Lesson Plan P P

Cape Breton University
Department of Education
Lesson Planning Template
Preservice Teacher Name(s): Makayla Snow

TITLE: The Circulatory System Date: July 18th, 2022
Grade(s): 5
Subject(s)/Course(s): Science Unit/Theme: Life Science
Length of Learning Period: 18 minutes
Learning Module Topic & Description
This lesson works to allow students the opportunity to further their understanding of the
body’s system with an emphasis on the circulatory system. Students will gain an
understanding of the vital organs and functions within the system as well as the
interrelatedness of the circulatory system with other systems and how to maintain their
health and safety.
Essential QUESTION/PROBLEM
How does the circulatory system work/function on its own as well as with other systems
and what can we do to protect it and keep healthy?
Stage 1: Desired Results

Curriculum Outcomes: SCOs and Performance Indicators
Outcome: Learners will analyse how the body functions to meet its needs.
Indicators:
● Investigate the function and structure of body systems and how they are interconnected
(COM, PCD, CT)
● Analyse ways to maintain health body systems (CZ, COM, PCD, CT, TF)
● Investigate the ways the body protects itself (CZ, COM, CT)
● Measure vital signs (COM, PCD, CT, TF)
Essential Concepts/Knowledge/Skills/Social Dispositions to be Learned/Applied:
● Learn how to maintain a healthy body including our health systems.

● Learn the function, structure, and parts of the circulatory system.
● Learn about the interrelatedness of the body’s systems.
● Learn how the body protects itself physically and from microbes.
Curriculum Connections/Big Ideas: (interdisciplinary, integrative)
Health Education:
Outcome: Learners will investigate how health behaviours enhance physical, mental, emotional,
social, and spiritual health.
Visual Arts:
Outcome: Learners will create artworks that express feelings, ideas, and understandings.
English Language Arts:

Outcome: Learners will use writing and other representations to explore, clarify and reflect upon
thoughts and experiences. Learners will use writing and other representations to
explore, clarify and reflect upon thoughts and experience
Stage 2: Planning Learning Experience and Instructional Process
Student Groupings (e.g., Materials/Resources (e.g., equipment, PowerPoint sides,

whole class, small, pairs, manipulatives, hand-outs, games, assessment tool):
independent work):
Introduction Video-whole class -powerpoint
Powerpoint- whole class
-paper with silhouette
Activity- small groups (table -yarn, markers, and glue
groupings)
Reflection- whole class
Instructional Strategies (e.g. Considerations (e.g., contingency plans re: technology failure or
direct instruction, student absences and groupings, or guest speaker cancellations
demonstration, simulation, or safety concerns):
role-playing, guest speaker,
etc.):
Cooperative Strategies- Students will If there was a technology failure where I was
engage in a group discussion upon unable to play my videos, I would have backup
completion of activity. plans. First, for my hook video, I would have
students try to find their pulse either through
Demonstration- The students will be shown their neck or wrist. It would still involve
a model of the activity before starting it and introducing them to the topic through a
an already completed example will be heartbeat, but their own rather than the video.
available for reference. Secondly, for my second video, I would most
likely just skip it because most of the
Direct Instruction- Students will be given information is in my presentation. For safety
direct instruction on how to complete work concerns, I would ensure that all cutting was
through a review/lecture and through completed before hand, so that there wasn’t a
demonstration (mentioned above). need for scissors. If students were absent, they
could watch the video when they return and do
a smaller coloring assignment that was
reflective of our larger yarn one.
Differentiation Strategies and Adaptations/Modifications/Accommodations and

