Jonne Miley

ELED 3221
3-23-2016
edTPA Indirect Instruction Lesson Plan Template
Circulatory System Indirect Lesson
Elementary 5th grade science
_____________________________________________________________________________
Central Focus/Big Idea: circulatory system; the heart; how systems work together in the body
Subject of this lesson: Circulatory System
Grade Level: 5th
NC Essential Standard(s):
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):

W.5.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and
information. (5-LS1-1)
21st Century Skills: Initiative and Self- Direction: Since the lesson is indirect, and each station
is different, it becomes difficult for the teacher to make sure every student is on task at all times.
It becomes the students responsibility to do what they are supposed to. Leadership and
Responsibility: Two stations require a time keeper. This person is given the responsibility of
being in charge of the group as well as the electronic timers.
Academic Language Demand
Language Function: This lesson introduces students to the circulatory system. The point
of each of the stations is to get them to question how the body functions and discover
why the circulatory system is necessary.
Analyze
Interpret

Argue
Predict

Categorize
Question

Compare/contrast Describe
Retell
Summarize

Explain

Scientific Vocabulary: circulatory/circulation, plasma, platelet, body system

Instructional Objective: By the end of the lesson, the students should have learned that the
circulatory system allows our body to receive oxygen, our hearts to pump, and wounds to heal.

They should be able to express this in their assessment. Each student should have learned at least
two things about the circulatory system and they should all be able to explain what it is and what
it does.
Prior Knowledge (student): The students should know that the body is made of cells, which
make up organs, which make up body systems. They should also know that all of the body
systems make the body able to function.
Content Knowledge (teacher): The teacher should understand the circulatory system and be
able to answer questions about how body systems work together.
Accommodations for special needs (individual and/or small group): ELLs will need guidance
during the last assessment in which they summarize what they learned about the circulatory
system. I will make sure no more than one student in a group has ADHD so that distractions are
minimized.
Materials and Technology requirements: 1 can of tennis balls, 2 electronic timers, 60 blank
body systems coloring page (30 for each class), 60 yellow strips of paper, 2 red markers, 2 gray
markers, 2 brown markers, a few pieces of white paper, 2-3 glue sticks, 2-3 pairs of safe scissors,
pencil for each student, science notebook
Total Estimated Time: 1 hour
Source of lesson: ideas for stations gathered from:
http://www.cfep.uci.edu/cspi/docs/lessons_elementary/Circulatory%20System.pdf
Safety considerations: Students will not be allowed to bounce or throw the tennis balls in
station 1. In station 2, the students should have plenty of room so that they do not accidently get
in each others ways during the jumping jacks exercise. In station 4, the students will receive
scissors with blunt blades.

Content and Strategies (Procedure)

In your procedure, be sure to include all of the following 5 Es. Your procedure should be
detailed enough for a colleague to follow. If you will be relying on technology (e.g., a YouTube
video), describe your back up plan thoroughly. Imagine your most novice colleague needing to
teach from your plan. Dont just answer the questions. Additionally, I expect you to include
possible questions you could ask for each section. This needs to include higher-order questions.
Engage:
1. Students will complete two warm up questions and write the answers in their science
notebooks. The questions will be about the unit they just finished (cells). *What is a cell? *What
are organelles?
2. After answering their warm up review questions about cells, I will ask the students what they
know about the circulatory system.

3. After a short class discussion I will introduce the stations.

Explore: There will be 4 stations.
1. Station 1 is called Your heart is a muscle. In this station, the students will use a timer and a
can of tennis balls. Only one person should be in charge of the timer. I will explain how to use
the timer, then the activity. Each student should get a tennis ball and hold it between their laced
fingers. I will demonstrate this. Then, the timer will start and the students will pump the tennis
balls for one minute. They will then answer the following questions which will be written on the
whiteboard at the station. * How do your hands feel after 1 minute of pumping? *What does this
teach you about the heart muscle? *See how long you can pump your heart before your hands get
too tired.
2. Station 2 is called Heart rate. This station requires a timer as well. The students will create a
table in their science notebooks that looks like:
Name
Heart rate (15
Heart rate (1
Heart rate after
seconds)
minute)
20 jumping jacks
(1 minute)

There will be an example table on the board as a model.

3. Station 3 is called Your bloodstream. The supplies and directions will be on the table:
Make a construction paper model of the blood stream.
A strip of yellow paper represents the fluid part of bloodthe plasma.
Color the edges red to represent the walls of a blood vessel.
Color red one-inch circles to represent red blood cells.
One or two slightly larger, wavy white circles are white blood cells. Make these by cutting out
white blood cells from paper.
Small irregular gray shapes are platelets; group them near a cut you drew in the edge of the blood
vessel to stop bleeding.
Label each part of the blood model.
4. Station 4: Students will fill in the attached worksheet with the organs, muscles, and systems
they know inside of the body. This may include the heart, brain, stomach, skeleton, and more.
After the students understand what to do in each station, I will split them into groups by having
them count off by 4s. Group 1 will go to station 1, group 2 will be at station 2, group 3 at station
3 and group 4 will be at station 4. They should switch every 10 minutes. This leaves time for 10
a minute introduction and a 10 minute lesson closure.
Explanation:
1. After the students have visited their last station, they will clean up and return to their seats.
Then we will talk about what we learned.

2. Questions for discussion: Did everyone have fun? What was your favorite station and
why? What did we learn at the first station? What about the second station? What did we
learn in the third and fourth stations? Did anything surprise you?
Elaborate:
1. After we have a class discussion, students will be required to explain in writing what the
circulatory system is and why it is important. These exploration activities are an introduction to
the circulatory system, so they will learn about it in depth in class the next day.
Evaluate: The formative assessment will include the questions I ask as I am going around to the
stations, how engaged they are in the lesson, and by seeing their finished products in stations 3
and 4. I should also see that they answered the appropriate questions for stations 1 and 2 as part
of the formative assessment. The summative assessment will be the explanation of the
circulatory system I will take up at the end because it summarizes the main idea they should take
from the lesson.
To be completed after the lesson is taught as appropriate
Assessment Results of all objectives/skills:
Reflection on lesson:

CT signature/confirmation: _________________________________ Date: ________________

Draw a picture
of what
is inside your
body:
What parts are there?
What do you think
they look like?
Where are they
located?
How are they
connected?
Draw in the parts
you
know and write their
names.
Show how you think

the parts are

connected.