roblyer & Doering, 2014).

Overall, the TIP model has prompted me to view technology not merely as an add-on but as an essential element that enriches the educational experience, fostering deeper understanding and active participation among students.

References:

Tondeur, J., Pareja Roblin, N., van Braak, J., Voogt, J., & Prestridge, S. (2017). Preparing beginning teachers for technology integration in education: Ready for take-off? Technology, Pedagogy and Education, 26(2), 157-177.

Roblyer, M. D., & Doering, A. H. (2014). Integrating Educational Technology into Teaching (6th ed.). Pearson.