KUTZTOWN UNIVERSITY

ELEMENTARY EDUCATION DEPARTMENT

LESSON PLAN FORMAT












STANDARD:
10.1. B- Identify and know the location and function of the major body organs and
systems.

I. Performance Objectives (Learning Outcomes):
A. The students will be able to list the steps of blood flow through the heart by
completing a sequencing activity.

II. Instructional Materials
A. The Heart Song YouTube video-
http://www.youtube.com/watch?v=p-wilmN80XE
B. Follow the Blood Activity Sheet- one per student (See Attachment)
C. Red and blue crayons
D. Steps to Blood Flow Sheet- one sheet per 2 students (See Attachment)
E. Scissors
F. Glue sticks
G. Train Templates- six train cars per 2 students (See Attachment)
H. Brad clips
I. Steps of Blood Flow Answer Sheet (See Attachment)

III. Subject Matter/Content (prerequisite skills, key vocabulary, big idea, outline of
additional content)
A. Prerequisite skills
1. Information from a previous lesson

B. Key Vocabulary
1. Blood- liquid that circulates throughout the body, that carries oxygen to and
carbon dioxide from the tissues of the body.
2. Circulation- the movement of blood throughout the body
3. Deoxygenated- oxygen poor
4. Oxygenated- oxygen rich

Teacher Candidate: Emily Ash and Kari Kurtz Date: __November 12, 2014

Cooperating Teacher: Dr. Varano Coop. Initials KV

Group Size: 20 students Allotted Time 60 minutes Grade Level 3
rd
_

Subject or Topic: The Circulatory System- The Blood Flow Section

C. Big Idea
1. The blood and how it flows through the heart.

D. Additional content
1. The heart pumps the blood through.
2. Blood provides the body with oxygen and nutrients.
3. Blood rids the body of waste.
4. Other terms which will be mentioned:
a) Right ventricle
b) Pulmonary arteries
c) Carbon dioxide
d) Right atrium
e) Left atrium
f) Left ventricle
g) Aorta

IV. Implementation
A. Introduction
1. Play The Heart Song video from YouTube-
http://www.youtube.com/watch?v=p-wilmN80XE
2. Ask the students to predict the focus of todays lesson based on the
song/video.
3. Have the students share key words or ideas that stood out from the
song/video.
4. Explain to the students that they will learn about the blood and how it flows
through the heart.

B. Development
1. Ask the students to define blood.
a. What is it?
b. Why is it important to our body?

2. Explain the connection between the heart and blood to the students:
a. The heart is a unique muscle because it has an exceptionally important
job: it sends blood around your body.
b. The heart acts like a pump (or two pumps in one).
c. Each side of the heart has a special function:
1) The right side of your heart receives blood from the body and
pumps it to the lungs.
2) The left side of the heart receives blood from the lungs and
pumps it out to the body.
d. Blood is important because it provides your body with the oxygen and
nutrients it needs. Also, it gets rid of waste.
3. Display the computer animation, and review it with the students while
explaining each step of the blood flow process.
http://www.aboutkidshealth.ca/en/howthebodyworks/introductiontotheheart/th
eheartbeat/pages/bloodflowthroughtheheart.aspx
a. Pause after each step, allowing time for students to process the
information and ask questions
4. Play the computer animation again. This time, ask students to explain the
steps in their own words.
a. Provide cues and hints as needed.
5. Have the students, independently, complete the Follow the Blood Activity
Sheet (See Attachment)
a. Draw a line to follow the path that blood travels through the heart.
b. Use a purple (Note: use BLUE instead) crayon to connect numbers
1 to 7.
c. Use a red crayon to connect numbers 8 to 14.
6. Compare blood flow to a train on a track:
a. Explain that a train's job is to transport. It picks up things at one place,
carries them along a route and delivers them to another place.
b. Ask the students, How is the circulatory system like a railroad?
c. Comparison: The tracks are the blood vessels; the stations along the
route are the heart, lungs and body.
d. The circulatory system carries and delivers blood to all parts of the body
following a particular route, just like the train carries and delivers goods to
stations along its route.
e. Explain that the blood follows a certain route each time it returns to the
heart.
7. The students will complete a partner activity which entails ordering the
steps of blood flow through the heart.
a. Pair up the students
b. Each pair will need the following:
1) Steps of Blood Flow sheet (See Attachment)
2) Six train templates (See Attachment)
3) Scissors
4) Glue stick
c. The students will cut out each step on the Steps of Blood Flow Sheet.
(They are NOT in sequential order.)
d. The students will glue each blood flow step onto a train car.
e. The train cars will be arranged so each step is in sequential order.
f. Attach the ends of the train cars using brad clips.
g. The students should have created a train of six cars that lists the blood
flow in order (ex: train engine= first step, caboose= last step)
h. The teacher may refer to the Steps of Blood Flow Answer Sheet (See
Attachment) when checking the students work.

C. Closure
1. Ask some follow up questions and encourage the students to share their
knowledge and ideas:
a. Why is oxygen important?
b. What carries oxygen all around your body?
c. What pumps the blood all around the body?
d. What does your heart do if your body suddenly needs more oxygen?

D. Accommodations/Differentiation
LA will not need any writing accommodations for this lesson.

E. Assessment/Evaluation Plan
1. Formative- The students will be assessed based on their ordering skills
during the train activity. The teacher will use a checklist for assessment
purposes.
2. Summative- No summative for this lesson


V. Reflective Response
A. Report of Student Performance in Terms of Stated Objectives (Reflection on
student performance written after lesson is taught, includes remediation for
students who fail to meet acceptable level of achievement)







Remediation Plan









B. Personal Reflection (Questions written before lesson is taught. Reflective
answers to question recorded after lesson is taught)

1. Was the assessment method adequate enough to gauge if the instructional
delivery was effective?

2. After completion of this lesson, can the students effectively identify the
steps of blood flow through the heart?

3. Do the activities directly connect to the content being taught?


VI. Resources (in APA format)

ParrMr. (2013, Feb 20). The Heart Song. Retrieved from
http://www.youtube.com/watch?v=p-wilmN80XE

(2004). Blood flow through the heart. Retrieved from About Kids Health website:
http://www.aboutkidshealth.ca/en/howthebodyworks/introductiontotheheart/thehe
artbeat/pages/bloodflowthroughtheheart.aspx

(n.d.). Elementary lesson plans. Retrieved from American Heart Association website:
http://www.heart.org/HEARTORG/Educator/FortheClassroom/ElementaryLesson
Plans/Elementary-Lesson-Plans_UCM_001258_Article.jsp

(1995).Your heart and circulatory system. Retrieved from Kids Health website:
http://kidshealth.org/kid/htbw/heart.html