Circulatory System

TITLE:  Circulatory system                                       Submitted from Caldwell, Idaho

GRADE:  5

MATERIALS/TIME REQUIRED:  reading material (or some sort of ‘delivery’ of information); 30 minutes

PROVIDE FOR INCLUSION – A You Question, Energizer, or Linking Strategy:

*Students should know, or be taught now, how to check their pulse.

Have students do various activities, and check and compare pulses with a partner after each.

IDENTIFY THE OBJECTIVES:

Content Standard:  Be able to name parts and functions of the circulatory system

Collaborative:  participate fully, listen attentively, express appreciation, assess improvement

Personal: Experience their own circulatory system, and express understanding

IDENTIFY THE STRATEGY: Snowball

Have students read material in book (or however you choose to present it).  Use “think-pair-share” and/or “paraphrase passport” during the lesson, to check for attending and understanding.

Snowball these questions (suggested):

What did your body feel like when your pulse was elevated?

What does it mean to have an elevated pulse?

What did you learn?

What is ‘amazing’ about your circulatory system?

REFLECTION:

Which part of the lesson/learning experience was most effective?  Most fun?

How did it help you to understand?

When or how did you express appreciation?

What do you know now, that you didn’t know before?

PROVIDE AN OPPORTUNITY FOR APPRECIATION:  Invite statements

AUTHENTIC ASSESSMENT:  You can collect snowball papers and randomly check for participation and understanding.  Or, ask each student to write an “I learned….” statement and hand to you as they leave class.

LEARNING COMPONENTS

►Group Development Process

►Cognitive Theory

Multiple Intelligences

Cooperative Learning

Constructivism

►Reflective Practice

►Authentic Assessment