LESSON PLAN TEMPLATE FOR INTEGRATING THE
TEACHING OF CONTENT AND LANGUAGE
Subject: Biology
Grade: 12
Duration:
60 minutes
Class size total of 30 students, including 5
international exchange students.
3 of the exchange students speak Brazilian as L1.
2 of the exchange students speak Mandarin
Chinese as L1.
Class Composition:
Date:
Curriculum Organizer/Big
Idea/Focus:
Human Biology – Circulatory System
Prescribed Learning
Outcomes (PLOs) and
Achievement Indicators
Prescribed Learning Outcomes C5 - Analyze the
functional inter-relationships of the vessels of the
circulatory system. (Biology – Grade 12)
Achievement Indicator: C5
 Relate blood pressure and blood velocity to
the total cross-sectional area of the five
types of blood vessels
Learning Objectives
Students will be able to (SWBAT):
Content
Objectives:
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Language
Objectives:
Understand the relationship between blood pressure and
blood velocity in the five types of blood vessels
Understand the relationship between the total volume of a
type of blood vessel and the velocity of blood in these
blood vessels
Understand the relationship between the blood velocity
and volume per unit time.
Vocabulary Objective:
 Understand, describe, identify and use the following
words: vein, venules, capillaries, arterioles, artery, blood
pressure, blood velocity, volume
Grammar Objective
 Be able to describe the relationship between blood
pressure and blood velocity
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Learning
Strategies:
Be able to describe the similarities and differences of the
five blood vessels, in relations to the pressure, velocity and
total volume of blood.
Use verbs in the present tense
Use verbs in the past tense
Summarizing: create mental, oral or written summary of
information (worksheet with a table of the five types of blood
vessels to compare the differences in pressure, velocity of
blood etc…)
Use Real Objects: Manipulate real objects as you use the
target language
Use Imagery: Use or create an image to understand and/or
represent information
Use background knowledge: Think about and use what you
already know to help you do the task and make associations
Make Inferences: Use context and what you know to figure
out meaning
Make Predictions: Anticipate information to come, make
logical guesses about what will happen
Materials and Equipment Needed
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Projector for Powerpoint Presentation
Clear tubing, pump, beaker and water with glitter for Un-demonstration
Worksheet for un-demonstration, worksheet to summarize 5 types of
blood vessels
Lesson
Components
Learning Activities
Time Allotted
1.
2.
Hook
Introduction
I will present students with pictures of
freeways, highways, roads and back
alleys. I will then ask students to discuss
amongst their tables, how the
transportation system of cities are
similar or different from the one in the
human body (the circulatory system).
We will then re-convene to discuss what
they have come up with.
Summarize the discussion before.
Draw their attention to the similarities
they should be paying attention to:
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5 minutes
5 minutes
The width of a road. How does
this determine how many cars
can be on the road at once and
how fast they can travel?
With roads, there are signs to tell
us how fast or slow we should be
going, what determines the speed
of blood in the human body? (Are
there little traffic signs telling the blood
to stop and slow down or cops to chase
down blood that is travelling too fast?)
3.
Development
3.a. Teacher-Led Activities
Un-demonstration:
Students will be given a worksheet to
guide them through an inquiry based
activity. A model of the human
circulatory system will be made out of
clear plastic tubing, a pump, water with
glitter and a beaker.
Students will be asked to predict what
will happen when the pump is squeezed
and water will course through the
model.
45 minutes
They will then observe what happens
and note what they see. They should
observe the glitter moving very fast in
the first part of the circuit, but slower as
the water moves through multiple
branches. Eventually it will become
faster in the latter part of the circuit.
They will then attempt to explain why
the water travels faster or slower in the
different parts of the circuit.
At some point, summarize the
discussion and emphasize that while in
life, cars will travel fast or slow on a
road depending on the speed limit, our
bodies do not have this.
Therefore, there is something about the
different blood vessels in our body that
control the speed at which they move
(the number of branches or total
volume, the thickness, the proximity to
the source of pressure)
3.b. Collaborative Activities
Assuming they have done their readings,
students should have some background
knowledge about the five different types
of blood vessels (vein, venule, capillary,
arteriole and artery).
I will give a brief powerpoint
presentation at this point as review or
introduction for students who may not
have done their readings.
Students will then work in groups of no
more than 3 or 4 (groups must be kept
small so ELL students are not left out
and unable to follow the conversation).
A worksheet where students will be
asked to identify which of the five blood
vessels they think each of the five
sections of the model correspond to.
3.c. Independent Activities
Students will then complete the rest of
the assignment independently or in
groups depending on how they learn
best. They will be directed to textbook
pages for further reading if necessary.
The assignment is intended to guide
student thinking about how the width
and total volume of the blood vessels
influence the pressure and the speed at
which blood travels. I will go around and
help them out and to guide ELL’s if they
are struggling with the material.
4.
Closure
5 minutes
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Feedback/Assessment of
Students’ Learning
Adaptations for
English Language
Learners
I will briefly summarize what
they should have learned today
(that there is a relationship
between the width of a blood
vessel, the total volume and
speed at which blood travels, and
blood pressure.)
I will also remind them to think
carefully about the assignment
and consult the textbook or me if
necessary and come up with a
hypothesis for how they are all
related before the next class. The
assignment will be marked for
completion (not necessarily
correctness) and the answers
gone over.
Students will be assessed based on their participation,
participation being whether they asked questions,
formulate hypothesis, involved themselves in group
activities etc.
Hook: During the Power-point presentation, the questions I
pose to the class will also be written on the slides. Students
will also be given a minute to write down their answers
before sharing, so that ELL students may ask me for
clarification or have time to digest the question before
participation.
Introduction: During the class discussion before, I will
write down the key terms and ideas, and refer to them as I
summarize the discussion. Important questions to keep in
mind will have been written on the power-point slides and
will be displayed throughout the Undemonstration.
Teacher Led Activity: Use demonstrations and real objects.
So that ELL students can have a kinesthetic experience with
what they are studying, I may ask them to pump the water
for themselves. Summarize the discussion and ideas on the
blackboard.
Collaborative Activity: Students will have the opportunity
for peer learning and cooperation. Group sizes will be kept
to pairs, threes or fours at the most so that ELL students will
be able to participate as much as possible.
Independent Activity: Students will be able to work
independently or in groups at this point depending on what
they are comfortable with. I will make myself available for
questions, clarification and one-on-one explanations for the
key points of the lesson.
Modifications
Student’s overall assessment of participation will depend
not only on how much they participate in class, but their
efforts and proactive-ness in completing the assignment at
hand.
Students will also not be marked incorrect for incorrect
spelling and grammar.
Extensions
I will check their worksheet and make sure they have
understood the concepts. If they have understood the
concepts and completed the worksheet, I may ask them to
help out students who may be struggling a bit more.
Reflection
This lesson was especially challenging to plan. I was
trying to develop an inquiry-based activity where
instead of me handing out the facts and the
formulas, students can themselves explore how
blood velocity is effected by the total volume of
blood vessels and blood pressure. However, the
process is necessarily jargon laden and I must make
time for independent thinking and digesting so that
ELL students may also be able to at least follow the
questions and discussion during the class
discussions.
I found it helpful to think of ELL students as if they
are introverted students who may need more time
to think of the questions and come up with an
answer, may be unwilling to speak up in class and
may require more independent work time and one
on one teaching.