BSCS Biology: Understanding for Life

Why do some people get heart disease and not

Unit 2 others, and what can we do to prevent it?

Lesson 1
Day 1
Grab YOUR Science copybook from the shelf marked (or box if
your first period) with your period.

Write “Unit 2” on the next new page in their science notebook.

Write the date in the top right corner as well.
Tape will be given to you to place on the cover, there you will
write your name.

Make sure you get a copy of “The Coach’s Story” from the front
of the room, but it’s also posted online.
Please do NOT write on the paper copy.
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 BSCS Biology: Understanding for Life

On your own
Read The Coach’s Story.
It’s recommended you use two different color pens to record what
you notice about the coach’s story (in one color) and your
questions/wonderings (in the other color). DON’T write on the paper,
only write in your notebook.

1. What did you notice happened to the coach in the story? What questions
come to mind about why those events happened?
2. What experiences do you have that might help you think about the
coach’s and her students’ experiences?

A
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 BSCS Biology: Understanding for Life

Turn and talk

1. What parts of the coach’s story

provoked questions for you?
2. What are questions you might
have for the coach, the doctor,
and the students about their
experience?

© fizkes/shutterstock.com

B
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 BSCS Biology: Understanding for Life

With the class

What did you notice about the coach’s story?
What does the coach’s story make you wonder about?

C
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Together P. 3, what did you…
Notice Wonder

Bittersweet Am I going to die like the

coach in the story?
coronary artery disease
Does activity play a role
stress in preventing this sudden
symptoms death?
heart Was the disease passed
down (genetics)?
nauseous
Together P. 4, what did you…
Notice Wonder

coach was 45 when she What was the coach

had a heart attack doing at the moment?
coronary artery disease
Is that normal for a 45 yr
coach died unexpectedly
even when she was old to have a heart
healthy. attack?
Coach had no symptoms
before she died of any
disease.
 Together P. 6, what did you…
Notice Wonder
Coach died
Why didn’t any doctor see any
She was seen as healthy and signs or symptoms?
fit, avid runner for most of her
life What caused the heart attack?
Died from heart attack Does the disease run in the
family?
No symptoms What made her become a
coronary artery disease is the coach?
most common cause of death Why were there no symptoms?
45 years old Was the condition public
diagnosed with the disease knowledge or a secret?
back in high school
 Together P. 7, what did you…
Notice
Men and woman show
different symptoms. Wonder
it was an unexpected What role does genetics
death by heart attack and stress play in our
death caused by a lifestyle choices?
condition Does this happen often?
she wasn’t feeling well at Did she have yearly check
one of the meetings ups?
She was active and fit for Is it normal to have a heart
most of her life (athletic ) attack at 45?
If she was so active, how
Doctor had no prior did this condition kill her?
knowledge about her
No one noticed her
Why did she die so
quickly?
 BSCS Biology: Understanding for Life

On your own
Look over the Medical
History Form.
1. What are some of the
things medical
professionals are
looking for when a
person comes in for a
checkup?
2. What do we notice and
wonder about this form?

D
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 BSCS Biology: Understanding for Life

Turn and talk

1. Share with your partner your
noticings and wonderings from
looking at the Medical History
Form.
○ Was there anything that
surprised you?
2. Write down any questions you
and your partner had about
any of the different sections of
the form on sticky notes.
Questions about the different
sections on the form

E
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 BSCS Biology: Understanding for Life

With the class

What are your noticings and wonderings about the Medical
History Form? Was there anything that surprised you?

What questions did you and your partner write down?

F
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BSCS Biology: Understanding for Life

Why do some people get heart disease and not

Unit 2 others, and what can we do to prevent it?

Lesson 1
Day 2

Copyright and development by BSCS and Kendall Hunt Publishing Company.

 Do Now 1/9
1. Get your copybook
2. Write the date in the top right corner.
3. Write “Medical Forms” in the center of the top
of page.
4. Go on Classroom and pick any three names
with a completed medical record.
5. Write the peoples’ names on the left hand
margin with about six lines in between each
person.
 BSCS Biology: Understanding for Life

On your own

Patient has Patient has

low risk for high risk for
heart disease heart disease

Thinking about a filled-out Medical History Form:

1. Choose three different people to look over the filled-out Medical
History Form. What do you notice that has been filled out vs. what
has been left blank?
2. Make a prediction in your science notebook on whether you think
the individual you were assigned would need a follow-up medical
G
visit or not. Explain your reasoning. Copyright and development by BSCS and Kendall Hunt Publishing Company.
Does any one of the people you choose
need a follow up appointment with the
doctor?
Assuming your copybook is set up, pay attention to
the characteristics I describe.
If your person has the characteristic I describe,
give that person a tally.

