Description of the Teaching Context

CONTEXT FOR LEARNING INFORMATION

Respond to the prompts below (no more than 4 single-spaced pages, including prompts) by typing your responses within the brackets
following each prompt. Do not delete or alter the prompts. Pages exceeding the maximum will not be scored.

About the School Where You Are Teaching

1. List any special features of your school or classroom setting (e.g., charter, co-teaching,
themed magnet, classroom aide, bilingual, team taught with a special education teacher)
that will affect your teaching in this learning segment.
[There is nothing unique in the aforementioned aspects.]
2. Describe any district, school, or cooperating teacher requirements or expectations that might
affect your planning or delivery of instruction, such as required curricula, pacing plan, use of
specific instructional strategies, or standardized tests.
[Aside from the requirement to meet state science standards, I am not aware of any school-
mandated expectations. I did, however, heavily rely on my cooperating mentor teacher to make
sure my pacing was consistent with previous years.]

About the Class Featured in this Lesson Study

1. How much time is devoted each day to instruction in your classroom? What is the name of
this course?
[The course is Science 7, and the amount of time each day devoted to instruction varies, but in
my experience, only about 1/3 of the classes are spent doing direct instruction, if that much.
Generally, Ms. Shipley favors collaborative activities, interactive stations, and worksheets.]
2. What is the class schedule (e.g., 50 minutes every day, 90 minutes every other day)?
[45 minutes every day.]
3. Is there any ability grouping or tracking in this class? If so, please describe how it affects
your class.
[There is no formal ability grouping or tracking in this class.]
4. Identify any textbook or instructional program you primarily use instruction. If a textbook,
please provide the title, publisher, and date of publication.
[There are textbooks in the classroom, but they are not used. There is an online reference book
by Discovery.]
5. List other resources (e.g., electronic white board, online resources) you use for instruction in
this class.
[I am not aware of other resources that are regularly used in this class.]

About the Students in the Class Featured in this Lesson Study

1. Grade level(s):
[7]
2. Number of
◼ students in the class: 30
◼ males: 17 females: 13
3. Complete the charts below to summarize required or needed supports, accommodations, or
modifications for your students that will affect your instruction in this lesson study. As
needed, consult with your cooperating teacher to complete the charts. Use as many rows as
you need.

Students with IEPs/504 Plans

IEPs/504 Plans: Number of Supports, Accommodations,
Classifications/Needs Students Modifications, Pertinent IEP Goals
0
There ARE two students with
IEPs in the 6th grade science
class I worked with, but this
lesson was for the 7th grade.
Students with Specific Language Needs
Language Needs Number of Supports, Accommodations,
Students Modifications
0

Students with Other Learning Needs

Other Learning Needs Number of Supports, Accommodations,
Students Modifications
0

Lesson Plan Under Study with Annotations Noted as Comments

Date: 3/2/2022 Teacher Name: Adam Daughton & Lauren Shipley Class: Science 7

Grade Level: 7th Unit Name/Topic: Organ Lesson Number: Length: 45 minutes
Systems/Cardiovascular

Stage 1: Desired Results

Note: Only list the desired results that are relevant for THIS lesson plan, not the entire unit.

Academic Content Standard(s): 7.LS.4: Research and describe the functions and relationships between various cell types,
tissues, and organs in the immune system, circulatory system and digestive system of the human body.

Academic Content Language (content vocabulary, discourse, syntax): heart, lungs, red blood cells, cardiovascular system,
artery, vein, capillary, oxygenated/deoxygenated, left/right ventricles and atria.

Enduring Understandings / Goals (Why): Essential Questions:

Students will understand that . . . Students will keep considering . . .
The cardiovascular system works through the cooperation of many Questions to elicit deeper thinking or build upon about the topic...
individual bodies. How does the human body maintain homeostasis?
Student (SMART) Objectives(s) with academic language function:
Outcome(s) students will be able to demonstrate . . .
Students will be able to generally describe the path blood takes through the human body: from the heart, to the lungs, back to the heart, then to
the body.
Students will be able to summarize the role of red blood cells at each step of this process, including a brief one-sentence explanation of why cells
need oxygen.

