Tierra Davis

ELED 3221-003
March 30th, 2017

IMB INDIRECT INSTRUCTION LESSON PLAN

Body Systems Circulatory/Cardiovascular and Digestive System

5th Grade Elementary Science

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Big Idea: Body Systems: Circulatory/Cardiovascular and Digestive System

Grade Level: 5th Grade

Rationale: I am teaching this content to ensure that students understand the

structures and functions associated with the circulatory/cardiovascular and
digestive body systems. Body systems connect to the everyday lives of students
because it will help students to have an overall yet specific understanding of
functions that occur within their bodies. Students will be able to understand and
explain why, when, how, what processes are occurring in their bodies on a daily
basis.

NC Essential Standard(s):

5.L.1 Understand how structures and systems of organisms (to include the human
body) perform functions necessary for life.

Clarifying Objective:
5.L.1.2 Compare the major systems of the human body (digestive,
respiratory, circulatory, muscular, skeletal, and cardiovascular) in terms of
their functions necessary for life.

Next Generation Science Standard(s):

4-LS1-1 Construct an argument that plants and animals have internal and external
structures that function to support survival, growth, behavior, and reproduction.

Instructional Objective: Students will be able to independently use their

knowledge of the learned body systems to complete the Do You Know Your Body
centers activity packet with 82% accuracy.

Prerequisite knowledge and skills: Teacher needs to have adequate background

knowledge on the structures and functions of each body system, relationship
between the body systems, and the primary function of each body system. Teacher
should fully comprehend that each body system is connect to the next and that
without one of the body systems, it is possible that another body system may not
be able to function. Teacher should decide the major function(s) of each body
system that should learn and take away from this lesson. To be successful in this
lesson, students should have background knowledge about different structures that
are visible on the external portion of their body. Student should also know the
primary functions of these external structures and be able to draw connections to
which body system(s) it is best connected to. Because this lesson was taught as a
review lesson after learning all of the body systems, it is best that this lesson is
taught after learning each of the body systems. The purpose of this lesson is to
extend students knowledge about the body systems, and apply different practices
to further explore the body systems within their bodies.

Materials/Resources: Teacher will need: printer paper, markers/colored

pencils/crayons, laptop, yarn (blue, red, green, yellow, purple), scissors,
digestive/cardiovascular system diagram, Exploring the Heart video, stopwatches,
and Do You Know Your Body packets for each student.

Source of your lesson: I based Station One off an activity sheet I received from
my cooperating teacher and another student teacher. I created the multiple-choice
question that go along with the Exploring the Heart video for Station Two. After
reaching methods of calculating heart rate, I found the activity for Station Three
online. I created the activity for Station Four after reviewing diagrams that my
cooperating teacher has for the digestive and cardiovascular systems.

Estimated Time: 90 Minutes

Accommodation for Special Needs/Different Learning Styles: Students with

special physical/emotional needs may need to only completed the resting heart rate
portion of station three. For the active heart rate, these students should be
permitted to select a partner and have them complete the physical activity portion
of the station. This way the student is still able to practice the calculation that it
requires to determine active heart rate. Selection of partners should also be allowed
to these students when completing stations one and two also. In this lesson, each of
the learning styles is addressed by: exerting physical energy to calculate active
heart rate for kinesthetic learners, watching the Exploring the Heart and seeing
the Red Blood Cell go through the cardiovascular system for visual learners, and
notes are taken and explained at station four to cater to auditory learners. Teacher
may need to provide worksheets written in different languages in order to address
the needs of ELL students. Another alternative to provide to ELL students is a
worksheet that has more visuals (i.e. pictures) than words that they would have to
read.

Safety considerations: There are two safety risks that should be considered for
teaching this lesson. First, students will be using scissors at station one to cut yarn.
It is mandatory to keep an eye on the way in which students are handling the
scissors. The second consideration is that students will be completing short bursts
of physical activity at station three. If an adequate amount of space is not given to
students to complete this physical activity is possible that students may hurt each
other. If there is student(s) with heart issues it would be best if the student only
completed the resting heart rate portion of station three.
Tierra Davis
ELED 3221-003
March 30th, 2017
______________________________________________________________________________

Content and Strategies

Engage: In order to hook students, an inquiry question should be presented as

their warm-up for this science lesson. The warm-up should be presented to students
on the SMART Board. It should read:

Imagine that all humans do not have bones. How would the human body be
effected if we did not have skeletal systems? Mary believes that humans would
function as normal but would be very soft. Sadie thinks that humans would not have
any structure and would be blobs on the ground. And Tyson believes that our body
parts would move around to different places because there is nothing to keep them
in place. On a sheet of paper write down which person you agree with. If you
disagree with Mary, Sadie, and Tyson, write that down and explain why.

Teacher should instruct students to read the warm-up posted on the SMART Board
and follow the given directions.

Questions to ask during this phase:

o What is the major purpose of the skeletal system?
o How would the human body be effected if we did not have skeletal systems?
o What are the possible effects?
o How does the skeletal system effect the other body systems?