At the end you’ll count the tallies to figure out if your

person/people are at risk for heart disease.
Results of the tallies (x):
x < 10 10 < x < 14 x > 14

low risk of heart may be at high risk of

disease increased risk heart disease
of heart
disease
 BSCS Biology: Understanding for Life

With the class

Reflecting on your prediction
1. Did the patient you chose
end up in the group you
predicted? Explain why
they did or didn’t.
2. What were the factors that
placed you in the group
you ended up in?

I
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 BSCS Biology: Understanding for Life

On your own

Create a representation for your case study patient in your copybook:

1. Look over the filled-out Medical History Form. What information
from the form do you want to include on your representation?
2. Read your patient’s bio. What information from their bio do you want
to include on your representation? Consider what might go “inside”
the body and “outside” the body.
J
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 BSCS Biology: Understanding for Life

With your group

Create this chart in your science notebook:
Fill out the columns with similarities and differences between the
patients in your group and your peers’ representations of those
patients.
Similarities among patients and Differences among patients and
representations representations

K
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P. 3
Patient Differences
Patient Similarities
Most claimed they have Age
heart disease. Not all part of the same
Issues were shared among family
the family members gender
All had high rates of stress different names
Most smoked
P. 4
Patient Differences
Patient Similarities
People of the same family age
have a history of heart rate of blood pressure
issues. gender
P. 6
Patient Differences
Patient Similarities
families have history of sex
disease age
high BMI marital status
High blood pressure drinking
smoke diet
P. 7
Patient Differences
Patient Similarities
history of heart age
disease/heart attack sex
lots of family members drinking habits
have or at risk for disease number of kids
high blood pressure allergies
high BMI smoking habits
diets
physical activity
amount of stress
 BSCS Biology: Understanding for Life

With your class

Create this chart in your science notebook: Fill out the columns with
similarities that other groups share out with the rest of the class.

Patient is at low risk Patient may be at Patient is at high risk

for heart disease increased risk for for heart disease
heart disease

Discuss the following questions:

● What patterns do we notice within and between each of these sorting groups?
● How are these patterns causing people to need varying levels of medical
attention?
L
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Patients’ Risk of Heart Disease (P. 3)
Low risk Increased Risk High Risk
similarities Similarities Similarities
Young (under family members family members
18) shared a lot of the shared a lot of the
issues issues
Patients’ Risk of Heart Disease (P. 4)
Low risk Increased Risk High Risk
similarities Similarities Similarities
younger diet higher age (older)
active lifestyle diet
healthy range out of range BMI
of BMI (above or lower)
Patients’ Risk of Heart Disease (P. 6)
Low risk Increased Risk High Risk
similarities Similarities Similarities
low BMI acitivty age
high activity diet
age bad habits
Patients’ Risk of Heart Disease (P. 7)
Low risk Increased Risk High Risk
similarities Similarities Similarities
BSCS Biology: Understanding for Life

With your class

What patterns do we
notice within the
cholesterol test data?

© Jarun Ontakrai/Shutterstock.com

M
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BSCS Biology: Understanding for Life

With your class

Percent of U.S. Population with

Elevated Cholesterol
(20 years of age or older, both sexes)

11.1%

How does this compare to our case

study population?

N
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 BSCS Biology: Understanding for Life

On your own

Johnson Photography LLC/Shutterstock.com

Consider the following questions
● These folks came to the doctor for a routine physical; they didn’t think
anything was wrong. But as a result of answering some questions on a
form, some of them may need additional medical attention.
● How could questions a person answered make a doctor conclude the
person was at higher risk for heart disease?
● How does that initial risk assessment relate to cholesterol results?
O
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 BSCS Biology: Understanding for Life

On your own
As you create your initial model consider

● What factors impact heart health?

● What factors cause a person to be at a higher “risk” for heart disease
than another person?
● Begin thinking about how the factors you included from the previous
questions cause this “risk” to an individual.

P
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 BSCS Biology: Understanding for Life

Turn and talk

Sharing your model
• What are some ideas you included in your model?
• Why did you include them?
• What did your partner include that you did not?

