Download The Circulatory System I

The Circulatory System (Part I)
Name: Micky Murphy
Title: The Heart and
Circulation
Content Area: Science and Reading, Writing Grade: Fourth
Duration: 80 minutes
and Communicating
Standards and
Life Science
Benchmarks:
1. All living things share similar characteristics, but they also have
differences that can be described and classified
Colorado
a. Use evidence to develop a scientific explanation of what plants and
Department of
animals need to survive
Education: Unit of
b. Use evidence to develop a scientific explanation for similarities and/or
Academic
differences among different organisms (species)
Standards
c. Analyze and interpret data representing variation in a trait
http://www.cde.sta
d. Examine, evaluate, question, and ethically use information from a
te.co.us/cdeassess/
variety of sources and media to investigate questions about
UAS/Printable_Sta
characteristics of living things
ndards.html
Reading, Writing and Communicating
1. Oral Expression and Listening
a. A clear communication plan is necessary to effectively deliver and
receive information
2. Reading for All Purposes
a. Comprehension and fluency matter when reading informational and
persuasive texts in a fluent way
3. Writing and Composition
a. Correct sentence formation, grammar, punctuation, capitalization, and
spelling are applied to make the meaning clear to the reader
4. Research and Reasoning
a. Comprehending new information for research is a process undertaken
with discipline both alone and within groups
Objectives:
Students will:
1. Integrate old schema and newly learned information to make
predictions about and connections with text (5)
2. Know the importance of the heart and circulation to life (1)
3. Describe the major functions of the heart and blood vessels (1)
4. Effectively define and accurately use heart and circulation vocabulary
in worksheet (1, 2)
5. Provide a detailed written reflection on the lesson plan, showing
newly gained information and an understanding of material (2)
Resources and
 Susan H. Gray’s The Circulatory System
Materials:
 Overhead Projector
 Heart/Circulatory System Models
For each student:
 Pencil
Differentiation:
 Blue and Red Colored Pencils
 Heart and Circulation Worksheet
 Content: Because I will be doing the majority of the talking during the
first half of the lesson, there will not be much room for differentiation
aside from checking for understanding, giving extra time when asking
questions, and allowing for student input throughout the lesson.
However, because the main focus of the lesson is on anatomy
vocabulary, I have included several different approaches to learning
these terms throughout the lesson.
 Process: During the second half of the lesson, students will be paired,
allowing for student mentoring and discussion. Because students will
be expected to complete their worksheets in groups, I will use this
time to walk around the room, ensuring student understanding and
progress, as well as confidence in their newly gained information.
 As always, I will be sure I am guiding and supporting students
throughout the lesson.
Preparing Students
for the Lesson:

Transitions
Holding my hand up, I will silently count down to zero, signaling students to
quiet down. I will begin by reminding students of the behavior expectations
that are most important to me:

Expected
Behaviors
Behavior Expectations:
 Show respect for yourself, your classmates, your teacher and your
school
 Pay attention and follow directions
 Be prepared for class and ready to learn
 Raise your hand to speak
 Try your best and maintain a positive attitude
Learning Expectations:
Students will:
Teaching the
Lesson (Lesson
Sequence/
Activities):
 Be silent by the time I get to zero (silent countdown from 5 using
fingers)
 Give a thumbs up, close to their heart, for “I understand”
 Give a thumbs down, close to their heart, for “I do not understand”
 Move their cups to green for “Ready to move on”
 Move their cups to red for “Still working”
I will begin by handing out a worksheet with the following vocabulary words
and definitions, to be included in students’ science folders:
 Aorta: the main artery carrying blood away from the heart
 Artery: one of the large blood vessels carrying blood away from the
heart
 Atrium: one of the upper chambers of the heart
 Capillary: one of the tiniest blood vessels
 Carbon Dioxide: a waste gas produced by the body
 Circulation: the movement of blood through the body
 Heart: a strong, muscular four-chambered organ that pumps blood
through the body
 Oxygen: a gas that every part of your body needs to stay alive
 Pulmonary Vein: carries blood from the lungs to the left atrium of the
heart
 Vein: one of the blood vessels that carry blood back to the heart
 Venae Cavae: main veins that carry blood back to the heart
 Ventricle: one of the lower chambers of the heart

Motivation/
Anticipatory
Set
“This week, we’re going to be talking about the circulatory system. Who can
tell me what makes up the circulatory system? The heart and blood vessels.
There are actually two circulatory systems—does anyone know what they
are?”
1. Pulmonary Circulation: Pulmonary means “having to do with the
lungs. This type of circulation is a short loop from the heart to the
lungs and back.
2. Systemic Circulation: Systemic refers to anything of or relating to a
system. In this case, the “system” is your body, so this type of
circulation is a loop from the heart to all the other parts of our bodies
and back again. **
**Note: As I give the definitions of each, I will show their pathways using a
diagram of the heart, lungs and blood vessels (Appendix B) on the overhead
projector.

