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8.31 Circulatory
System Inquiry
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Plan Author: David Riddick
Date Created: 3/1/2003 1:46:49 PM PST
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School:
Dyer St. Elementary
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Grade Level:
5
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Students:
31 Students. 20 boys and 11 girls. 10 E0s; 10 RFP's 10 ELD4-5: 1 ELD2. GATE
class - advanced learners. One special need is social atmosphere; encourage
students to listen to each other. Factoring in gender considerations,
integrate and use groups flexibly.
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Subject Area(s):
Language Arts (English), Science, NSES Content Standard for science - Science
as Inquiry
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Goal(s):
Students will have an understanding of scientific inquiry to ask and answer a
question and compare the answer with what they already know about blood
circulation.
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Concept(s):
Students will learn through an inquiry investigation that the heart pumps
blood through elastic arteries that stretch and shrink.
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Standards:
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 CA- CCTC: Aligned CSTP's and TPE's
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• Standard : CSTP: Standard for Engaging and Supporting all Students
in Learning
TPE: C. Engaging and Supporting Students in Learning
CSTP Description: Teachers build on students’ prior knowledge, life
experience, and interests to achieve learning goals for all students.
Teachers use a variety of instructional strategies and resources that
respond to students’ diverse needs. Teachers facilitate challenging
learning experiences for all students in environments that promote
autonomy, interaction and choice. Teachers actively engage all students
in problem solving and critical thinking within and across subject matter
areas. Concepts and skills are taught in ways that encourage students to
apply them in real-life contexts that make subject matter meaningful.
Teachers assist all students to become self-directed learners who are
able to demonstrate, articulate, and evaluate what they learn.
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• CSTP Key Element : Engaging students in problem solving, critical
thinking and other activities that make subject matter meaningful.
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 Question : engage all students in
problem solving activities and encourage multiple approaches and
solutions?
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CA- California K-12 Academic Content Standards
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• Subject : English Language Arts
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• Grade : Grade Five
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• Area : Listening and Speaking
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• Sub-Strand 1.0: Listening and Speaking Strategies
Students deliver focused, coherent presentations that convey ideas
clearly and relate to the background and interests of the audience. They
evaluate the content of oral communication.
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• Concept : Make inferences or draw conclusions based on an oral
report.
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Standard 1.5: Clarify and support spoken
ideas with evidence and examples.
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Standard 1.6: Engage the audience with
appropriate verbal cues, facial expressions, and gestures.
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• Subject : Science
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• Grade : Grade Five
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• Area : Life Sciences
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• Sub-Strand 2: Plants and animals have structures for respiration,
digestion, waste disposal, and transport of materials. As a basis for
understanding this concept:
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Standard b: Students know how blood
circulates through the heart chambers, lungs, and body and how carbon
dioxide (CO 2 ) and oxygen (O 2 ) are exchanged in the lungs and
tissues.
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• Area : Investigation and Experimentation
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• Sub-Strand 6: Scientific progress is made by asking meaningful
questions and conducting careful investigations. As a basis for
understanding this concept and addressing the content in the other three
strands, students should develop their own questions and perform
investigations. Students will:
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Standard g: Record data by using
appropriate graphic representations (including charts, graphs, and
labeled diagrams) and make inferences based on those data.
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Standard h: Draw conclusions from
scientific evidence and indicate whether further information is needed
to support a specific conclusion.
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Objective(s):
Cognitive: Students will learn through inquiry investigation the heart pumps
blood through arteries. Pulse beats occur as the elastic arteries stretch and
then shrink each time the heart pumps blood through them.
Observable behavior: Students will conduct an inquiry investigation and
record their predictions, observations, and conclusions. Students will record
their pulse rates on chart.
Criteria: Given a chart, students will record on chart paper and interpret
data from their predictions and observations of an experiment communicating
how the heart pumps blood through arteries with an accuracy of 80%.
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Prerequisite Background Skills/Knowledge:
Students should know blood circulates through the heart chambers, lungs, and
body. Students should know blood circulates through arteries from the heart.
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Vocabulary / Language Skills:
Listening: Students listen to verbal instructions given on how to feel and
measure how fast a pulse beats.
Speaking: Students participate in inquiry lesson by discussing what they
observe from their investigation.