Q
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 BSCS Biology: Understanding for Life

With your class

Creating Norms When Discussing
Differing Ideas
1. What kinds of classroom
discussion norms will be important
when discussing, considering, and
evaluating different ideas?
2. Why are these norms important in
creating a safe classroom
environment to have meaningful
discussions? © Monkey Business Images/Shutterstock.com

R
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BSCS Biology: Understanding for Life

With your class

We Agree About Our Consensus Model We Disagree About

S
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 P. 3 Consensus
Disagree on
Agree on
 P. 4 Consensus
Disagree on
Agree on
 P. 6 Consensus
Disagree on
Agree on
 P. 7 Consensus
Disagree on
Agree on
BSCS Biology: Understanding for Life

Why do some people get heart disease and not

Unit 2 others, and what can we do to prevent it?

Lesson 1
Day 3

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 Do Now 1/10
Get your Copybooks.
Open to a new clean page, add the date in the top
right corner.
Write the title, “Medical Professional Perspective”,
in the top center of the page.
For those absent this week, use the beginning
portion of class to get caught up on the notes you
missed.
You can also reference the slides posted on
Classroom.
 BSCS Biology: Understanding for Life

With your class

Looking back at our Notice and Wonder chart …
● Which questions are most important to answer?
● What questions would help us add to our model?
● What new questions do we have?

T
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 BSCS Biology: Understanding for Life

With your class

Annotating the “Medical
Professional’s Perspective” video
1. What do we hope to learn by
watching this video?
2. What sections from the Science
Reading Annotation Stems would be
useful for annotating the video?

Science Reading
Annotation Stems Video

U
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 BSCS Biology: Understanding for Life

On your own
Annotating the “Medical Professional’s Perspective” video
1. Use the Science Reading Annotation Stems that the class chose to
annotate the video.
a. What did we figure out by watching the video?
b. How does changing our perspective from the patient's viewpoint to
the medical professional’s viewpoint help us figure out ideas around
heart disease risk?
c. How does the information in the video connect to what we have
talked about so far?

Science Reading Video

Annotation Stems

V
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 BSCS Biology: Understanding for Life

With your class

● What did we figure out by watching
the video?
● How does changing our perspective
from the patient's viewpoint to the
medical professional’s viewpoint
help us figure out ideas around
heart disease risk?
● How does the information in the
video connect to what we have
talked about so far?

W
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 Medical Professional Perspective
Notes or Takeaways from Thoughts/Questions/Connections
the video
 BSCS Biology: Understanding for Life

With your class

U.S. Counties

From U.S. Census Bureau (derivative work, Abe.suleiman). USA Counties.svg, via Wikimedia Commons. https://commons.wikimedia.org/wiki/File:Usa_counties_large.svg

X
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BSCS Biology: Understanding for Life

With your class

U.S. Counties by Population Density
Where are the densest areas of the country?

Y
By CommonKnowledgeCreator, Own work, CC BY-SA 4.0, https://commons.wikimedia.org/w/index.php?curid=83147431.
Copyright and development by BSCS and Kendall Hunt Publishing Company.
BSCS Biology: Understanding for Life Use the I2 strategy
• Look closely at
Turn and talk each map.
• Identify what you
see with a “what I
see” statement.
• Interpret each
statement with a
“what it means”
statement.

In your notes, label

and use the strategies
above to identify any
patterns.
Z
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 BSCS Biology: Understanding for Life

With your group

Share your I2 statements (notes) with another pair of

students.

Did everyone notice the same thing?

AA
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 BSCS Biology: Understanding for Life

With your class

Reflect and Summarize

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Coach Sampson’s
Our models U.S. data Risk of heart
story and Medical
disease
History Forms

Write the Driving Question into your copybook:

“Why do some people get heart disease and not
others, and what can we do to prevent it?”
BB
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 BSCS Biology: Understanding for Life

With your group

Generating Questions
1. Refer back to your science notebook for questions each person captured
earlier that relate to our Driving Question.

2. What additional questions, which have not been captured yet, could help
us figure out our Driving Question?

Group’s Pile of Questions

Write down
one question Question Question
in your
copybook Question

Question
Question

CC
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 BSCS Biology: Understanding for Life

With your group

Read each question Discuss ideas for
Cluster of questions
investigations

Question Question
One question
Question

Question
Question

© Dmitriy Domino/Shutterstock.com

Ideas for investigations

1. Your group will receive one of the main cluster of questions from the DQB.
2. Read through each of the different questions in that cluster.
3. Discuss in your group different ways the class could figure out the answer
to some of these questions that will help us with our Driving Question.
4. Write out a list of these different ideas to share with the class.

DD
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BSCS Biology: Understanding for Life

With your class

With the information we have:
Where are we now? Where are we going?

© Claudio Divizia/shutterstock.com
EE
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