Elementary Science Lesson Plan Document
Lesson Identification & Learning Goal
Prepared by : Lindsey Zito
Name of CT: Robin Moritz
Date (lesson planned) : November 9-10, 2010
Date (To be taught): November 12, 2010
Curriculum material sources :
Title : Science Education for Public Understanding Program (SEPUP)
Publisher : Lab-Aids Incorporated
Unit Title: Body Works
Lesson Title: My Circulatory System
Grade Level: Fifth Grade
Learning Goals to be addressed in the lesson from the Michigan Grade Level Content
Expectations (GLCEs) and the related main ideas and practices within those learning goals

GLCE science process standards and related main ideas (www.michigan.gov) o S.RS.05.15 Demonstrate scientific concepts through various illustrations, performances, models, exhibits, and activities.
o Related Main Ideas: The circulatory system is very hard to understand without the use of several models and demonstrations. The idea of this lesson is to use several methods to demonstrate the system so that students of all different learning styles are able to understand the process. o Related Practice: Through this lesson students will hear about the process through definitions, read about the process through a picture book The
Circulatory Story , and model/perform the process through a human circulation model.

GLCE discipline standards and related main ideas (www.michigan.gov) o L.OL.05.41 Identify the general purpose of selected animal systems
(digestive, circulatory , respiratory, skeletal, muscular, nervous, excretory, and reproductive) o Related Main Ideas: The circulatory system is made of heart, blood vessels, and blood. The blood transports oxygen, nutrients, and wastes throughout the body.
o Related practice: Students will learn definitions and the functions of the parts of the circulatory system through reading a picture book of the circulatory system and by participating in a circulation model.
Central Question For Your Lesson: What does the circulatory system involve and what is its purpose?
Lesson Objective(s):
First students will be able to call upon their prior knowledge of their circulatory system through experiences and information they have previously encountered. Students should learn and understand the purpose of the circulatory system. Students will be able to identify the process of the blood flow through the organs within the human body and how

Elementary Science Lesson Plan Document it carries oxygen, nutrients, and waste to/from these parts. Students should be able to answer the following questions: How does the circulatory system help me survive? How does the circulatory system work within my body?
Assessment
Task:
What student task(s) will provide useful information for assessing student engagement and learning with respect to the learning goal?

During the lesson: Students will be able to call upon prior knowledge to answer guided questions about their body system in the introduction to the lesson. Students will demonstrate the circulatory system through an actual model in the classroom.
The definitions along with the information provided from the picture book should give the students a general idea of the flow of the circulatory system through the body. If students have this general understanding they will be able to actively participate in the human model without much guidance. Students who are not very familiar with the information will struggle while walking through the human model and may need help understanding the purpose of the activity. During the action of the model students will answer questions to foster their thinking about the events taking place as the circulatory system is acted out.

After the lesson: To assess the students I will pull Popsicle sticks. I will ask the student to name one thing they have learned about the circulatory system. If students have a good understanding about the topic they will be able to add on to one another’s ideas and will create a good discussion to wrap up the lesson. If time does not permit to wrap up the lesson, this short activity can be done the following day to assess student’s learning.
Diagnostic Features:
What features will you look for in student responses or products from the task(s)?

After circulatory science talk, students will call upon their funds of knowledge to explain their thought process to recall the basic events of the flow of the circulatory system.

Students will use vocabulary words presented at the beginning of the lesson whenever they discuss an element of the circulatory system.
 Student’s ideas of the circulatory system will change and become enriched from the beginning of class to the end of the lesson.

Students will be able to successfully model the circulatory system.
Knowing Your Students
1.
Commonly Held Ideas:
The circulatory system can be a very complex system and there are many common misconceptions held within it. This lesson is designed to simplify the circulatory system and demonstrate it in a way that students are able to gain a general understanding of its purpose.
Students may believe that blood is only in parts of your body at certain times. During a science talk, one student mentioned that sometimes if there is already blood in a region, the tip of his finger turns purple when more blood is added and you tie a string around it. This student is correct when he stated that too much blood can cause problems, but his suggestion

