Activity 4C: Dire Progress: Observing the Progression of Atherosclerosis Topic: Cardiovascular System Part of: Unit: Inflamm-O-Wars: Silent Battles within Your Cardiovascular System Lesson 4: Inflamm-O-Stories: Progression and Regression of Atherosclerosis

Entire Activity Download (2.6 MB - 34 pages)

Individual Downloads

Teacher Background Information

Teacher Administrative Information

Teacher Atherosclerosis Appendix

Student Directions

Student Atherosclerosis Cards

Student Data Pages

Student Word Experience Charts

Assessment

Pre/Post Test

Pre/Post Test Answer Sheet & Key

Resource

Dire Progress: Stages of Atherosclerosis (html version)
                                                                        (ppt version)

Keywords

Search Curricular Keywords

Key Concepts

Circulation, blood supply, coronary artery disease, heart attack

Process Skills Utilized

Observing, inferring, sequencing

Intended Grade Level - 6-8

Objectives

Using a set of atherosclerosis cards, students will be able to:

• Sequence the cards correctly by making observations
• Write a story, based upon their observations of the atherosclerosis cards, that details the process of atherosclerosis
• Define terms associated with atherosclerosis

Activity Description

Using a set of specially designed illustrations depicting the progression of atherosclerosis, students will work in groups of four to place the images in the correct sequence. While students work on sequencing the cards, the teacher will move about the room listening to student comments about the illustrations. The student comments will be recorded in a Word Experience Chart to be used in “processing out” the activity. Once the images have been arranged in the correct order, students will work in their groups to complete a story depicting what they think might be happening in the atherosclerosis illustrations. Once students have completed their stories, the class will come together as a whole group to “process out” the activity using the Word Experience Chart and stories.

Activity Materials (per group)

• 1 set of atherosclerosis cards per group (laminate for more durable cards)
• 1 pair scissors per student (if cards are not previously cut and laminated)
• 1 Student Activity Page per group
• 1 Student Data Page per student
• 1 Transparency of the Word Experience Chart included in the Student Activity Page for the teacher

Activity Management Suggestions

1. Laminating the cards (printed in color) will make durable sets of cards that can be used from year to year and will save money on printing over time.
   
2. Making a transparency of the Word Experience Chart is helpful for use in the “processing out” phase of the activity.
   
3. Using the Word Experience Chart:
   a. While the students are working on the activity, the teacher circulates around the room with a copy of the word experience chart.
   b. As students discuss the images, the teacher should write down student terminology. For example, during one field test of the activity, a student referred to the plaque as a “zit” inside the blood vessel. This term was written down and during the“processing out” stage of the activity, the teacher mentioned that the part of the picture students were calling a “zit” is actually called a plaque.
   c. As the teacher helps students complete the word experience chart, correct terms are added and accurate explanations are provided.
   d. Student observations are affirmed, expanded and/or corrected. For example, the teacher might explain that the plaque is some what like a “zit” because it involves inflammation, but it develops in a different way - and so the teacher can begin to help students accurately and fully develop their understanding of the concept being discussed.
   e. This type of discussion is beneficial because it begins with student experiences before complex terms are added. Students love to explore complex processes and try to figure out what is happening!
   f. This model of instruction also helps build student confidence - they can deal with complex topics. The key is to provide the experience before adding complex vocabulary.
4. Important note: The background has been left off of the student activity page because this is an investigation activity based completely upon student ability to observe and infer what is happening in the pictures. Therefore, the “processing out” part of the activity is critical to student understanding.
   
5. There is also a PowerPoint presentation to be used after the word experience chart is completed. It might be used to flash a picture up and ask the class to explain what is happening, thereby checking for understanding.
   
6. Annotated cards are shown in correct sequence in the activity appendix to assist in the “processing out” part of the activity.

Extension

Students can research causes of atherosclerosis using the National Heart Lung and Blood website along with other library references that might be available to them.

References Used

Dorland's Medical Dictionary WB Saunders Harcourt Health Services Copyright 2002 W. B. Saunders. All Rights Reserved. http://www.merckmedicus.com

McGill, H.C. & McMahan, A.C. (2003). Starting earlier to prevent heart disease. Journal of American Medical Association, 290, 2320-21.

McGill, H.C., et.al. (2000). Origin of atherosclerosis in childhood and adolescence. American Journal of Clinical Nutrition, 72, 1307S-15S.

Medline Plus, U.S. National Library of Medicine, 8600 Rockville Pike, Bethesda, MD 20894
http://www.nlm.nih.gov/medlineplus/mplusdictionary.html

National Heart Lung and Blood website on April 14, 2005
http://www.nhlbi.nih.gov/health/dci/Diseases/Atherosclerosis/
Atherosclerosis_WhatIs.html

Stary, H.C. (1999). Atlas of atherosclerosis progression and regression. New York: The Parthenon Publishing Group.

UTHSCSA Faculty Mentors:

Dr. Henry McGill, M.D.
Professor Emeritus, Department of Pathology
The University of Texas Health Science Center at San Antonio
Senior Scientist Emeritus Department of Physiology and Medicine
Southwest Foundation for Biomedical Research

Dr. Alex McMahan, PhD
Professor, Department Pathology
The University of Texas Health Science Center at San Antonio

Dr. Paula Shireman, M.D.
Assistant Professor, Department of Surgery
The University of Texas Health Science Center at San Antonio

David Baker and Richard Lankes
Medical Illustration, Multimedia and Web Services
The University of Texas Health Science Center at San Antonio

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