  

Objectives: What will students know and be able to do as a result of this

lesson?
o Students will be able to track how the blood gets around the body.
o Students will identify and investigate the functions and parts of the primary organs of the
circulatory system.
o Students will be able to identify by coloring a picture of the heart the deoxygenated blood (blue)
and oxygenated blood (red).
o Students will relate the role of the circulatory system to other major body systems.
o Students will conduct an investigation and then document the process from scientific question to
hypothesis to conclusion.
 Prior Knowledge: What prior knowledge should students have for this lesson?

Connected prior knowledge benchmark:

SC.5.L.14.1 : Identify the organs in the human body and describe their functions, including the skin, brain, heart, lungs, stomach,
liver, intestines, pancreas, muscles and skeleton, reproductive organs, kidneys, bladder, and sensory organs.

Students will need to have prior experience with science note-booking.

 Guiding Questions: What are the guiding questions for this lesson?

o How does the blood get around the body?

o What are the functions of the primary organs of the circulatory system?
o Compare and contrast the deoxygenated blood and oxygenated blood.
o How does the circulatory system work with other major body systems?
2. Engage: What object, event, or questions will the teacher use to trigger the
students' curiosity and engage them in the concepts?
Engage: How the Blood Gets Around the Body

o TEACHER opens the lesson with questions about what the students know about the circulatory
system and its function. Ask questions like:
 Is exercise important for the heart?
 How big is your heart?
 Where is it located?
 What color is your blood?
 How does blood get to the veins and capillaries?
 What is carried in the blood?
 What is homeostasis?
 How does the circulatory system work with other systems to maintain homeostasis?
o STUDENTS are answering questions from teacher and other students about the circulatory system
and its functions. They are giving their opinions and ideas about the circulatory system.
o TEACHER can use the following website to read through information on the engage questions
and build background knowledge. Another option for the teacher would be to print the article and have
students read in groups or independently while highlighting information as they
read. http://www.dummies.com/how-to/content/the-path-of-blood-through-the-human-body.html
o TEACHER discusses what homeostasis is and has the students create a definition of it and put it in
their science notebooks.
o STUDENTS are watching and reading along with the presentation about blood and how it gets
around the body. They ask questions and share their ideas and opinions.
3. Explore: What will the students do to explore the concepts and skills being
developed through the lesson?

Explore Activity: Video ("From the Heart"), Investigation ("Blood Vessel Resistance Investigation") and Compare
and Contrast (High Blood Pressure on Body)

o Video of how the heart works "From the

Heart" http://www.teachersdomain.org/resource/tdc02.sci.life.stru.circulator/
 o TEACHER shows video on how the chambers of the heart contract and relax in synchrony to push
blood through the pulmonary and systemic loops of the circulatory system. You'll see how the heart pumps
oxygen-depleted blood to the lungs, where red blood cells acquire oxygen before traveling back to the heart
and then on to the rest of the body.
o Blood Vessel Resistance Investigation:

 TEACHER asks the class the question "What happens if there is blockage or differing
degrees of obstruction in blood vessels? Or How does blood vessel diameter affect the blood
pressure of a person?"
 STUDENTS, in groups of 2 to 4, will hypothesize about the cause and effect of lowering
and escalating blood pressure and all of the variable that would affect it?
 TEACHER will give the students balloons and models of blood vessels of different sizes
(stirrers, straws, PVC tubes and any other cylinders that he or she could use). The teacher will
instruct the students to design an experiment to test their hypotheses about blood pressure using
the models as the vessels and air to simulate blood flow.
 STUDENTS, in groups of 2 to 4, will create a valid scientific investigation to investigate
the relationship between blood pressure and the size and elasticity of blood vessels. All parts of
the experiment will be documented in their science notebooks.
 STUDENTS will conduct their investigations using goggles for eye protection in case the
balloons pop.
 TEACHER will lead a post-investigation discussion with each group presenting their
investigation from Scientific Question and Hypothesis to Conclusion.
 STUDENTS will present their investigation from Scientific Question/Hypothesis to
Conclusion.
 Questions will be asked and answered by students to challenge the validity of each
investigation.
 Compare and Contrast Blood Vessel Resistance Investigation to Effects of High Blood
Pressure on the Body.
 TEACHERS will play a short video in full screen (to avoid displaying ads) with students
on the Effects of High Blood Pressure on the Body http://blood-pressure.emedtv.com/high-blood-
pressure-video/high-blood-pressure-and-its-effect-on-your-body-video.html and lead a discussion
with the students to compare and contrast the information gained from their experiments and the
video.
2. Explain: What will the students and teacher do so students have opportunities
to clarify their ideas, reach a conclusion or generalization, and communicate what
they know to others?

