Download Circulatory System Lesson

Primary Type: Lesson Plan
Status: Published
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Resource ID#: 46075
Circulatory System Lesson
The lesson will begin with the teacher engaging the students with a presentation of "How the Blood Gets Around the Body" following a think quest
presentation that covers the parts and functions of the circulatory system, including the brain, veins and arteries, heart and blood. Students will
explore blood vessels by watching a short video clip, conducting a hands-on investigation about blood pressure. Next the teacher will lead a
discussion and explain about the human heart and will use a "Map of the Human Heart" to show the class exactly how the heart pumps blood
throughout your body and learn facts about the human heart. Students will get a chance to elaborate by creating a color picture of blood flow to,
through and from the heart in their notebooks. To evaluate the students, they will watch a short video clip about the circulatory system and take
the accompanying quiz.
Subject(s): English Language Arts, Science
Grade Level(s): 6
Intended Audience: Educators
Suggested Technology: Computer for Presenter,
Computers for Students, Internet Connection, LCD
Projector, Microsoft Office, Computer Media Player
Instructional Time: 6 Hour(s)
Resource supports reading in content area: Yes
Freely Available: Yes
Keywords: circulatory, heart, blood vessels, body system, circulation, blood flow, 5E
Resource Collection: CPALMS Lesson Plan Development Initiative
ATTACHMENTS
Science InvestigationRubric.docx
Heart PartsColoringRubric.docx
LESSON CONTENT
Lesson Plan Template: Learning Cycle (5E Model)
Learning Objectives: What will students know and be able to do as a result of this lesson?
Students will be able to track how the blood gets around the body.
Students will identify and investigate the functions and parts of the primary organs of the circulatory system.
Students will be able to identify by coloring a picture of the heart the deoxygenated blood (blue) and oxygenated blood (red).
Students will relate the role of the circulatory system to other major body systems.
Students will conduct an investigation and then document the process from scientific question to hypothesis to conclusion.
Prior Knowledge: What prior knowledge should students have for this lesson?
Connected prior knowledge benchmark:
SC.5.L.14.1 : Identify the organs in the human body and describe their functions, including the skin, brain, heart, lungs, stomach, liver, intestines, pancreas,
muscles and skeleton, reproductive organs, kidneys, bladder, and sensory organs.
Students will need to have prior experience with science note-booking.
Guiding Questions: What are the guiding questions for this lesson?
page 1 of 4 1. How does the blood get around the body?
2. What are the functions of the primary organs of the circulatory system?
3. Compare and contrast the deoxygenated blood and oxygenated blood.
4. How does the circulatory system work with other major body systems?
Engage: What object, event, or questions will the teacher use to trigger the students' curiosity and engage them in the concepts?
Engage: How the Blood Gets Around the Body
1. TEACHER opens the lesson with questions about what the students know about the circulatory system and its function. Ask questions like:
Is exercise important for the heart?
How big is your heart?
Where is it located?
What color is your blood?
How does blood get to the veins and capillaries?
What is carried in the blood?
What is homeostasis?
How does the circulatory system work with other systems to maintain homeostasis?
2. STUDENTS are answering questions from teacher and other students about the circulatory system and its functions. They are giving their opinions and ideas about
the circulatory system.
3. TEACHER can use the following website to read through information on the engage questions and build background knowledge. Another option for the teacher
would be to print the article and have students read in groups or independently while highlighting information as they read. http://www.dummies.com/howto/content/the-path-of-blood-through-the-human-body.html
4. TEACHER discusses what homeostasis is and has the students create a definition of it and put it in their science notebooks.
5. STUDENTS are watching and reading along with the presentation about blood and how it gets around the body. They ask questions and share their ideas and
opinions.
Explore: What will the students do to explore the concepts and skills being developed through the lesson?
