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Csudh - Teacher Education Department

1.      Candidate:

2.      Barbara Roth

3.      Subject(s):

4.      Science

5.      Grade level(s):

5

6.      Date:

September 26, 2007

Standard(s):

Science

Life Sciences

  1. Plants and animals have structures for respiration, digestion, waste disposal, and transport of materials.  As a basis for understanding this concept:

a. Student’s know how blood circulates through the heart chambers, lungs, and the body and how carbon dioxide (CO2) and oxygen (O2) are exchanged in the lungs and tissues.

 

 

 

Single/Multi-Day Lesson:

7.      Single

I.  DESCRIPTION OF CONTENT & CONTENT TYPE (Fact, Procedure, Concept, or Principle): The students will gain the conceptual understanding of how blood is pumped by the heart within a closed system. They will understand the different function between the arteries, veins, and capillaries. 

 

II. LEARNING  OUTCOME (Objective): 

Students will understand and demonstrate their knowledge of the parts of their heart and the direction of the blood flow through the heart.  They will be able to understand the interaction of how the circulatory system and respiratory system interact to provide the body with oxygen.  Student’s understand the terms alveoli, and capillaries and can explain how CO2 and O2 are exchanged in their body. 

 

 

III. CURRICULUM CONNECTION (How lesson fits into larger unit sequence): 

 In the previous lesson students were taught how the respiratory system functions. The next lesson will concentrate on the digestive system.

 

IV. INSTRUCTION

  1. ENGAGEMENT (Motivational Activity): 

The teacher will teach the students how to find their pulse, both in the carotid artery of their neck and at their wrist.  The students will be instructed how to fill out the chart on the Healthy Heart worksheet. The students will work in pairs and complete the worksheet outside. 

 

  1. INSTRUCTIONAL SEQUENCE (Teaching Methodology With Student Activities):

 

Step #1: 

a. Teacher explains that the heart is made up of cells that form muscle tissue.  This muscle tissue forms the heart organ which is part of the circulatory system. 

b. Students will pair share what the heart is made up of and the process from cell – tissue – organ – system.

Step #2:

a. Teacher will show students a map of the main arteries (freeways) leading away from the heart (circle on the map) carrying oxygen (O2).  Teacher will explain that arteries are the large oxygenated pathways within the circulatory system.

b. Students will trace the main arteries (freeways) with a red marker indicating oxygenated blood flow.

 

Step #3:

a. Teacher will explain that the smaller roads (veins) leading to the heart (circle on the map) carry carbon dioxide (CO2).  Teacher will explain that veins are small non-oxygenated pathways within the circulatory system.

b. Students will trace the veins (streets) with a blue marker indicating non-oxygenated blood flow. 

Step #4:

a. Teacher will explain that the sound of a heart (double beat) is caused by the heart muscle contracting and allowing blood to flow through the valves.  This will be demonstrated with the use of a blow up ball.  The teacher will blow up the ball and cover the mouth piece with their finger and ask the students to explain what will happen if the teacher’s finger is removed.

b. Students will pair share what they think will happen when the finger is removed and relate their idea to the class.

Step #5:

a. Teacher will show the students an overhead model of a heart and explain that the heart is composed of four chambers, two atriums, two ventricles, and the aorta.  The left atrium is connected with the left ventricle and the right atrium is connected to the right ventricle. 

b. The students will label the parts of the heart using the Label the heart’s Parts

handout.

Step #6

a. Teacher will explain how the blood flows through the heart and into the lungs for exchange of (CO2) to (O2) and is pumped back through the heart and to every cell in the body to exchange (O2) for (CO2), and to complete the process it is pumped back through the heart again.

b.Students will color and use arrows to provide a visual path showing the flow of oxygenated and non-oxygenated blood in the heart using the Label the Heart’s Parts handout.

 

  1. APPLICATION ACTIVITY (Practice and/or Reflection):

Students will physically demonstrate their knowledge by walking through a model and exchanging carbon dioxide (blue cups) and oxygen (red cups) in the lungs and in the cells to represent oxygenated blood and non-oxygenated blood.

 

  1. MATERIALS & RESOURCES:

Colored pencils

Crayons

Label the Heart’s Parts handout

2 red table covers

2 blue table covers

8 signs

·         Right atrium

·         Left atrium

·         Right ventricle

·         Left ventricle

·         2 Valve

·         Exchange oxygen (O2) red cups, for non-oxygen (CO2) blue cups

·         Exchange non-oxygen (CO2) blue cups for oxygen (O2) red cups

Maps for each student

 

Overheads

·         Map

·         Healthy Heart Worksheet

·         Label the Heart’s Parts Handout

Blow up ball with closed valve system

Healthy Heart Worksheet

     

 

V. ASSESSMENT STRATEGIES (Methods For Obtaining Evidence Of Learning):

     Formative:  * Teacher observes drawings during step 5b to make sure students are understanding and

                            labeling the structure of the heart correctly .

                         * Teacher observes drawings during step 6b to ensure the students understanding of the                              hearts interaction with the blood flow.  The teacher will observe students correctly coloring and showing direction of oxygenated and non-oxygenated blood.