PreAssessment/
Activating
Background
Knowledge
“Please take a moment to make a prediction with the person next to you about
the major function of each of the two circulatory systems. What do you think
their main purpose is?” After a couple of minutes, I will ask for some
volunteers, and may call on students to hear what they’ve come up with, as
well as confirm or correct answers.
“Today, we’re going to learn about the major components of the systemic
circulatory system and how it works. What makes the heart one of the
important organs in your body? It supplies our bodies with blood. How does it
do this? Through a network of tubes called blood vessels. Why is blood so
important? It provides the body with a constant supply of oxygen and
nutrients, and also removes waste products. Where is the heart located? The
heart is located inside the chest cavity, just between the lungs. How big is it?
It is roughly the same size as your fist. What can you tell me about the lungs?
The lungs provide the blood with oxygen.”
I will then introduce the book, Susan H. Gray’s The Circulatory System,
reading slowly and referencing either Appendices A or B accordingly.

Teacher Input,
Modeling, &
Checking for
Understanding
Following to book, I will ask students questions relating to the book to check
for understanding:









What is the strong muscular, four-chambered organ that pumps blood
through the body?
There are four cavities in the heart. What are their names?
What are the membranes that control the flow of blood into and out of
the heart called?
What is the dividing wall of membrane that separates the ventricles of
the heart called?
What is the main function of the lungs, even though they are not
considered part of the circulatory system, to the body?
Which organ removes or filters waste products from the blood?
What are the three types of blood vessels? What are the differences
between the three?
Who can tell me, using the heart diagram on the overhead, the flow of
blood through the heart? Using these red and blue markers, please
show us oxygenated and deoxygenated blood.

Guided
Practice

Independent
Practice
I will then take the heart and circulation models from the overhead projector,
splitting students into groups of two (according to level and ability) and
handing out the heart and circulation worksheets (Appendix C) to each
student. “If you take a look at the worksheet, you’ll notice there are two
separate activities that you are expected to complete. All of the information
you need has been provided for you. If you are unable to remember the
definitions of some of the terms (like blood vessels), please reference the
vocabulary sheet I handed out at the beginning of class. I expect to hear you
discussing similarities, differences, pathways, and heart components with
your partners. I will be walking around the room if you need help, and will be
looking for a green cup when your work is complete, so that we can discuss
what we’ve come up with. Do you understand (thumbs up, thumbs down)?
Great! Go ahead and get started, please.”

