Day 1

Teacher assigns students to groups
Students brainstorm on factors that lead to heart disease-if time allows you may let them do internet research.
Compile all factors on the board and ask each group to eliminate those that cannot be changed ( i.e. heredity)
Discuss factors that are left and then ask groups to identify factors that they could simulate and measure in a lab. Lead them to the idea that cholesterol leads to plaque buildup which determine the radius of arteries and therefore blood flow.
Each group should create a flow chart using flow rate, cholesterol, plaque buildup and radius of artery.
Each group will present their flow charts and explain how and why they made it that way.
Class discussion on all the flow charts and then allow them to come to a consensus of which flow chart is correct.
Assignment- students are to keep a food diary for the next 2 days. They should include what they ate and how much of each item in terms of standard servings. Show them several examples of what a serving actually is. They will look up cholesterol values later.

Student Assessment

Flow Chart

Student food diary

Lesson Assessment

Are students able to narrow the factors down to those that are measurable?

Do the flow charts work?

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Day 2

Warmup

Put flow chart from yesterday on the board and ask students to explain it.

Probing Question

How can we model blood flow?

How can we simulate different size arteries due to plaque buildup?

Instructional Sequence

Teacher assigns students to groups
Students develop an activity to determine flow rate of blood through different sized arteries. May use teacher made lab sheet if you would like.
Students perform lab.
Students place data into an Excel spreadsheet and create a graph comparing radius size to blood flow rate.

Student Assessment

Lab sheet ( if you don't have time for students to develop the lab)

Excel graph

Lesson Assessment

Analyze data and change lab as needed

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Day 3

Warmup

Review lab results and as a class discuss what the results actually mean in terms of the real life application.

Probing Questions

1. What factors affect blood flow and cholesterol levels?

2. How can cholesterol levels be controlled?

Instructional Sequence

Complete Excel graph and use it to analyze data.
Have students work with teacher made excel model.
Have students run teacher made Stella models.

Student Assessment

Worksheet on Stella model

Lesson Assessment

Do students understand the Excel and Stella models?

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Day 4

Warmup

Remind students of original problem- People are having heart attacks.

Probing Questions

1. Based on the lab, Excel model and Stella model how can a person reduce their risk of having a heart attack?

2. Using your food diary, how much cholesterol are you taking in and if you continue with this diet, what will happen to your cholesterol over time?

Instructional Sequence

Using the Stella model and class discussions from the previous days, students will write a lifestyle plan to follow that would decrease their chances of having heart disease.

Student Assessment

describe handouts to be given to students/work to be collected

Lesson Assessment

Check lifestyle plans written by students to make sure they understand what a healthy lifestyle is.

Plans for flex activities (i.e. what happens if lesson goes too quickly or slowly)

Conduct research on ways to lower cholesterol.

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Day 5

Warmup

Run Stella model on overhead and discuss ways people can change their cholesterol levels.

Probing Questions

How can you approach your peers or family members about their lifestyle if you feel that they do not have a healthy lifestyle? ( in terms of heart disease)

Instructional Sequence

Teacher assigns students to groups or have each student complete the assignment.
As a group, write a letter to a peer encouraging them to take a look at their risk factors for heart disease and give them advice on how to lower their factors. In the letter explain why clogged arteries are dangerous.

Student Assessment

Student's letters

Lesson Assessment

Read letters to make sure they understand the dangers of clogged arteries and what the risk factors are for heart disease.

Plans for flex activities (i.e. what happens if lesson goes too quickly or slowly)

Internet research on heart disease

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