                         *  Teacher walks around the room as the groups are pair sharing to hear             

                              how students are communicating and using academic language.

     Summative:  Teacher will assess students during the application activity.  This will be done by asking          

                          questions pertaining to the major structures of the heart  walking around the room with a

                          check list observing student pairs.

 

8.      VI. ACCOMMODATIONS FOR INDIVIDUAL LEARNERS (Content, Instruction, Practice):

  • Students that are English Language learners will have visuals.  (map, Label the Heart’s Parts worksheet and the overhead as well as an opportunity to become the blood flowing through the heart). 
  • English Language Learner will be paired with an English proficient student.
  • Kinesthetic learners have opportunities to get up and become part of the living heart and flowing through.
  • Autistic students will be paired with a student that works well with them.

 

 

9.      VII. HOMEWORK (If Appropriate):  No Homework

 

 
 

Reflection: 

This was actually a 3 day lesson as it turned out.  I loved teaching these hands on lesson to my students.  I had the privilege of teaching this to 120 kids in the 5th grade.  When I first began in the classroom the teacher asked me if I could teach the entire unit on body systems.  She told me that the kids did not test very well on this in the state testing.  I took this as a challenge.  I said I would love to and began my planning.  Why this worked so well is that the students were involved in the learning.  I did teach but the students with all the hand on interactive materials did the learning.  I always say it is my job as a teacher to get my students to understand how to study, and the learning will come.  This activity was so much fun for the students that I don’t even think they thought of it as learning but rather an interactive experience like they may have at the science center.  My master teacher saw the exam I was going to give the students when I had finished this entire unit and she said that there was no way that the kids would pass the test.  I disagreed and begged to give it.  Out of 120 students that took the exam 84 got a B or higher.  This unit was fun, interactive, and made the students feel that they had actually become blood in the circulatory system, thus, remembering and actively participating in all aspects of the classroom environment.  I have been asked by two school districts if I would come and teach this unit to there schools and I have loved every opportunity.
 
 
 
 
 
 
SPRING 2009

 

 

 

       Barbara Roth 

 

 

         School Crisis Response Plan

 

Resource Artifact:  Candidates must include their school’s crisis response plan and their individual involvement in implementing it.

 

My individual involvement in our disaster & emergency plan is that I am in charge of triage.  I am the most certified with CPR for the professional rescuer, and 6 other certifications including first aid, blood transmitted diseases, AED.  I have taught CPR and first aid and lifeguard training for the past 10 years and am extremely familiar with crisis situations.  At one time in my life I did CPR on a man in the back of a station wagon for 50 minutes until we could reach the local hospital and yes he survived.  Not easy and very exhausting.  I use to work in a hospital and at one point almost became a nurse.  What are uncomfortable situations for some people do not bother me.

 

Fire:

  1. Fire bell rings.  (intermittent bell for 60 seconds)
  2. Students and teachers go quickly and quietly to designated areas  (map in classroom)
  3. Last student to exit room closes the door.
  4. Teachers are to check attendance immediately upon arrival to designated clearance area.
  5. Reliable student delivers attendance form to check point area.
  6. Attendance forms must have teacher’s name and room number on them

 

During a fire drill there will be a second and third bell.  The second bell will indicate all clear, and the third bell is the signal that students may return to class.

 

Earthquake:

In the classroom:

 

  1. Drop and remain under desk until shaking stops.
  2. Speak to your students in a calm voice.
  3. When the shaking stops, you may get out from under your desk and survey your room.  If safe, instruct the students to come out from under their desks.  (You are checking for injuries and damage)
  4. Gather first aid kit, emergency folder, jackets or sweaters and prepare to evacuate the room.
  5. Check on your partner teacher and class.
  6. Proceed with the evacuation.  Remember the walking wounded go with you; leave only the severely injured in the room.  Mark your door with the appropriately colored tag so the search and rescue team will know the status of your room.

On the playground:

 

  1. Drop flat to the ground, face down, and cover neck or head with hands.
  2. Listen for instructions
  3. When the shaking stops, you may sit up, but do not move until instructed to do so.  Keep students calm and down until support staff arrive.

 

Journal Reflection:  Candidates must include their particular role in the response plan. Candidates must also include the procedures for responding to emergency health situations and how to contact staff members who are qualified to provide first aid and CPR. They must also document their current CPR qualifications.

 

My roll in our schools disaster & emergency plan is triage.  Our entire staff has walkie talkies that are on us at all times and communication happens on them.   My roll in an emergency is to get out to the back yard and pick up the first aid and emergency supplies.  I bring them back to the court yard at the school where I set up a triage area with tarps.  The supplies are clearly labeled and easily accessible.  When we open the emergency supply shed in the back the first things available are the first aid supplies.  I am the most qualified at my school to handle any type of injury.  I have CPR for the professional rescuer, this is the same one doctors, nurses, and paramedics must have.  I am also certified in Lifeguard training, WSI, AED, blood pathogens and many more including first aid. 

 

 

Attachments (1)

  • Lesson Plan Circulatory System.doc - on Nov 21, 2008 7:26 PM by Barbara Roth (version 1)
    52k Download