Closure
Once groups are beginning to complete their worksheets, I will provide some
reflection questions on the overhead projector. Students will be informed that
the completion of these becomes homework if they are unable to do so in the
classroom, and that responses are to be recorded in their science/math
journals:
Student Reflection:**
 Was I able to understand and successfully complete circulatory system
information/worksheet?
 Was there anything that I struggled with, or didn’t understand?
 What connections can I make to the real world using today’s newly
learned information?
 What did I learn today that will help me better understand the heart
and circulatory system?
**Responses to reflection questions will not be graded and are strictly for my
use.
Assessment:
Once all groups have completed their worksheets, we will review the
information as a class, clearing up any misconceptions students may have and
confirming correct information.
Because I will be in a position to observe for the majority of class (and
because we will be reviewing the worksheets in class), I have put together a
rubric to grade students strictly on my anecdotal notes. This may include
behaviors, questions, responses, or interactions with partners/classmates.
Anecdotal Assessment Rubric:
Rubric
Points
1
Notes &
Reflections:
Performance Description
Student seems to lack an understanding of presented information
and does not apply him/herself during classroom activities,
struggles to make predictions/connections, does not effectively
engage in discussion and seems to be reliant on partner
2
Student has little understanding of presented information but
applies what he/she knows to activities, makes few
predictions/connections, struggles with (and participates little in)
discussion, and participates little in group work
3
Student shows some understanding of presented material and
applies what he/she knows to activities, makes some predictions
and connections, and participates in group work
4
Student shows a good understanding of presented materials and
applies that information in the classroom, makes
predictions/connections using schema and newly obtained
information, engages in conversation and works well in group
5
Student shows a complete understanding of presented information
and exceeds expectations in his/her application of both newly
learned information and personal schema; consistently engages in
conversation, and participates well in group, going above and
beyond to assist partner in his/her understanding
Teacher Reflection:
 Was this activity difficult for students? Which skills were used with
ease? Which were difficult? What are students ready to learn next?
 Were students able to transfer both old and newly acquired
information to the classroom activity?
 Will students be confident in working through similar anatomy
worksheets independently?
References
Colorado Department of Education. (2008). Unit of Academic Standards. Retrieved April 24,
2012 from http://www.cde.state.co.us/cdeassess/UAS/Online_Standards.html
Appendix A
Retrieved from:
http://www.google.com/imgres?imgurl=http://www.sciencekids.co.nz/images/pictures/humanbo
dy/heartdiagram.jpg&imgrefurl=http://www.sciencekids.co.nz/pictures/humanbody/heartdiagram
.html&h=600&w=600&sz=70&tbnid=ErTHtePEprmRfM:&tbnh=90&tbnw=90&prev=/search%
3Fq%3Dheart%2Bdiagram%2Bkids%26tbm%3Disch%26tbo%3Du&zoom=1&q=heart+diagra
m+kids&usg=__tzlPAKvcCOdvvg7pjkin2V7Ot8=&docid=McFyrSQ7BVFjBM&hl=en&sa=X&ei=t4fiT9_gJoai8QSKg9iGCA&sqi=2&v
ed=0CHMQ9QEwAg&dur=557
Appendix B
Retrieved from:
http://www.google.com/imgres?hl=en&sa=X&biw=606&bih=578&tbm=isch&prmd=imvns&tb
nid=uQZy2oGNRuINsM:&imgrefurl=http://cope-yp.blogspot.com/2011/04/long-term-risks-ofstimulant-medication.html&docid=VJQtbH0xzpnLUM&imgurl=http://1.bp.blogspot.com/Xu4V-f8dEUo/TbG2QGHljPI/AAAAAAAAArg/ng4cJUe1gs/s400/systemic%252Bcirculation%252Bdiagram.jpg&w=332&h=338&ei=WoLiT92cNIGk8
QSw2d2GCA&zoom=1&iact=hc&vpx=93&vpy=129&dur=170&hovh=227&hovw=222&tx=13
6&ty=119&sig=118364496437439533368&page=1&tbnh=126&tbnw=128&start=0&ndsp=15&
ved=1t:429,r:0,s:0,i:75
Appendix C
Circulatory System
Interbody Highway System
Capillaries, arteries, and veins are the blood vessels that form the fantastic highway system in
your body. Write capillary, artery, or vein in the blank lines that best describes the type of blood
vessel.
1. ________________ carries blood away from the heart.
2. ________________ carries blood back to the heart.
3. ________________ is the tiniest blood vessel in the body.
4. ________________ carries oxygen-rich blood to all parts of the body.
5. ________________ connects the veins and arteries.
Retrieved from:
http://www.coreknowledge.org/mimik/mimik_uploads/lesson_plans/839/The%20Beat%20Goes
%20On.pdf
Components of the Heart
Use the following vocabulary to label the components of the heart. Each word will be used only
once. Then, draw arrows to represent the flow of oxygen-rich (red) or oxygen-deprived (blue)
blood. Hint: Think about the type of blood that veins and arteries carry.
Aorta: the main artery carrying blood away from the heart
Inferior (Lower) Vena Cava: a vein that carries blood from the head and arms to the right
atrium
Left Atrium: receives oxygenated blood from the lungs
Left Ventricle: sends oxygenated blood to the body and heart
Pulmonary Artery: carries blood directly from the right ventricle of the heart to the lungs
Pulmonary Vein: carries blood from the lungs to the left atrium of the heart
Right Atrium: receives deoxygenated blood from the body
Right Ventricle: receives blood from the right atrium and sends blood to the lungs
Septum: a dividing wall of membrane that separates the ventricles of the heart
Superior (Upper) Vena Cava: a vein that carries blood directly from the right ventricle of
the heart to the lungs
Retrieved from:
http://www.google.com/imgres?imgurl=http://www.sciencekids.co.nz/images/pictures/humanbo
dy/heartdiagram.jpg&imgrefurl=http://www.sciencekids.co.nz/pictures/humanbody/heartdiagram
.html&h=600&w=600&sz=70&tbnid=ErTHtePEprmRfM:&tbnh=90&tbnw=90&prev=/search%
3Fq%3Dheart%2Bdiagram%2Bkids%26tbm%3Disch%26tbo%3Du&zoom=1&q=heart+diagra
m+kids&usg=__tzlPAKvcCOdvvg7pjkin2V7Ot8=&docid=McFyrSQ7BVFjBM&hl=en&sa=X&ei=t4fiT9_gJoai8QSKg9iGCA&sqi=2&v
ed=0CHMQ9QEwAg&dur=557