Stage 2: Evidence of Learning (Assessments)

Performance Task(s) tied to: Other Evidence

Students will show their learning by . . . Formative:
Describing the different roles in the cardiovascular walk as they relate Students will direct me as I reenact different descriptions
to the real cardiovascular system on a jamboard.
from the jamboard. This will let me know if the class was
Students will identify the location (ex: trachea, capillary, left ventricle,
right atrium, or lungs) and activity (ex: exchanging oxygen for carbon
totally lost, or if most of the students have a grasp on what I
dioxide, moving from the heart to the lungs) of a red blood cell, body was trying to show them.
cell, or lung cell, and write it on a post-it on the jamboard.
Evaluative Criteria: Summative (if any beyond the performance task):
Students success would look like. . . No other summative assessment.
Correctly describing the activity of cells in the cardiovascular system ¾
of the time. I will judge based on all answers; if ¾ of all answers are
correct, then I am confident that students understand the basics of the
cardiovascular system.

Stage 3: Learning Plan

General Methods for Instruction (reference your content methods text):

Teacher modeling, role play, small group.

Where will this lesson take place? General Education Classroom Resource Room Other:

Targeted Support(s) for Diverse Learners Technology Integration (purpose):

Jamboard allows students to see other students’ responses,
Specific Support Who will provide that Why? What’s the intention
and it can afford students anonymity. As much as I would
Needed (Special support? Where will that like to know which student said what, I am not summatively
Education Support support be provided? assessing this lesson, and at this point I am okay with only
and/or
accommodations
knowing what fraction of the students answer the question
and well. I considered using physical post-it notes, but physicals
modifications) would take away from the anonymity and would cause
crowding at the board.
In the case of Every student
a student contributes this way,
being unable and can carry out a
or necessary role in the
uncomfortabl circulatory system.
e walking for
any reason,
they may be
assigned one
of the integral
roles that
does not
 necessitate
walking, such
as a body cell.

Intentional Co-Teaching or Grouping Strategies:

❏ 1 Teach 1 Assist (float to support/engage)

Lesson Agenda with Discipline-Specific Learning Activities- reference your content methods text

Time: Teacher Will Be (Planned Supports tied to Students Will Be (Learning Tasks connect Rationale: (Based on
objectives & build in checks for understanding) to prior knowledge & assets): Research/theory)

Taping arrows to the floor to designate the direction of Wondering what the arrows might be for as they If students ask what we are
Before blood flow. walk into the room. They might connect it to the doing, I can be coy and make
lesson (1:15) slide on the board which reads “Circulation Walk.” them more curious.

Explaining the basic premise of the activity, and briefly Thinking about what role they might want to take,
1:20-1:28 modeling each main role (body cell, red blood cell, and lung
cell.)
and visualizing what the activity might look like.

Narrating the Circulation Walk, and giving advice when pile- Performing the circulation walk, and devising ways One of the lads in the front
ups appear. This includes describing the names of the four to make their role work effectively. suggested background music,
quarters of the heart. and while I don’t want to
make a big distraction, I
Heartbeat sound is playing:
1:28-1:40 https://www.youtube.com/watch?v=OMqkv5RIPjk
figured some appropriate
background noise could be
nice. Secondly, I take this
opportunity to use
experiential education.

Saying that the students will discuss with their table what Discussing what they did during the walk with the This gives the students a

1:40-1:43 they did, and that afterwards, they will write about what
they did on their laptops.
rest of their table. If they wish, they may call one of
the teachers over to answer questions.
break, and gives them time to
start unpacking in a risk-free
environment.