Writing: Students write what they observe.
Reading: Students read instructions on the board with teacher.
Vocabulary: heart chambers, lungs, arteries, elastic, pulse beat, variables,
shrink, stretch
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Materials:
1) Minute timer
2) Paper
3) Chart paper
4) Science journals
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Classroom Management:
During directed lesson, students are seated in assigned seats, which are
2-person desks.
I will give out extra credit points for students who participate and
cooperate with lesson.
Extra credit points for actively engaged students
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Procedure:
Procedure: Open
As an attention getter, I ask students how many of them have ever felt their
pulse. Inform students you can tell how fast your heart pumps by feeling your
pulse beats. Ask students, how can you feel and measure how fast your pulse
beats are?
I will review my "hand signals" to check for understanding.
Procedure: Body
Input:
1st: Inform standards of standards and goals we are working on.
2nd: Teacher will check prior knowledge of students background knowledge on
pulse beats. Students are to follow oral instructions to find their pulse
beats.
3rd: Press on the inside part of your wrist with four fingers.
4th: Find where you can best feel your pulse. Where else on your body can you
feel your pulse? Is the pulse rate there the same as at the wrist?
5th: Pass out chart paper. Label columns on the chart paper: Rest, Stress,
Exercising, Eating, Morning, Evening.
6th: Count how often your pulse beats in 1 minute while sitting. The number
of pulse beats in 1 minute is your "resting" pulse rate.
7th: Inform students the next column is the most important. Stress to them
that this will count for 50% of their science grade and not to make a
mistake. Have students record their pulse rate under the "stress"
column and alleviate their stress by telling them it was only an experiment.
8th: Take students outside to run laps. Have students record their pulse
rates under "exercise"
9th: Students continue over the next couple of days to record their
observation under different scenarios: After eating, in the morning, in the
evening.
Guided Practice:
Students listen critically and respond with oral communication. Student
follow the steps to the inquiry science lesson and ask questions.
To check for understanding, I use non-verbal hand cues to assess for confusion
and clarification.
Independent Practice:
Students measure their pulse rates in varying conditions. Students label
their pulse rates on chart paper and record their data.
Students will observe the heart chambers pump blood through arteries via Encarta
Encyclopedia.
High achievers will take the charted information on pulse rates and make
graphs from an Excel spreadsheet to demonstrate the different pulse rates in
one minute.
Procedure: Close
To close the lesson and summarize what was learned, students will discuss how
pulse rates differ in various circumstances and among different people. In a
grand conversation, we will discuss how pulse rates differ among boys and
girls. How do adults and children compare? How do young and old adults
compare? Does how tall a person is make a difference in pulse rate? What else
do you notice about pulse rates?
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Assessment:
Students will record and interpret data from their predictions and
observations of an experiment communicating how the heart pumps blood through
arteries with an accuracy of 80%.
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Assessment/Rubrics:
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Reflection:
The objective of the lesson was achieved. Students were able to record and
interpret data from their predictions and observations communicating how the
heart pumps blood through the arteries with an accuracy level of 80%. I
correctly anticipated students would have difficulty finding their pulse.
Some students had to hold their wrists tightly to find their pulse. Students
tried to find their pulse rates on different parts of their bodies. Some
students found their wrists to be the easiest to measure, while others found
their necks more convenient.
The “stress” part of the lesson was most intriguing for me. I told students
they had to correctly measure their pulse rates and that I was going to
compare their pulse rates with the school nurse’s collected data. If students
made a mistake, they would be in jeopardy of failing the fifth grade physical
fitness test. As we interpreted the “stress” pulse rates, it was interesting
to see who was most affected by stress. There was no distinction between
students who were high achievers and low achieving students in their pulse
rates.
It was interesting to interpret the data with the class. Girls tended to have
a much faster pulse rate than boys. During exercise, the pulse rates of most
students peaked. We noticed the most active students had the greatest
variance in pulse rate from rest to exercise.
The lesson was less structured than I would have liked. If I were to instruct
this lesson again, I would have linked the inquiry investigation and the
goal/concept better. I would have provided the students with visual aids to
describe the fact that arteries stretch and shrink as blood travels through
them. The lesson was appropriate for my students because it actively engaged
them in problem solving and critical thinking.
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