KUTZTOWN UNIVERSITY

ELEMENTARY EDUCATION DEPARTMENT

LESSON PLAN FORMAT

Teacher Candidate: Kaitlyn Piekarski Date: January 25, 2017

Cooperating Teacher: Dave Shiffer Coop. Initials

Group Size: 19 Allotted Time 60 minutes Grade Level Second

Subject or Topic: Science: Growing and Changing Section

Science Unit: Chapter 3.3 How do my heart and lungs work?

Lesson 3

STANDARD:

10.1-3.2 Body Awareness- identifying and locating parts of the body, and identifying
specific practices that support body development and functions

10.1 Concepts of Health

G. Demonstrate a basic knowledge of the brain, heart and lungs, major bones and
circulatory system (heart and lungs)

I. Performance Objectives:
The students will be able to
Analyze and describe what happens to ones heart and lungs as they complete
various activities.
Understand that ones heart rate can change depending on how much exercise a
person does.
Identify what the heart and the lungs do in the body, and where they are located.

II. Instructional Materials:

KWL Chart
What my heart and lungs do worksheet
10 station instructions
Heart and lungs anchor chart

III. Subject Matter/Content

A. Prerequisite skills
 Students will be able to work with partners or in small groups to
complete activities.
Students will be able to independently read and follow directions.
Students will be able to independently record information on
worksheets.
Students will be able to participate in group discussion and answer oral
questioning.
B. Key Vocabulary
Heart: a muscle that pumps blood to every part of our body
Lungs: body parts that help you breathe the air you need to live
Heart rate: how fast or slowly your heart beats
C. Big Idea
The heart and lungs work together to carry oxygen to all the body parts.
Exercise makes the heart and lungs stronger and healthier.
D. Content
The ribcage (bones) protect the heart and lungs.
How can you tell that your heart and lungs work harder when you
exercise? Your heart beats faster, and you breathe harder.
Ones heart rate is constantly changing throughout the day.
The heart is a muscle that pumps blood throughout the body. It is
located just left of the center of ones chest. It is about the size of ones
fist. It grows as we grow.
The heart has four chambers (sections), called the atria and ventricles.
The lungs are located in the center of the chest and surround the heart.
We breathe in oxygen and breathe out carbon dioxide.

IV. Implementation
A. Introduction
Inform the students that, now that they learned about the bones and muscles, they
will now be talking about the heart and lungs.
Have the students complete the K and the W section of the KWL chart. (What
do you know about the heart and lungs? What do you want to know?)
Collect the KWL chart from the students. The KWL chart will be handed back to
the students at the end of this two day lesson. At that point they will complete the
L part of this chart.

B. Development
Day 1:
Inform the students that there are 10 stations around the classroom. Tell the
students that each station has brief directions of the task that they are to complete.
The students will have 1 minute to complete the task, and 1 minute to record their
findings on their what my heart and lungs do worksheet. Be sure to remind the
students to look at what number station they are at and to write their recordings in
 the boxes of the matching station on their worksheet. (It is important that they
read and follow the directions, not all students will begin at station one.)
Allow the students to begin the rotation. Assign partners/small groups that they
will be going around to each station with.
Time the students at each station. Alert the students of when the one minute is
completed and when they should begin recording what they noticed about their
heart or lungs during the given activity. Give the students one minute to fill in
their recordings.
Have the groups rotate. Repeat these steps until everyone has completed each
activity.
Have students share some of what they noticed at each station with the class.
Collect the handout from the students.

Day 2:
Have each student make a fist. Discuss with the students that their heart is
currently the size of their fist. Make a fist for the students. Compare the size of
your fist to the students. Acknowledge how the size of ones heart is another thing
that grows and changes in the human body.
Tell the students that ones heart and lungs help to keep them alive. The heart and
lungs work together, just like how the bones and muscles work together.
As a class, define heart.
Ask the students where the heart is located. (center/left of the chest, like when you
say the pledge.)
First focus on the heart, each time the heart beats, it pumps blood throughout the
whole body. How fast or slow your heart beats is called the heart rate. Thinking
back to the activity that was completed the previous day, ask the students How
can you tell that your heart and lungs are working harder when you exercise?
Ask the students why they think that this happens.
Have the students stand in a circle around the classroom and link hands. Link
hands with the students. Squeeze the hand of the student to your left. Have the
student squeeze the hand of the person to their left, and so on, until the squeeze
reaches all the way around back to you. Tell the students that during this activity,
you were acting as the heart. The heart pumped, and then blood (the squeezes)
went all the way around the body (the circle of students.) Inform the students that
as the heart beats faster, the blood is moving faster through the body.
Have the students return to their seats. Now, define lungs.
Ask the students where the lungs are located. (In the chest around the heart.)
Inform the students that they have two lungs. One on each side of the chest.
Have the students take a few deep breaths. Ask the students what they notice as
they take the breaths. (As the lungs fill with air their lungs get bigger, their chest
may go out. As they breathe out, the lungs go back down, the chest returns to
normal.)
Ask the students what the air is called that they are breathing in. (oxygen)
The heart and lungs work together to get your body the oxygen it needs.
 o Your heart pumps blood first to your lungs. Your lungs take in oxygen
from the air you breathe. The blood picks up the oxygen and takes it back
to your heart. Then your heart pumps the blood to all parts of your body.
o If the students struggle to understand this concept, select one student to be
the heart, 2 students to be the lungs, 1 student to be oxygen and 1 student
to be blood. Have the students role play what is happening. (This will need
to be teacher directed.)
o What would happen if blood didnt carry oxygen to the different body
parts? Our body parts would not get the oxygen that they need.
Review the key points of this lesson:
The heart and lungs work together.
Heart rate is the speed the heart beats.
The heart pumps blood to the body and is located in the left center
of your chest.
Your lungs breathe in oxygen.
You have two lungs.

