Blood Pressure Module 2 Description

BLOOD PRESSURE AND PULSE RATE MODULE 2

FACTORS ASSOCIATED WITH HIGH AND LOW BLOOD PRESSURE

ESTIMATED TIME TO COMPLETE: 2 hours

MODULE OBJECTIVES:

Determine the causes of fluctuation in blood pressure and pulse rate and possible treatments for high blood pressure using information obtained from electronic sources.
Represent similarities and differences between low and high blood pressure using Venn diagrams.
Produce a written report analyzing and synthesizing the information about blood pressure and its associated factors.

CONCEPTS LEARNED IN THIS MODULE:

Use of the World Wide Web as a research tool.
Understanding of the wide range of factors which influence blood pressure.
Understanding of the relationship between diseases and blood pressure.

STANDARDS ADDRESSED BY UNIT MODULES:
Maryland State Department of Education School Performance Program
High School Science Core Learning Goals (see MDK-12 site)

Goal/Exp./Ind. Number

Goal/Expectation/Indicator Statement

1.2.1

The student will identify meaningful, answerable scientific questions.

1.2.2

The student will pose meaningful, answerable scientific questions.

1.2.5

The student will select appropriate instruments and materials to conduct an investigation.

Goal/Exp./Ind. Number

Goal/Expectation/Indicator Statement

1.5.2

The student will explain scientific concepts and processes through drawing, writing, and/or oral communication.

1.5.6

The student will read a technical selection and interpret it appropriately.

1.5.8

The student will describe similarities and differences when explaining concepts and/or principles.

1.5.9

The student will communicate conclusions derived through a synthesis of ideas.

Goal/Exp./Ind. Number

Goal/Expectation/Indicator Statement

1.7.1

The student will apply the skills, processes, and concepts of biology, chemistry, physics, and earth science to societal issues.

Goal/Exp./Ind. Number

Goal/Expectation/Indicator Statement

3.6.1

The student will analyze the consequences and/or trade-offs between technological changes and their effects on the individual society and the environment.

3.6.2

The student will investigate a biological issue and be able to defend their position.

TECHNOLOGY - ENHANCED INSTRUCTIONAL STRATEGIES UTILIZED IN THIS MODULE:

Problem Solving (Information Searches) to answer specific questions relating to the effects of physical activities and diet on blood pressure and pulse rate.
Problem Solving (Information Searches) to identify diseases associated with blood pressure problems and appropriate treatments.

Module Overview
Click on Component hot links to download pdf files of student handouts and teacher information.
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Component	Brief Description of Module Activities	Student Grouping	Materials/Technology
Engagement (no supplemental files provided)	Scenario: Two patients are admitted to the emergency room. Upon examination, one is found to have high blood pressure while the other patient’s blood pressure has very low blood pressure. Probe: What are the dangers of high/low blood pressure and what are the associated risk factors?	Whole Class	Stethoscope
Exploration	Research sources on the World Wide Web in order to collect information	Small Groups	Internet
Explanation (no supplemental files provided)	Presentation of research findings, analysis, explanation and discussion	Small Groups	N/A
Elaboration/Extension	Construction of Venn diagrams to show similarities & differences between high/low blood pressure	Small Groups	Inspiration or Picomap software
Evaluation	Student and group written reports	Small Groups	N/A

EXPECTED MODULE OUTCOMES:The students will understand the role of disease, drugs, emotions, and genetic factors in determining blood pressure and pulse rates.

PERFORMANCE BASED ASSESSMENT OF MODULE OUTCOMES:Students will write content-specific reports based on research and scored based on rubrics developed for this module.

Unit Flow Chart
Unit Description
Module 1 2

Goal/Exp./Ind. Number	Goal/Expectation/Indicator Statement
1.2.1	The student will identify meaningful, answerable scientific questions.
1.2.2	The student will pose meaningful, answerable scientific questions.
1.2.5	The student will select appropriate instruments and materials to conduct an investigation.

Goal/Exp./Ind. Number	Goal/Expectation/Indicator Statement
1.5.2	The student will explain scientific concepts and processes through drawing, writing, and/or oral communication.
1.5.6	The student will read a technical selection and interpret it appropriately.
1.5.8	The student will describe similarities and differences when explaining concepts and/or principles.
1.5.9	The student will communicate conclusions derived through a synthesis of ideas.

Goal/Exp./Ind. Number	Goal/Expectation/Indicator Statement
1.7.1	The student will apply the skills, processes, and concepts of biology, chemistry, physics, and earth science to societal issues.

Goal/Exp./Ind. Number	Goal/Expectation/Indicator Statement
3.6.1	The student will analyze the consequences and/or trade-offs between technological changes and their effects on the individual society and the environment.
3.6.2	The student will investigate a biological issue and be able to defend their position.