Elementary Science Lesson Plan Document that sometimes if there is already blood in an area identifies that he believes blood is not constantly circulating through the body. Students may also believe that blood is just sitting inside your body until you start bleeding and then it comes out of your body. Students will be learning how blood is constantly flowing throughout the body everyday.
2.
Previous Experiences and Funds of Knowledge:
This lesson pertains to every student in the classroom because we all have a circulatory system within us. Students have had experiences with blood when we scrape and cut our knee, or get a paper cut. Therefore, students know that blood is constantly within our bodies at all times and we need blood to survive. Students also understand that our body needs oxygen and nutrients on a daily basis. Students may be familiar that blood flows throughout their body, but this lesson is an introduction to the circulatory system so they have not formally discussed the topic.
In the introduction of this lesson as well as during my science talk I have tried to call upon students former experiences with blood and the circulatory system so that they understand how the topic relates to them. I took the misconceptions student’s had during the science talk and incorporated them into the lesson plan. From my science talk I learned that students are familiar that when they get a tingly feeling in their foot or arm it is being caused by circulation of blood. Therefore, students know that blood is constantly moving within our bodies at all times and we need blood to survive. Students also understand that our body needs oxygen and nutrients on a daily basis. During the science talk, a student mentioned that if blood cannot get to the lungs you will not be able to breathe. To build off this, I will be explaining how red blood cells carry oxygen and nutrients throughout the body. Another student’s example of a heart attack gave me the idea to show the class a model of what occurs during a heart attack within the circulatory system. Students may be familiar that blood flows throughout their body, but this lesson is an introduction to the circulatory system so they have not formally discussed the topic. During my science talk, students were very interested in the diagram of the circulatory system. I used this observation to come up with an idea that will give students more diagrams and pictures. I selected a picture book called
The Circulatory Story from the public library that included animated pictures of the process.
The students will be able to see the exact path a red blood cell takes throughout the body and hear about it through the text as I read it aloud. In the introduction of this lesson as well as during my science talk I have tried to call upon students former experiences with blood and the circulatory system so that they understand how the topic relates to them. I took the misconceptions student’s had during the science talk and incorporated them into the lesson plan.
3.
Linguistic, social and academic challenges, resources and supports:
I believe that initially students may have a hard time understanding the medical terms for the organs and circulatory system. I also believe that by just showing diagrams of the circulatory system students will be confused on what is actually occurring within the body. I have used several different teaching styles to reach out to all different types of learners.
Students will hear definitions as I read them aloud. Students will write down definitions pertaining to the process. Students will read along with me as I read through the picture book.
Students will then actively participate in the human model of the circulatory system. I will be fostering guided questions to elicit student thinking about the process of the blood flow

Elementary Science Lesson Plan Document throughout the circulatory system as they are walking through the model. I will be using the elmo, their textbook, a student handout, a picture book, and the human circulatory model.
The model will help students understanding what is occurring within their body and they will be able to relate this activity to their own body.
Total time for lesson : 45 minutes
Materials Needed:
Teacher:
The Circulatory Story
Textbook
, Mary K. Corcoran
Role Cards: Blood, Oxygen & Nutrients, Waste, Brain, Heart, Lungs, Stomach &
Intestines, Liver, Kidneys
6 Red Party Hats (Red Blood Cells)
6 Purple Party Hats (Organs)
3 Blue Party Hats (Oxygen & Nutrients)
3 Yellow Party Hats (Waste)
Student Handout
Students:
Textbook
Pencil

Elementary Science Lesson Plan Document
Lesson Procedures Table
Learning Goals: Students can identify and explain the process of the circulatory system within the human body.
Objective:
1.
Call upon previous knowledge of circulatory system and blood for introduction.
2.
Learn and understand the purpose of the circulatory system.
3.
Identify the process of the blood flow through the organs within the human body.
4.
Understand that red blood cells carry oxygen, nutrients, and waste to/from parts of the body.
Activity
Element
& Time
Procedures and management Students Academic, social & linguistic resources and support
Activity 1 (8 minutes)

Hand out student worksheets and put picture of circulatory system on the elmo.

Share with the class that I will be teaching a lesson on the circulatory system today.

Raise your hand if you have ever scraped your knee or got a paper cut and you started to bleed.

Raise your hand if you have ever heard of someone having a heart attack.

What is the circulatory system?

We will discuss basic definitions involving the circulatory system.

I will have a worksheet on the elmo with the filled in definitions.

We will go over each definition one by one and the students will fill in the blanks. The blanks will include vocabulary words and their definitions will be provided.
This will make the definition process much quicker.

The class will go over circulatory system, blood, vein, and artery.

From what I have learned, I would do this exercise differently

I anticipate that students will raise their hands for at least one of these questions if not both. I believe that students will want to share stories concerning either one of these topics.

Students may have a broad understanding that the circulatory system involves blood within the body.