Cleaning up the arrows and tokens from the floor; drawing Writing what different roles were doing at different Similar messages are okay
a picture of a heart on the board showing the ventricles and places on Jamboard. Each student will write four here! There aren’t a lot of
atria and where they go. messages. options, and even if one
1:43-1:58 student is paraphrasing
another student, it just
means they agree with that
student.

After picking an accurate description from the Jamboard, I As a group, directing me where to stand, what to Here, we take away a bit of
will have students walk me through it. do, and how to move. anonymity, while still giving
students the safety net of
other students talking at the
1:58-2:05 same time. Students shouting
out directions to me worked
well in the “lunar eclipse
story,” so maybe it will work
here.

Data-Driven Reflection and Decisions

Based on the specific objective(s), Performance Task(s), and Evaluative Criteria set for today’s lesson, what was the result? How
well did the class do collectively on meeting the objective at the level you expected? Any patterns, collective misconceptions/gaps?
Who needs specific support/reteach? Now, justify your next step in planning. What will you do next? Why (research-based)?
What do you anticipate the result to be?

The evaluative criterion specified was met, but it would have been exceeded greatly had all students given 2
 observations as requested; many erringly wrote only 1. This might have been due to insufficient clarity on my part, or
that students were still cooling down from the chaotic activity. I believe I could not have managed a class that size
(~30 kids) doing that activity without the help of Ms. Shipley. Although the post-it notes were nice, if they were
electronic, as originally intended, students would be able to refer to them later, and I, the teacher, would be able to
connect student observations more directly to future class sessions, or even give them questions where students
could find the answer on the jamboard.

PLANNING COMMENTARY
Respond to the prompts below (no more than 7 single-spaced pages, including prompts) by typing your responses within the
brackets. Do not delete or alter the prompts. Pages exceeding the maximum will not be scored.

1. Central Focus
a. Describe the focus and purpose of this lesson within the context of the unit.
[The purpose of the lesson was to serve as an introduction to the cardiovascular system.
Therefore, I opted to perform an overview of the oxygen and carbon dioxide carrying job of red
blood cells, and how different parts of the body fit into that scheme. From the perspective of the
5 Es of science education, this was a fitting “engagement” to introduce the concept, since it was
easily accessible, novel, and fun.]
b. Given the focus and purpose of the lesson describe how the standards and learning
objectives are connected
[While the researching part of the standard was not addressed in this particular lesson (though
an expanded version of this lesson might be able to include research) the “functions and
relationships between various cell types in the circulatory system” were the primary focus of this
lesson, what with the interactions of red blood cells, body cells, the heart, and the lungs. The
learning objective given in the initial lesson plan was not entirely represented in the lesson, but
that was a result of the student objectives being too specific and not equivalent to the overall
goal. A more refined learning objective can be seen in the revised lesson plan, and it was
represented in the lesson thus: students acting as various cells within the circulatory system
performed analogous activities to the cells they were modeling, and thus became familiar with
the role of that type of cell. They also experienced the different types of cells in the circulatory
system working together.]
2. Knowledge of Students to Inform Teaching
For each of the prompts below (2a–b), describe what you know about your students with
respect to the focus/purpose of this lesson.