Explain Activity: "Map of the Human Heart"

1. TEACHER will use the Map of the Human Heart to show the class exactly how the heart pumps
blood throughout your body and learn facts about the human
heart. http://www.pbs.org/wgbh/nova/body/map-human-heart.html
2. STUDENTS will follow-up by doing a virtual activity of labeling the diagram of the circulatory
system: http://www.neok12.com/diagram/Circulatory-System-01.htm
3. STUDENTS will show the parts to the teacher and with a pointer, they will chart out the path the
blood travels through the circulatory system.
4. TEACHER will give specific feedback to the student and clear up any misconceptions that the
student might have about the path of blood.
3. Elaborate: What will the students do to apply their conceptual understanding
and skills to solve a problem, make a decision, perform a task, or make sense of new
knowledge?

Elaborate Activity: "The Heart" Blood Flow Picture.

1. TEACHER will do a follow-up to the Map of the Human Heart activity by giving each student a
copy of the coloring page: http://www.childrensheartinstitute.org/index.php/for-kids
2. STUDENTS will color the picture blue and red that acknowledges blood with and without oxygen
and put it in their interactive notebooks.
4. Summative Assessment
 1. Evaluate Activity: BrainPop Video and Quiz
http://glencoe.mcgraw-hill.com/sites/dl/free/0078617022/161752/00051936.swf
2. TEACHER plays Circulatory System Brain Pop video for review.
3. STUDENTS will take the quiz on a laptop or computer station, and write both the questions and
answers in their science notebooks.
4. TEACHERS will review, evaluate and record quiz results and go over the student answers when
they have finished.
5. Formative Assessment

1. "Blood Vessel Resistance Investigation- Teacher will review the student-created investigation
designed and recorded in their science notebooks with rubric: Science Investigation Rubric
2. Label the Circulatory System - Teacher will review the students' results from the virtual labeling
activity which will automatically score the activity for them. Out of possible 15 points.
3. Blood Flow Color Picture - Teacher will review the student's work on coloring of blue and red
that acknowledges blood with and without oxygen and put it in their interactive notebook to be evaluated
using a rubric as the students presents to the teacher.
4. Heart Parts Coloring Rubric
6. Feedback to Students

1. The teacher will ask questions throughout the presentation about "How Blood gets Around the
Body" to ensure understanding and provide additional instruction and feedback, when needed.
2. The teacher will monitor groups as they create an investigation and, with the rubric as a guide, will
give students instruction.
3. The teacher will ask questions to make sure that students are understanding the concepts as they
are investigating and will clarify misconceptions.
4. The teacher will show students how to map blood flow through the body and have each student
individually show that they can track the blood flow through the circulatory system.
5. The teacher will give specific feedback to the student and clear up any misconceptions that the
student might have about homeostasis and how other body systems work with the circulatory system to
maintain homeostasis.
6. The teacher will review the results of the Brain Pop quiz and go over the answers when they have
finished.

ACCOMMODATIONS & RECOMMENDATIONS

Accommodations:
For students with special needs, print the map of the heart for them to follow and/or put in their notebooks.
Students that are struggling with the concept of blood circulation, go over the
presentation: http://prezi.com/urc5tnjvwdvq/blood-circulation/ with the student on a one-on-one basis.

Students with reading difficulties, or note-taking difficulties, may work in groups/pairs. (Peer Buddies)
Hard copies of the reading passage could also be created for re-reading by those students that are second language
students or have reading difficulties.

Extensions:
The following are additional activities or resources teachers could use if needed:
 o Engage Video Clip of Mr. Parr Circulatory System : http://www.youtube.com/watch?
v=mDSFxcf2UgQ
o Elaboration Circulatory System Slide Puzzle: http://www.neok12.com/slide-puzzle/Circulatory-
System-02.htm
o Color Sequence Game to correctly trace the path of
blood: http://www.theonlinelearningcenter.com/free-medical-games/ID6015/blood-flow-through-the-
heart.html

Suggested Technology: Computer for Presenter, Computers for Students, Internet Connection, LCD Projector,
Microsoft Office, Computer Media Player


Special Materials Needed:

Materials needed for investigation:
(per group)

o coffee stirrers
o drinking straws
o disinfectant wipes
o long thin balloons
o stopwatch
o PVC pipe (various sizes)
o metric ruler
o science notebooks