Explore: With the exception of students that may be face physical disabilities, each
student has had having a skeletal system (as well as all of the other body systems)
as a concrete experience that allows them to connect to the material themselves.
Teacher should facilitate a class discussion in which at least 5-6 student shares their
thoughts and who they align with most. Teacher should be sure to call on student
who have differing thoughts about the situation in order to further the conversation
about why one response makes more sense than another. Following the discussion
teacher will ask student to think about if humans did not have any one of the other
body systems?

Teacher should anticipate that some students will make the connection between
body systems and the importance of each.

Question being asked during this phase:

o Do you agree most with Mary, Sadie, or Tysons mindset?
o Which mindset makes the most sense with what we have learned about the body
systems?
o What would happen if we did not have our nervous system (or digestive,
cardiovascular, muscular, respiratory systems)?
o What impact would this have on our body?
Explanation: To ensure that students are making the connection between the
skeletal inquiry warm-up and in the real-world effect on the body, teacher will begin
this phase by playing a Suggest by You video on YouTube. Teacher should play the
first minute of the following video to explain the importance of the skeletal system
and the effect that it would have on the body if there were no skeletal systems.

https://www.youtube.com/watch?v=_hyqlKVm2ks

Teacher will use a very brief PowerPoint to review the major function(s) of the body
systems that have been previously taught in other lessons. The body systems that
should be reviewed are: the respiratory, digestive, skeletal, cardiovascular,
muscular, respiratory systems. There should be one slide dedicated to each system
that reviews the structures and major functions. Students do not need to take notes
on this presentation as they should have notes in their notebooks already.

This is show teacher will connect the reviewed information to the learning
experience conducted during the engage and explore phases. Following the
presentation, students will be expected to use all of the appropriate jargon that they
have been taught.

Questions to pose after the video:

o Why do you think systems are linked together?
o Which systems are paired together the most? Why is that?
o What would happen to the body if there were no skeletal system? (This video
gives the final answer to this question; when asking this question, substitute the
skeletal system for the other reviewed body system to formatively assess
students knowledge)

Elaborate: Students will complete the Do You Know Your Body centers activity.
Teacher should distribute these packets to the students at this point. There should
be four centers that extend students knowledge about the different body systems.
Specifically, these four stations will focus on the digestive system and the
cardiovascular/circulatory system. Students are now going beyond simply
memorizing structures/functions and are applying the knowledge to real-word
situations.

Station One - Lab: Measuring the Digestive System

At this station, students will be creating models of their own digestive systems by
measuring and cutting yarn to represent the length of various parts of the digestive
system. After cutting these pieces, the students will tie each of the pieces together
to form one long string. This long piece will give students a realistic and physical
idea of the length of their digestive system. Student should also measure each
piece and fill in the digestive organ length chart.
Station Two Who Am I?

At this station, students should watch the Exploring the Heart video
AboutkidsHealth on a laptop. Student should complete the Who Am I? matching
activity based on the story of the journey of a Red Blood Cell, given from the
perspective of a Red Blood Cell, in the video.

https://www.youtube.com/watch?v=-s5iCoCaofc

Station Three Resting vs. Active Heart Rate

At this station, students are given the step-by-step directions for determining their
resting and active heart rate. This station should give set-up in a part of the
classroom where the students have adequate space for movement. Students should
also be given stopwatches to keep track of time for this station. Teacher should also
offer students the option to find their pulse but applying pressure to their neck, if
they are having difficulty find their pulse on their wrist.

Station Four Notes and Fun Facts

At this station, there will be four different posters displayed on the wall. Two of the
posters will show the diagram of the structures associated with digestive and the
cardiovascular/circulatory system. The other two posters will have functions and fun
facts about the two body systems on them. Station Four allows students to write
down facts that they are struggling with remembering (create a cheat sheet).
Teacher should instruct student draw at least one diagram on their paper. Picture
displayed above.

Students will be given at least 15 minutes at each station in order to complete the
tasks. Students will turn in the Do You Know Your Body centers activity packet at
the end of the lesson for grading.

Questions to ask as you walk around:

o What have you noticed about your heart rate?
o Is it easier to find your heart rate by using your wrist or neck?
o Are you surprised that the parts of your digestive system are as long as they
are?
o How do you believe all of those fit into your body considering how long they are?
Evaluate: Teacher will use responses on the Do You Know Your Body centers
activity packets to complete a summative assessment for each student. Teacher will
grade to ensure that students have accurately identified the functions of the
digestive organs, matched the cardiovascular structures to their functions,
calculated their resting/active heart rate, written at least four facts and drawn one
diagram. Because this packet will have been completed independently, teacher will
be able to accurately determine if the class will need further instruction on this
content.

Students who find the correctly identify the functions and structures of the digestive
and cardiovascular systems and calculated their resting/active heart rate at least 14
out of 17 times (82%) will have demonstrated proficiency and met or exceeded the
objective. Students who find the correct possible phenotypes for 13 or less incorrect
will not have met the objective.

Closure: Teacher will further reiterate the body systems and their relation to one
another by asking students to take a minute to think functions that they have
noticed in their own body. Teacher let students know that they can know figure out
the different processes in their bodies by thinking back to the functions of the body
systems that they have learned about in class. If time permits, two students will be
able to the stand one end of the room and pull the yarn from station one all the way
to the other side of the room and show the class how long their digestive system is.
A brief discussion is recommended about how these organs fit in the body if they
are so long.