a. Prior academic learning and prerequisite skills related to the lesson—Cite evidence of
what students know, what they can do, and what they are still learning to do.
[Relating to specific content knowledge, this was meant to be an introduction to the circulatory
system. Previously in my time working with this 7th grade class, they had studied animal and
plant cells, and made their own models, so I assumed students had – at least – a passing
familiarity with what cells are. Any knowledge students carried into the lesson regarding the
circulatory system was a bonus, but not necessary. In addition to introducing students to the
circulatory system, this lesson also contained a formative assessment that evaluated prior
knowledge, so it was important for me to make a lesson that did not explicitly require any prior
knowledge outside of knowing what a cell is. The premise was that – since students would be
soon learning more about the circulatory system, I would try to base the lesson in things they
were already familiar with (cells, lungs, the heart, etc.) so that they could connect with their prior
knowledge via the lesson.]
b. Personal, cultural, and community assets related to the lesson—What do you know
about your students’ everyday experiences, cultural and language backgrounds
and practices, and interests?
[For this lesson, I tried to make it culturally-neutral in my presentation to allow for students to
flavor it in their responses. (This was – at least from my perspective – a success.) All I had
gathered about my students at the time was various pieces of conversation – about shoes and
videogames, mostly – I overheard, and some elements that would exclude much of the class if
they were used as explanatory tools. (When I did a Fortnite lesson for the 6th graders, I very
noticeably instantly lost about a quarter of the class the moment Fortnite showed up on the
board. I would like to avoid this in the future.)]
3. Supporting Students’ Learning

a. How did your teacher’s understanding of the students’ prior academic learning and
personal, cultural, and community assets guided the choice or adaptation of learning
tasks and materials. Be explicit about the connections between the learning tasks and
students’ prior academic learning, their assets, and research/theory.
[My consultation of the teacher was somewhat limited; I mostly just asked her if the ideas for the
lesson I had were appropriate. However, my teacher and I had discussed how this was to be an
introductory lesson to the circulatory system, and the teacher had provided me with sheet of
what she usually covers for this lesson, so I remained within that scope such that I only
addressed material that previous years’ precedents had shown students would be ready for.]
b. Describe and justify why the instructional strategies and planned supports are
appropriate for the whole class, individuals, and/or groups of students with specific
learning needs. Reference your content methods text.

Consider the variety of learners in your class who may require different strategies/support
(e.g., students with IEPs or 504 plans, English language learners, struggling readers,
underperforming students or those with gaps in academic knowledge, and/or gifted
students).
[There is a certain ideal ratio of novelty and familiarity for material. It is possible to increase the
leniency of this ratio by manipulating the presentation of the material to create novelty without
 removing familiarity. This is what I attempted to do here. Due to the immense size of this
classroom, there is a considerable range of students as far as prior knowledge of the circulatory
system is concerned, and so something novel and interesting without being out of reach to
some students might be familiar and boring for others. Therefore, I must present material that is
in reach (sufficiently familiar) of all students, and do so in a way that it is sufficiently novel to all
students. This allows students who already have some grasp of the topic to revise or add to
their prior knowledge, while other students can begin creating their schema from scratch.]
c. Describe common errors or misunderstandings students tend to have related to the
content focused on in this lesson and how the teacher worked to address them.
[There are so many terms to keep straight in the circulatory system that it is easy to lose track. I
believe that introducing all the parts of a system simultaneously aggravates this further, as it
muddles the distinctions between each component in function and name. For instance, in this
lesson, students learn about the heart’s ventricles, but we do not discuss the atria. Typically,
these are introduced together, alongside a mnemonic or the like, but I would rather the
distinction be semantic rather than purely visual. By temporally separating the parts of the heart,
students can more easily compartmentalize their functions (though this may impede students’
connections from one part to the other.)]
4. Supporting Development Through Language

As you respond to prompts 4a–d, consider the range of students’ language assets and
needs—what do students already know, what are they struggling with, and/or what is new to
them?
a. Language Function (Bloom’s Taxonomy level of Objective) Below are some
examples of language functions that may have been used in the lesson plan’s
objective/outcome. Identify the objectives/outcomes in your lesson plan under
study.

