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Student Name: Megan Kuhnhenn
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Class/Grade: Grade 5
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Subject/Topic:
Body Systems/Circulatory
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Date to be taught:
9/27/07 |
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Standard and Indicator: |
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5.1.4 (Health) –
Describe the basic structure and functions
of the human body systems.
5.1.9 (Health) – Explain key health
terms and concepts.
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1. Materials
a. Paper
b. Pencils
c. Many
“oxygen” tags
d. Many
“carbon dioxide” tags
e. Signs
for brain, lungs, arms, legs, left atrium, left
ventricle, right atrium, right ventricle
f. Resources:
i.
http://www.henry.k12.ga.us/cur/mybody/content.htm
2. Objectives
a. Students
will describe the blood's trip through the body and the
function of the heart.
3. Motivation
a. Instruct
students to lay their hand (palm side up) on their desk
and have students count how many times they can open and
close their hand for one minute. Their hands should
start getting tired after about 45 seconds. The students
might start to wonder what they are doing. Be sure they
record how many times they opened and closed their hand.
Don't stop! Let's see if we can keep going a little
longer.
i.
Ask students what is their hand doing? (opening and
closing)
ii. What
part of the body might your hand represent? (the heart)
iii.
Which system of the body might use the heart? (the
circulatory system)
4. Goal for Learner
a. Today
we will be learning how the blood circulates throughout
the body.
5. Content and Procedures
a. Teacher
Content
i.
Oxygenated blood from the lungs enters the heart through
the left atrium. From there it travels into the left
ventricle. The blood then travels out to the body’s
extremities, using up its oxygen and trading it for
carbon dioxide.
ii. The
carbon dioxide-filled (used) blood from the body enters
the heart through the right atrium. From there it
travels into the right ventricle. The blood then travels
into the lungs to get oxygen.
b.
Procedure
i.
Set up a large room sized diagram of the circulatory
system.
ii. Assign
students to the roles of various body organs and parts
including the arms, the legs, the brain, the lungs, the
left atrium and ventricle, and the right atrium and
ventricle.
iii. Every
student at an extremity should have multiple “carbon
dioxide” tags. The students at the lungs should have
multiple “oxygen” tags.
iv. “Animate”
the heart by assuming the role of the blood first. Begin
in the lungs. Pick up an “oxygen” tag from the lungs.
Travel into the left atrium, then the left ventricle and
out to any body extremity (brain, arms, or legs). At the
chosen extremity, trade your “oxygen” tag for a “carbon
dioxide” tag.
v. Now
travel from the chosen extremity (with your “carbon
dioxide” tag) back down to the heart and into the right
atrium, then the right ventricle. Leave the heart and go
back to the lungs where you will trade your “carbon
dioxide” tag for an “oxygen” tag.
vi. After
going through the process with the students, repeat the
process by having students tell you where (as the blood)
should go.
vii. Allow
students to take on the role of the blood. Rotate so
everyone has a chance to play the blood and the other
body parts.
6. Practice/Application
a. Upon
completion of the activity, students will write a
paragraph that explains the circulatory system,
including its components as well as the path of the
blood throughout the body.
b. Students
will also complete the two “Circulatory System” pages
found within their folder.
7. Evaluation of Student Learning
a. The
circulatory system paragraphs will be graded based on
accuracy and completion. Students should describe the
entire circular path the blood follows and include the
lungs, the extremities, where oxygen and carbon dioxide
come into play, and several chambers of the heart.
b. The
pages from the folder will be graded based on accuracy
and completion at the end of the unit when the entire
folder is graded.
8. Closure
a. Students
will be asked to share what they have written as we
review exactly what took place in our demonstration.
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