Designed by Courtney Coffman

Education: 426
WVSU LESSON PLAN FORMAT
Teacher Candidate: Courtney Coffman
Date: March 25th 2015
School: Hurricane High School
Grade/Subject: 9th Grade Health
Lesson Topic: Heart Attack & Stroke
INSTRUCTIONAL OBJECTIVES/ STUDENT OUTCOMES

Students will list & categorize signs and symptoms of stroke & heart attack.
Students will Familiarize and evaluate 5 ways to improve ones own health.
Students will compare the two types of strokes finding familiarities.
Students will differentiate between the two types of strokes.
Students will use critical thinking skills to establish their own set of meaning for
the word F A S T and its relation to stroke.

WV CSOs

HE.HS.1.09: Analyze how personal health practices affect the function of body systems in
preventing premature death.
HE.HS.1.06: Analyze the impact of genetics and family history on personal health
HE.HS.1.08: Identify universal precautions and explain why they are so important.
NATIONAL STANDARDS
Standard 1: Students will comprehend concepts related to health promotion and disease
prevention to enhance health.
Standard 7: Students will demonstrate the ability to practice health-enhancing behaviors and
avoid or reduce health risks.

MANAGEMENT FRAMEWORK
Overall Time: 90 minutes
Time Frame:

20 minute Review of Atherosclerosis

40 min lesson on heart attacks and stroke.
15 minute review of lesson
15 minute review of final at the end of the week.

STRATEGIES

Teacher / Student led discussion

Teacher modeling/demonstration
Guided Instruction
Scaffolding

DIFFERENTIATED INSTRUCTION/ ADAPTATIONS/ INTERVENTIONS

Learning Differences: Students with learning
differences will be provided additional
instruction during any worksheet or activity.

Attention Differences: The activity will be

done step-by-step as a whole class. We will be
able to stay on task during this teacher led
activity.
Motivational Differences: I will use different
types of motivational strategies to keep each
student motivated during the activity such as
questions, discussion, and individual
assessment.
Physical Differences: I will use any different
techniques necessary for students with a
physical difference. Students with a physical
difference will be paired with someone that can
help them complete the lesson. They will
receive any additional time needed.
Communication Differences: Students will be

Sensory Differences: I will allow any students

with a sensory difference to sit closer to the
SMARTBoard. I will allow them any
additional time needed on the worksheet if
necessary. The activity will be done step-bystep so students do not get behind.
Behavioral Differences: I will reinforce
proper behavior to display during the lesson.

Ability Differences: Students with an ability

difference will be given additional time and
help if needed.

Cultural Differences: I will explain through

scientific findings, what race is more likely to
develop cardiac diseases including heart
attacks and stroke.

Enrichment: Students will be asked questions

seated while I demonstrate the activity for all

to see so no one will become confused during
the lesson. Students will also be passing
around a model of the heart to see hands on.
Multiple Intelligence (check all that apply):
_X_ Verbal/Linguistic
__ Spatial
__ Logical Mathematical
X Body/Kinesthetic
__ Musical
__ Naturalistic:
_X_ Interpersonal
X Intrapersonal
__ Existential
__ Others (explain)

throughout the lesson to assess knowledge of

the content.

PROCEDURES
Introduction
Students will be asked questions to review the previous days lesson.
Body & Transitions
Students will review about atherosclerosis.
Direct instruction will be given about stroke and heart attack.
Students will take notes pertaining to heart attack and stroke.
Students will be asked questions throughout lesson to test knowledge.
Students will be asked to answer questions concerning the two types of strokes and what
may be happening in each type.
Students will be asked to list the signs of a stroke from 1-4 using explaining what each
letter of the word F-A-S-T means when describing a stroke.
Students will be grouped and come up with their own words to describe F-A-S-T and
how it pertains to strokes.

Closure
Review todays content.
Demonstrate an activity for students to see what a health artery with correct blood flow
looks like verses a heart with clogged arteries and slow blood flow.
Students will be asked to list at least 5 things they can do to improve their health.
Students will be aware of what they will be doing the next day in class and asked and we
will roll into the next lesson of hypertension.

ASSESSMENT
Diagnostic:

Students will relay information to teacher and the class about the information they were
asked to research about heart attack and strokes from home the night before.

Formative:

Students will be asked questions during the activity to make sure that they understand and
are keeping up with the information that is being provided. Students will be grouped and
will come up with their own meaning of FAST using the letters F A S T

Summative:

Students will also be asked questions as a review to make sure they understand the
information that was taught through class discussion. Students will list what each letter of
the FAST means pertaining to stroke.

MATERIALS
Clogged Arteries
Visual Aids
Computer/ White board
EXTENTED ACTIVITIES
If Student Finishes Early

Students should be on task with teacher and not finish early.

If Lesson Finishes Early

If the lesson finishes early students will be asked to explain the content they researched
from home.

If Technology Fails

Heart attack and stroke will be described to students through visual aids.

Post Teaching Reflection

Courtney Coffman
Hurricane High School
9th Grade Health

The previous day, students learned about atherosclerosis and the effects this has on our
bodies. Today, I taught about heart attack and strokes. When planning this lesson I knew that
students should already have prior knowledge of what causes strokes because of the lesson I had
taught before this. I also wanted students to be more interactive with me on this lesson. The
teacher had also asked that I use the white board this time and give the students notes because
this is the way she does it. I first use diagnostic testing the through questions about the previous
lesson and when I felt they were on track with what leads up to a heart attack or a stroke I began
my lesson.
Students sat very still and took notes as I wrote on the board. I would do a set of notes,
and then review with the students to make sure they understood the content. I related the content
back to the students and their family. I asked if they had ever experienced anyone in their family
who had had a stroke or heart attack and what were the signs and symptoms and even the after
effects of each. Once we got to the signs to look for when someone may be having a stroke I
gave them a word FAST and had students to pull out a piece of paper and write what each letter
of FAST meant when looking for signs of a stroke. I instructed the students to come up with their
own words for the letters. After the groups had done so, I explained what each letter meant. Once
the lesson was complete, had students get out a piece of paper and write the word FAST and list
what they had just learned about this word. Students were also asked to give examples of signs

and symptoms of a heart attack and to list at least five ways they may prevent this from
happening to them.
This lesson went well for me and I tried to incorporate not just direct instruction by
classroom participation as well. My observing teacher is very direct instruction oriented and
wanted me to stay on pace with the way she taught because she said the students are used to this
type of method. I didnt mind using the white board for notes I just felt this was very structured
and that students may not have been enjoying the class as much because it is so structured. I do
think students enjoyed being grouped up and collaborating with each other to produce a final
result. I would have changed me standing in front of the board so much and being so direct if I
could have but I did what my observing teacher asked of me.