Explore Activity: Video ("From the Heart"), Investigation ("Blood Vessel Resistance Investigation") and Compare and Contrast (High Blood Pressure on Body)
1. Video of how the heart works "From the Heart" http://www.teachersdomain.org/resource/tdc02.sci.life.stru.circulator/
2. TEACHER shows video on how the chambers of the heart contract and relax in synchrony to push blood through the pulmonary and systemic loops of the circulatory
system. You'll see how the heart pumps oxygen-depleted blood to the lungs, where red blood cells acquire oxygen before traveling back to the heart and then on to
the rest of the body.
3. Blood Vessel Resistance Investigation:
1. TEACHER asks the class the question "What happens if there is blockage or differing degrees of obstruction in blood vessels? Or How does blood
vessel diameter affect the blood pressure of a person?"
2. STUDENTS, in groups of 2 to 4, will hypothesize about the cause and effect of lowering and escalating blood pressure and all of the variable that would affect
it?
3. TEACHER will give the students balloons and models of blood vessels of different sizes (stirrers, straws, PVC tubes and any other cylinders that he or she could
use). The teacher will instruct the students to design an experiment to test their hypotheses about blood pressure using the models as the vessels and air to
simulate blood flow.
4. STUDENTS, in groups of 2 to 4, will create a valid scientific investigation to investigate the relationship between blood pressure and the size and elasticity of
blood vessels. All parts of the experiment will be documented in their science notebooks.
5. STUDENTS will conduct their investigations using goggles for eye protection in case the balloons pop.
6. TEACHER will lead a post-investigation discussion with each group presenting their investigation from Scientific Question and Hypothesis to Conclusion.
7. STUDENTS will present their investigation from Scientific Question/Hypothesis to Conclusion.
8. Questions will be asked and answered by students to challenge the validity of each investigation.
9. Compare and Contrast Blood Vessel Resistance Investigation to Effects of High Blood Pressure on the Body.
10. TEACHERS will play a short video in full screen (to avoid displaying ads) with students on the Effects of High Blood Pressure on the Body http://bloodpressure.emedtv.com/high-blood-pressure-video/high-blood-pressure-and-its-effect-on-your-body-video.html and lead a discussion with the students to
compare and contrast the information gained from their experiments and the video.
Explain: What will the students and teacher do so students have opportunities to clarify their ideas, reach a conclusion or
generalization, and communicate what they know to others?
Explain Activity: "Map of the Human Heart"
1. TEACHER will use the Map of the Human Heart to show the class exactly how the heart pumps blood throughout your body and learn facts about the human heart.
http://www.pbs.org/wgbh/nova/body/map-human-heart.html
2. STUDENTS will follow-up by doing a virtual activity of labeling the diagram of the circulatory system: http://www.neok12.com/diagram/Circulatory-System-01.htm
3. STUDENTS will show the parts to the teacher and with a pointer, they will chart out the path the blood travels through the circulatory system.
4. TEACHER will give specific feedback to the student and clear up any misconceptions that the student might have about the path of blood.
Elaborate: What will the students do to apply their conceptual understanding and skills to solve a problem, make a decision,
perform a task, or make sense of new knowledge?
Elaborate Activity: "The Heart" Blood Flow Picture.
1. TEACHER will do a follow-up to the Map of the Human Heart activity by giving each student a copy of the coloring page:
http://www.childrensheartinstitute.org/index.php/for-kids
2. STUDENTS will color the picture blue and red that acknowledges blood with and without oxygen and put it in their interactive notebooks.
Summative Assessment
1. Evaluate Activity: BrainPop Video and Quiz
http://glencoe.mcgraw-hill.com/sites/dl/free/0078617022/161752/00051936.swf
2. TEACHER plays Circulatory System Brain Pop video for review.
3. STUDENTS will take the quiz on a laptop or computer station, and write both the questions and answers in their science notebooks.