I believe that a few students will have responses to the question such as it involves blood or it circulates stuff within your body. If students have a difficult time coming up with responses I will ask them to look at the
I will be using the white board to write down circulatory system and the questions.
Students will be able to hear and view the questions.
The elmo will be used to show a diagram of the circulatory system and the handout containing blank definitions.
Students will be able to read information, hear information, and write

Elementary Science Lesson Plan Document
Transition (2 minutes)

 now. This worksheet was used as a quick way to get down ideas and definitions to assess the students understanding before the simulation activity. After revision, I would have students draw their own circulatory system at the end of the lesson instead of filling out a worksheet with key terms. They will have to label parts of the process as well as the organs. Having the students draw as well as write will be a much better way to check their thought process to see what they have learned and if they have any misconceptions.
Using the illustration of the circulatory system on the worksheet students will follow the circulatory system on its routes through the human body.
Get students thinking about the different paths that the red blood cells can take within the body. vocabulary words on the worksheet to help them make guesses on what the circulatory system might include.

I will be able to find out student’s misconceptions as they provide responses to what they think the circulatory system involves.

I believe that students may have a hard time staying focused on writing their definitions. To help this along I will make students accountable by pulling popsicle sticks and asking down information.
This exercise will appeal to students of all different learning styles. chosen students to read the definitions from the projection screen.

I believe that students will be very interested to follow the path of blood as it relates to

Students will be able to discuss their findings by raising their them because it is occurring within their body. Students may have questions about the pattern that the blood follows. hand and providing an observation. I will be using the elmo to show a class example of the illustration and the students will have their own

Elementary Science Lesson Plan Document
Activity 2
(10 minutes)

I will be reading aloud
Circulatory Story
The
by Mary K.
Corcoran. I will be reading parts from several pages that go along with the lesson plan. Students will be able to observe the animated illustrations and will hear the story of blood as it is circulating through the body as they read along with me.
Transition (5 minutes)

I will set up for the circulation activity. I will explain we are going to do an activity showing the blood flow throughout your body. Every student is going to get a ‘role.’
These roles will be the jobs that represent a function within the body. We will play several times so each student will get to experience several different jobs that occur within the body.

I believe that students will really enjoy the animated illustrations because they provide a less graphic approach to showing how the blood flows throughout the body.

Students may raise questions concerning the more detailed elements of the book. I will answer questions quickly but if it gets too far off topic I will ask the student to discuss their question with me at another time (lunch, walk to special, etc…)

I hope students become very excited about the activity. Students may have several questions about how the model is going to work but I will assure them that they will understand it as we go along. illustrations in front of them.
I will be reading the book as I show it on the elmo and it projects onto the screen.
Students will be able to listen and view the story and illustrations.
I will be using colored party hats to symbolize blood (red), oxygen & nutrients
(blue), organs
(purple) and waste
(yellow).
Students must give the organs a high five to signify they are traveling through.

Elementary Science Lesson Plan Document
Activity 3
(20 minutes)

Line organs up in correct spots.

Waste model students start at two different organs (1 Stomach and
Intestines 1 Kidneys…second time
1 Leg Muscles 1 liver)

Oxygen & Nutrient students start in front of classroom.

Red blood cell students all start by lungs.

One red blood cell walks through heart, on the way to the brain they pick up oxygen/nutrients (link arms), once they go through the brain (must high five organ to symbolize walking through)

They then walk and go to stomach and intestines, they drop off the oxygen/nutrients and pick up the waste and links arms, then they walk through the liver (high five).

Continue up towards front of the room, go through heart, and finally back to lungs.

In the lungs, waste exits the body
(when we breath in we take in oxygen, when we breathe out we let go carbon dioxide)

The exercise will be repeated several times and students will receive new roles if time permits.

Show what happens during heart attack. Something is blocking the path into the heart. I will stand in the way of the red blood cell models so they cannot reach the

Students will have some confusion of the paths they are supposed to take through the circulatory system.
Students will be able to guide other students as they figure out how the model works because they will be working as a team to complete the entire system.

Students will see how blood cells can take different paths, but they will notice that they will always start and end at the same places.
Students will link arms to signify oxygen and waste attaching to red blood cells.
I have previously explained the materials I will be using.
Students will be able to experience the circulatory system through this activity. This activity relates to the students as they are able to see the process that occurs within their body.

Elementary Science Lesson Plan Document
Conclusion
(5 minutes, if time permits) heart.

During the activity I will be asking guided questions to elicit student thinking about what is occurring as they are walking through the model.

Students will return to their desks after turning in their materials to the front of the classroom.

I will draw Popsicle sticks and ask students to name off one thing they have learned about the circulatory system.

This will assess their current understanding of the topic.

At first students may be shy and scared to respond, but they will be able to feed off of one another’s responses.

Students will be able to use their worksheets and the diagram of the circulatory system on the projection screen to guide their discussion.