C. Closure
Have the students complete the L part of their KWL chart.

D. Accommodations/Differentiation
This lesson caters to a variety of different learners for parts are through
kinesthetic experiences, visual learner, and auditory information. Additionally, it
gives the students the chance to work with their classmates and focus
independently on the given information.
This lesson allows students to start at varying points of knowledge. Some students
may learn a lot throughout this lesson, and some students may have already
known some of the information. By filling out the KWL charts, the students have
the opportunity to review information they already know or to reflect on the
information they have just been taught.

E. Assessment/Evaluation Plan
1. Formative
The students will complete a KWL chart throughout the
duration of this lesson. This will be collected upon
completion. The L section of this chart will be
analyzed by the teacher to determine the students
understanding of the content and to see if there is need
for further explanation and/or remediation.
The students will complete a what my heart/lungs do
worksheet during the activity completed on day 1 of
this lesson. This activity aligns with the objective:
analyze and describe what happens to ones heart and
lungs as they complete various activities. The teacher
will collect this upon completion and check to see if the
 student correctly took note as to how their body
responded to each activity. While each individuals
reaction to any activity may vary, the students should
not be putting out of breath on an activity where they
are quiet and/or lying still. The students will have to
practice body awareness and observation in order to
complete this activity. This activity will give the
students experience with completing charts, giving
written responses, as well as following directions.
Oral questioning will be used throughout the duration
of this lesson. The teacher will take note as to who was
actively involved in the discussions.
2. Summative
There will be a cumulative exam given at the end of this Chapter. The
cumulative exam will be graded based on accuracy. Content will be
reviewed the day prior to the exam.

V. Reflective Response
A. Report of Student Performance in Terms of Stated

Each student completed all of the stations of the heart and lung activity.
During the stations, the students worked with a partner. Because the
expectations were set for the students prior to the start of the activity, the
students did much better at staying focused and following instruction. During
the recording portion of the station activity, many of the students were
observed putting their hand over their heart to analyze how it was beating.
Student responses to how their hearts were beating include the following:
hard, tired, slow, really fast, and nothing happened. The students also recorded
information about their breathing. The responses mimicked that of how their
heart beat felt. All students recorded observations that made sense with each
activity.
After completing the KWL chart, it showed that most students learned that
oxygen is the air that humans breathe it, the heart is the size of the fist, oxygen
is carried in blood, there are two lungs, and blood goes throughout the whole
body. Each student was required to write one fact they learned about lungs,
and one fact they learned about the heart. Every student wrote the two facts.
On the K and W portion of this chart, not every student had questions or
information that they knew prior to being taught this lesson. I feel that it was
okay that both of those sections were not completely filled out, because
sometimes students do not know any information about the content they are to
learn prior to being taught the unit. Furthermore, questioning is something that
we have recently been learning and discussing in class. Sixteen of the students
did put questions on the W portion of this chart.

Remediation Plan
 The content of this lesson will be reviewed prior to the test.

B. Personal Reflection
What would you do different during this lesson, in the future?

This lesson went fairly well. Unfortunately, this class needs clear expectations
and they have not yet grown an understanding of how to work with
manipulatives and activities without being a bit chaotic. This lesson may be
better with a more controlled classroom, but each student did show a level of
understanding and they seemed to enjoy the stations. The students were able
to clearly see how their body reacts to different situations and how their heart
rate and breathing can change throughout the day.

VI. Resources

Frank, M. S. (2005). Harcourt science. Orlando: Harcourt School .