Analyze Argue Describe Evaluate

Explain Interpret Justify Synthesize

[At this early stage, I simply asked students to be good scientists and observe what was going
on during the exercise. I was looking for students to individually describe what they had seen
so that we could interpret it in whole-group.]
b. Identify a key learning task from your teachers’ plan that provides students with
opportunities to practice demonstrating the objective/outcome identified above.
[When students wrote down two observations of what they saw during the exercise, they were
describing. A bit of interpretation was involved as well, though that was an optional extra reach
students could make if they desired (which some did).]
c. Additional Language Demands. Given the language function and learning task
identified above, describe the associated content-specific language (written or oral)
students needed to understand and/or use to be successful in the lesson:
[For this introductory lesson, as little content language was used as possible, aside from terms
that were actively being taught (eg. red blood cells, lungs, heart, body cells, etc.). However, we
also introduced terms relevant to students’ observations, just to plant the seeds for later.]
d. Language Supports. Identify and describe any specific planned instructional supports
(during and/or prior to the learning task) to help students understand, develop, and use
the identified content-specific language.
 [The running commentary given by the mentor teacher and me formed the base of the language
support. As we were repeatedly using the relevant content language in context, students were
exposed and familiarized to it. They were therefore able to respond using that content language
on the formative assessment that was given afterwards.]
5. Monitoring Student Learning
a. Describe how your teacher planned formal and informal assessments within the lesson.
[Again, supposing me to be the teacher, I – as discussed in the lesson plan – used the
observations the students made as a form of informal assessment, but I think if I had planned
differently, I could have used their performance during the circulation walk as informal
assessment as well (since correct performance of their cell’s role may hint at understanding).
However, this is not as concrete as the assessment method that was actually used, and as
such, it is not something I am considering right now.]
b. Explain how the design or adaptation of the planned assessments allows all students to
demonstrate their learning.

Consider the variety of learners in your class who may require different strategies/support
(e.g., students with IEPs or 504 plans, English language learners, struggling readers,
underperforming students or those with gaps in academic knowledge, and/or gifted
students).
[By relaxing the constraints on what answers were acceptable (ie. any observations at all), I was
able to get useful answers out of everyone in the class. However, there is no reason I could not
have had quick one-on-ones with some of the students, or for students to have given their
observations in the form of a labelled diagram, or some other medium I had not considered.]

Lesson Plan Evaluation Rubric Criteria to Use for the Lesson Plan Under Study

Planning for Understandings: How does the lesson plan build students’ abilities to construct
meaning?

Level 1-Emerging Level 2-Basic Level 3-Competent Level 4-Proficient

There are significant
content inaccuracies that
will lead to student
misunderstandings.
OR
Standards, objectives, and
learning tasks and materials
Some standards, objectives,
and learning tasks are
visible in the planning
process. Plans for
instruction support student
learning of facts and
procedures.
Plans for instruction
include activities that
clearly support
standards/objectives
attainment. Activities build
on each other to support
learning.
Plans for instruction
include student-focused
strategies/activities that
build on each other to
support learning with clear
alignment to objectives.
are not aligned with each
other. Consideration of
developmental need is
absent
AND
Activities are selected that
meet at least 1
developmental need.
AND
Activities are selected that
meet at least 2
developmental needs.
AND
Activities are selected that
meet several
developmental needs.

Planning to Support Varied Student Learning Needs: How does the teacher use knowledge of
his/her/their students to target support for students?

Level 1-Emerging Level 2-Basic Level 3-Competent Level 4-Proficient

There is no evidence of
planned supports.
OR
Teacher does not attend to
ANY INSTRUCTIONAL
requirements in IEPs and
504 plans.
Planned supports are Planned supports are tied
loosely to learning objectives
tied to learning AND
objectives. UDL attention is applied to
the
characteristics of the
class as a whole.
Planned supports are tied
to learning objectives
AND
UDL attention is applied to
the characteristics of the
class as a whole and
individuals with specific
needs

Using Knowledge of Students to Inform Teaching and Learning: How does the teacher use
knowledge of his/her/their students to justify instructional planning?