Individual Program Plans (to address different needs and preferences of students, including those
with exceptionalities)
If there is an issue with the texture of the yarn or glue, students can use markers to draw the
veins rather than glue them onto the paper. As well, if a student doesn’t possess the skills/motor
skills to draw the pictures, they can write words to describe their answer instead or I could
include pictures that they could glue to the activity instead of drawing or writing their answer.
(Product).Group work doesn’t work for everyone, so if there is a student who prefers to or works
better when working alone they can do so. But, in the smaller table groups there is the
opportunity for a buddy system, so that smaller groups within the table groups can help each
other complete the activity. (Observations).
Formative Assessment Summative Assessment
Strategies (specific strategies (future plan)
e.g. conferencing, exemplars,
rubrics, self-peer assessment
etc.)
Formative assessment would I would first collect their activity from today’s lesson for a piece
be conducted during the of summative assessment once it is completed. In the future, I
activity portion of the lessons. would conduct something along the lines of a written test or
Students would be assessed on Kahoot for a summative assessment. This would ensure that we
their knowledge demonstrated could touch on all the body’s systems and their interrelatedness,
by the way they construct their in a timely manner.
human’s circulatory system as
well as how they show they
can maintain a healthy body.
*Observational checklist
attached below*
Stage 3: Learning Experience

Motivational Hook (process for grabbing and focusing students’ attention) Time (mins): 1
Play video linked below:
Heartbeat sound
Ask “can anyone tell me what this sound is” and collect all student responses.
The reason we’re listening to the sound of a heartbeat is because it is one of the vital organs in
today’s topic, the circulatory system.
Opening (process for signal direction of lesson and agenda) Time (mins): 3
Ask students: “Can anyone tell me what the circulatory system is?” and collect responses.
This would then take us into giving a brief overview of the lesson's agenda/schedule and then
from there, we go into introductory video linked below:
The Circulatory System in the Human Body For Kids - WIthout Text Version
Body (main instructional and learning processes to build understanding, skills, attitudes) Time
(mins): 8
This portion of the lesson would mainly consist of a brief verbal lesson on a review of the
material involving the circulatory system. After this, students would work their way through an
activity. Here, groups of students (table groupings) are given a large piece of paper with a human
body outline on it and a bag of materials to model a circulatory system diagram. Students will
glue the yarn onto the poster to make the blood vessels and attach a heart (included in
materials). From there, students will have to fill in the thought bubbles with, either in drawings
or written words, ways that they can keep their circulatory system healthy. After the alloted time
for the activity is over, intervention would occur to bring us into a reflective class discussion to
discuss the various ways to maintain our system/body’s health.
Consolidation (processes for application and practice of knowledge, skills, attitudes) Time
(mins): 5
First, ensure that the attention of students is back from the activity and then continue into a
reflective discussion about the activity. Ask students:
“Now, after we have completed our circulatory system activity, can anyone share one way or one
thing that they can do to help keep our circulatory system happy and healthy?” to discover
similarities and differences in answers on what can help to keep our circulatory system healthy.
Closure (processes for recapping, looking ahead) Time (mins): 1
Okay everyone, next class, we will start to look at how we measure vital signs and how they can
change.
Stage 4: Reflection and Extension
Teacher Reflection (e.g., next time notes)
Extension Ideas & Additional Resources

Note: Please attach to the template any appendices (e.g., content notes, assessments,
student activities pages, etc.)
Observational Checklist:
● Does the student show an understanding of the design of the circulatory system?
● Does the student show an understanding of oxygenated versus oxygenated blood?
● Does the student show an understanding of the vital organs and their functions
within the circulatory system?
● Does the student show an understanding of how to maintain a healthy
system/body?
● Does the student show active participation and engagement with the topic and
activity?

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Cape Breton University

Preservice Teacher Name(s): Makayla Snow

Learning Module Topic & Description

Stage 1: Desired Results

(COM, PCD, CT)

● Measure vital signs (COM, PCD, CT, TF)

Essential Concepts/Knowledge/Skills/Social Dispositions to be Learned/Applied:

● Learn how to maintain a healthy body including our health systems.

Curriculum Connections/Big Ideas: (interdisciplinary, integrative)

English Language Arts:

Stage 2: Planning Learning Experience and Instructional Process

Student Groupings (e.g., Materials/Resources (e.g., equipment, PowerPoint sides,

Reflection- whole class

Differentiation Strategies and Adaptations/Modifications/Accommodations and

Stage 3: Learning Experience

Closure (processes for recapping, looking ahead) Time (mins): 1

Stage 4: Reflection and Extension

Teacher Reflection (e.g., next time notes)

Extension Ideas & Additional Resources

● Does the student show an understanding of oxygenated versus oxygenated blood?

within the circulatory system?

● Does the student show an understanding of how to maintain a healthy

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