4. TEACHERS will review, evaluate and record quiz results and go over the student answers when they have finished.
page 2 of 4 Formative Assessment
1. "Blood Vessel Resistance Investigation- Teacher will review the student-created investigation designed and recorded in their science notebooks with rubric:
Science Investigation Rubric
2. Label the Circulatory System - Teacher will review the students' results from the virtual labeling activity which will automatically score the activity for them. Out
of possible 15 points.
3. Blood Flow Color Picture - Teacher will review the student's work on coloring of blue and red that acknowledges blood with and without oxygen and put it in their
interactive notebook to be evaluated using a rubric as the students presents to the teacher.
4. Heart Parts Coloring Rubric
Feedback to Students
The teacher will ask questions throughout the presentation about "How Blood gets Around the Body" to ensure understanding and provide additional instruction and
feedback, when needed.
The teacher will monitor groups as they create an investigation and, with the rubric as a guide, will give students instruction.
The teacher will ask questions to make sure that students are understanding the concepts as they are investigating and will clarify misconceptions.
The teacher will show students how to map blood flow through the body and have each student individually show that they can track the blood flow through the
circulatory system.
The teacher will give specific feedback to the student and clear up any misconceptions that the student might have about homeostasis and how other body systems
work with the circulatory system to maintain homeostasis.
The teacher will review the results of the Brain Pop quiz and go over the answers when they have finished.
ACCOMMODATIONS & RECOMMENDATIONS
Accommodations:
For students with special needs, print the map of the heart for them to follow and/or put in their notebooks.
Students that are struggling with the concept of blood circulation, go over the presentation: http://prezi.com/urc5tnjvwdvq/blood-circulation/ with the student on a
one-on-one basis.
Students with reading difficulties, or note-taking difficulties, may work in groups/pairs. (Peer Buddies)
Hard copies of the reading passage could also be created for re-reading by those students that are second language students or have reading difficulties.
Extensions:
The following are additional activities or resources teachers could use if needed:
Engage Video Clip of Mr. Parr Circulatory System : http://www.youtube.com/watch?v=mDSFxcf2UgQ
Elaboration Circulatory System Slide Puzzle: http://www.neok12.com/slide-puzzle/Circulatory-System-02.htm
Color Sequence Game to correctly trace the path of blood: http://www.theonlinelearningcenter.com/free-medical-games/ID6015/blood-flow-through-the-heart.html
Suggested Technology: Computer for Presenter, Computers for Students, Internet Connection, LCD Projector, Microsoft Office, Computer Media Player
Special Materials Needed:
Materials needed for investigation:
(per group)
coffee stirrers
drinking straws
disinfectant wipes
long thin balloons
stopwatch
PVC pipe (various sizes)
metric ruler
science notebooks
Further Recommendations:
Teachers should show videos in full screen to avoid viewing the ads with their students.
SOURCE AND ACCESS INFORMATION
Contributed by: Roger Cohen
Name of Author/Source: Roger Cohen
District/Organization of Contributor(s): Brevard
Is this Resource freely Available? Yes
Access Privileges: Public
License: CPALMS License - no distribution - non commercial
page 3 of 4 Related Standards
Name
SC.6.L.14.5:
SC.6.N.1.3:
SC.6.N.1.4:
LAFS.68.RST.1.3:
LAFS.68.RST.3.9:
Description
Identify and investigate the general functions of the major systems of the human body (digestive, respiratory,
circulatory, reproductive, excretory, immune, nervous, and musculoskeletal) and describe ways these systems interact
with each other to maintain homeostasis.
Explain the difference between an experiment and other types of scientific investigation, and explain the relative
benefits and limitations of each.
Remarks/Examples:
Explain that an investigation is observing or studying the natural world, without interference or manipulation, and an
experiment is an investigation that involves variables (independent/manipulated and dependent/ outcome) and
establishes cause-and-effect relationships (Schwartz, 2007).
Discuss, compare, and negotiate methods used, results obtained, and explanations among groups of students
conducting the same investigation.
Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical
tasks.
Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that
gained from reading a text on the same topic.
page 4 of 4