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Circulation Lesson Plan

Please see the bottom of this page for links to the vocabulary sheet, and worksheets for each station.

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Lauren Frisina

 

Unit Title:       Circulatory System                              Grade Level:                 5

 

Lesson Title:   Introduction to the Circulatory System

 

Standards: 2,4,7

 

Performance Objective:

     By the end of this lesson, the students will be able to:

*      Clearly explain what circulation means

*      Understand the process of blood circulating

         through our bodies

*      Describe the different parts of the blood

*      Describe the three different types of blood  

         vessels

*      Tell how much blood is in our bodies

 

Materials:

*      Pen

*      Teacher prepared packet of worksheets

*      Model of the heart

*      Water

*      Three different size tubes

*      2 containers 1 large and one small

*      Different candy to represent the different parts

         of the blood

*      Circular labels

 

Motivation:

*      Today we are going to talk about the circulatory system.

*      Does anyone hear a familiar word in circulatory? (circulate)

*      What does circulate mean?

*      Have a few students circulate around the classroom.

*      Discuss the different things that can circulate.

*      The circulatory system is a complex system.

*      Today we are going to do an introduction to the circulatory system.

*      (Explain to students that in order to make this a successful lesson, they need to be listening and paying close attention at all times)

 

Developmental Activity

*      Ask students questions to assess previous knowledge.

*          Can anyone tell me what you think the circulatory stem involves?

*          How does blood pump through the body? (Previous knowledge cardiac      

                muscles and involuntary muscles)

*      Go over vocabulary.

*      Discuss the different words and clarify when necessary

*      Explain that we will be breaking into 5 groups to do some different activities.

*      Discuss the specific rules that need to be followed in order to successfully do this.

 

Procedure:

*      Discuss the different tasks at each station. Go over the rules for each station.

*      Explain that they will have a time limit and when the time is up, they must move on to the next station.

*      When the lights go off, they must freeze and listen.

*      Distribute the packets of worksheets, and split the class into five groups.

*      Groups 1 will observe a model of a heart with liquid being pumped through. Only one student at a tiem will be permitted to touch the pump. They will have to make observations and predictions based on what they see.

*      Groups 2 will have a container full of candy. Each part of the blood is represented by a different candy. They will have to compare and contrast the different candy in order to decide what each part is. They will then answer questions found in the packet of worksheets..

*      Group 3 will have to predict how much blood is in their bodies. They will have to place a circular sticker with their initials on the jar at the level they have chosen.

*      Group 4 will touch and observe three different wires/tubes. They will use their previously discussed information to decide what blood vessel is being represented by each tube/wire. They will then answer questions.

*      Group 5 will answer an array of questions based on the circulatory system. They will be able to use their vocabulary sheets if they become stuck on an answer.

*      After each group has rotated through the stations, we will meet as a whole class and discuss our findings. I will discuss each station and ask the students questions based on each task.

 

Wrap-up

*    Today we learned a about our circulatory system. This is a very complex system, and we will be spending some time learning more about each specific part. As you go through the day today, imagine what your life would be like if you:

     a) didnt have a circulatory system, b) had to control your own circulatory system, c) if William Harvey did not make his discovery.

 

Follow-up

*   The students will be spending the next few weeks talkingin depth about the different  parts of the circulatory system. They will recall the knowledge they have learned in this lesson to gain a deeper understanding of the circulatory system.


Circulation Vocabulary Sheet

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