Level 1-Emerging Level 2-Basic Level 3-Competent Level 4-Proficient

Candidate’s justification of
learning tasks is either
missing
OR
represents a
deficit view of students and
their backgrounds.
Teachers learning tasks
Pay limited attention to
students’
• prior academic learning
OR
• personal, cultural, or
community assets.
The teacher can justify
why learning tasks (or their
adaptations) are
appropriate using
examples of students’
• prior academic
learning
OR
• personal, cultural, or
community assets.
The connection to research
and/or theory are
superficial.
The teacher justifies why
learning tasks (or their
adaptations) are
appropriate using examples
of students’
• prior academic learning
AND
• personal, cultural, or
community assets as
connected to research
and/or theory. Reference
your content methods
text

Identifying and Supporting Academic Language Demands: How does the teacher support and
develop the use of content-specific vocabulary and academic language?

Level 1-Emerging Level 2-Basic Level 3-Competent Level 4-Proficient

Academic language isn’t
addressed.
Teacher supports provide
opportunities primarily for
student to use limited
academic vocabulary in a
general way. \
Teacher supports provide
opportunities for students
to use academic
vocabulary and to
demonstrate its use at basic
language functions
appropriate to the task.
Teacher supports provide
explicit opportunities for
students to use academic
vocabulary and to
demonstrate its use at
higher language functions.

Planning Assessments to Monitor and Support Student Learning: How are the informal and formal
assessments selected or designed to monitor students’ progress toward the standards/objectives?

Level 1-Emerging Level 2-Basic Level 3-Competent Level 4-Proficient

The teacher doesn’t
monitor students’ progress
or the assessment is
misaligned to
objectives/outcomes stated
in the plan.
The teacher provides least
one assessment
to monitor students’
progress that is loosely
aligned to
objectives/outcomes stated
in the plan.
The teacher provides at
least one assessment
to monitor students’
progress that is clearly
aligned to
objectives/outcomes stated
in the plan.
The teacher provides
multiple opportunities
and forms of assessments
to monitor students’
progress that are strongly
and clearly aligned to
objectives/outcomes stated
in the plan.

Re-Imagined Lesson Plan with Annotations Noted as Comments

Date: Teacher Name: Adam Daughton & Lauren Shipley Class: Science 7

Grade Level: 7th Unit Name/Topic: Organ Lesson Number: Length: 45 minutes
Systems/Cardiovascular

Stage 1: Desired Results

Note: Only list the desired results that are relevant for THIS lesson plan, not the entire unit.

Academic Content Standard(s): 7.LS.4: Research and describe the functions and relationships between various cell types,
tissues, and organs in the immune system, circulatory system and digestive system of the human body.

Academic Content Language (content vocabulary, discourse, syntax): circulation, capillary, red blood cell, O2, CO2, heart,
lungs, body cells

Enduring Understandings / Goals (Why): Essential Questions:

Students will understand that . . .
Red blood cells transport O2 and CO2 to the body cells and lungs. Lungs
take CO2 from red blood cells and replace it with O2. Blood can take
many paths to get to its goals, but it always passes through the heart
and lungs.
Students will keep considering . . .
Questions to elicit deeper thinking or build upon about the topic...
How does the human body maintain homeostasis?
How do the systems of the human body interact?

Student (SMART) Objectives(s) with academic language function:

Outcome(s) students will be able to demonstrate . . .
Students will be able to relate the actions of the student-played roles to the actions of the real cells in the body.

Stage 2: Evidence of Learning (Assessments)

Performance Task(s) tied to: Other Evidence

Students will show their learning by . . .
Describing the different roles in the cardiovascular walk as they relate
to the real cardiovascular system on a jamboard.
Students will identify the location (ex: trachea, capillary, left ventricle,
right atrium, or lungs) and activity (ex: exchanging oxygen for carbon
dioxide, moving from the heart to the lungs) of a red blood cell, body
cell, or lung cell, and write it on a post-it on the jamboard.
Evaluative Criteria:
Students success would look like. . .
Formative:
Students will direct me when prompted as I reenact
different descriptions from the jamboard. This will let me
know if the class was totally lost, or if most of the students
have a grasp on what I was trying to show them. Correctly
playing their roles suggests students understand their
function. The discussions after observations were submitted
can also be used as formative evidence.
Correctly describing the activity of cells in the cardiovascular system ¾
of the time. I will judge based on all answers; if ¾ of all answers are Summative (if any beyond the performance task):
correct, then I am confident that students understand the basics of the
cardiovascular system. Write at least 2 observations. No other summative assessment.

