Download 401 Science Lesson Plan Circulatory System - te401-fs10

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, Mary K. Corcoran
Textbook
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
Activity 1 (8
minutes)










Students
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
Academic,
social &
linguistic
resources
and support
I anticipate that
I will be
students will raise
using the
their hands for at
white board
least one of these
to write down
questions if not
circulatory
both. I believe that
system and
students will want
the questions.
to share stories
Students will
concerning either
be able to
one of these topics.
hear and view
the questions.
Students may have
The elmo will
a broad
be used to
understanding that
show a
the circulatory
diagram of
system involves
the
blood within the
circulatory
body.
system and
I believe that a few
the handout
students will have
containing
responses to the
blank
question such as it
involves blood or it definitions.
Students will
circulates stuff
within your body. If be able to
read
students have a
information,
difficult time
hear
coming up with
responses I will ask information,
and write
them to look at the
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.
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
chosen students to
read the definitions
from the projection
screen.
down
information.
This exercise
will appeal to
students of all
different
learning
styles.

I believe that

students will be
very interested to
follow the path of
blood as it relates to
them because it is
occurring within
their body. Students
may have questions
about the pattern
that the blood
follows.
Students will
be able to
discuss their
findings by
raising their
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
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.
Elementary Science Lesson Plan Document
Activity 2
(10 minutes)

I will be reading aloud The
Circulatory Story 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  I will set up for the circulation
minutes)
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
Students will
link arms to
signify
oxygen and
waste
attaching to
red blood
cells.
Activity 3
(20 minutes)
 Line organs up in correct spots.
 Students will have
some confusion of
 Waste model students start at two
the paths they are
different organs (1 Stomach and
supposed to take
Intestines 1 Kidneys…second time
through the
1 Leg Muscles 1 liver)
circulatory system.
 Oxygen & Nutrient students start
Students will be able
in front of classroom.
to guide other
 Red blood cell students all start by
students as they
lungs.
figure out how the
 One red blood cell walks through
model works
heart, on the way to the brain they
because they will be
pick up oxygen/nutrients (link
working as a team to
arms), once they go through the
complete the entire
brain (must high five organ to
system.
symbolize walking through)
 They then walk and go to stomach  Students will see
how blood cells can
and intestines, they drop off the
take different paths,
oxygen/nutrients and pick up the
but they will notice
waste and links arms, then they
that they will always
walk through the liver (high five).
start and end at the
 Continue up towards front of the
same places.
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
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
 At first students may  Students
after turning in their materials to
be shy and scared to
will be able
the front of the classroom.
respond, but they
to use their
will be able to feed
worksheets
I will draw Popsicle sticks and ask
off
of
one
another’s
and the
students to name off one thing they
responses.
diagram of
have learned about the circulatory
the
system.
circulatory
This will assess their current
system on
understanding of the topic.
the
projection
screen to
guide their
discussion.