Stage 3: Learning Plan

General Methods for Instruction (reference your content methods text):

Teacher modeling, role play, small group.

Where will this lesson take place? General Education Classroom Resource Room Other:

Targeted Support(s) for Diverse Learners Technology Integration (purpose):

Jamboard allows students to see other students’ responses,
Specific Support Who will provide that Why? What’s the intention
and it can afford students anonymity. As much as I would
Needed (Special support? Where will that like to know which student said what, I am not summatively
Education Support support be provided? assessing this lesson, and at this point I am okay with only
and/or
accommodations
knowing what fraction of the students answer the question
and well. I considered using physical post-it notes, but physicals
modifications) would take away from the anonymity and would cause
crowding at the board.
In the case of Every student Using Jamboard also allows for the resource to be easily
a student contributes this way, referenced in the future, so students can revisit
being unable and can carry out a
information autonomously or at the request of the
or necessary role in the
teacher for the sake of – for instance – completing an
uncomfortabl circulatory system.
assignment.
e walking for
any reason,
they may be
assigned one
of the integral
roles that
does not
necessitate
walking, such
as a body cell.

Intentional Co-Teaching or Grouping Strategies:

❏ 1 Teach 1 Assist (float to support/engage)

Lesson Agenda with Discipline-Specific Learning Activities- reference your content methods text

Time: Teacher Will Be (Planned Supports tied to Students Will Be (Learning Tasks connect Rationale: (Based on
objectives & build in checks for understanding) to prior knowledge & assets): Research/theory)

Taping arrows to the floor to designate the direction of Wondering what the arrows might be for as they If students ask what we are
Before blood flow. walk into the room. They might connect it to the doing, I can be coy and make
lesson (1:15) slide on the board which reads “Circulation Walk.” them more curious.

Explaining the basic premise of the activity, and briefly Thinking about what role they might want to take,
1:20-1:28 modeling each main role (body cell, red blood cell, and lung
cell.)
and visualizing what the activity might look like.
 Narrating the Circulation Walk, and giving advice when pile- Performing the circulation walk, and devising ways One of the lads in the front
ups appear. This includes describing the names of the four to make their role work effectively. suggested background music,
quarters of the heart. and while I don’t want to
make a big distraction, I
Heartbeat sound is playing:
1:28-1:40 https://www.youtube.com/watch?v=OMqkv5RIPjk
figured some appropriate
background noise could be
nice. Secondly, I take this
opportunity to use
experiential education.

Saying that the students will discuss with their table what Discussing what they did during the walk with the This gives the students a

1:40-1:43 they did, and that afterwards, they will write about what
they did on their laptops.
rest of their table. If they wish, they may call one of
the teachers over to answer questions.
break, and gives them time to
start unpacking in a risk-free
environment.

Cleaning up the arrows and tokens from the floor; drawing Writing what different roles were doing at different Similar messages are okay
a picture of a heart on the board showing the ventricles and places on Jamboard. Each student will write four here! There aren’t a lot of
atria and where they go. messages. options, and even if one
1:43-1:58 student is paraphrasing
another student, it just
means they agree with that
student.

After picking an accurate description from the Jamboard, I As a group, directing me where to stand, what to Here, we take away a bit of
will have students walk me through it. do, and how to move. anonymity, while still giving
students the safety net of
other students talking at the
1:58-2:05 same time. Students shouting
out directions to me worked
well in the “lunar eclipse
story,” so maybe it will work
here.