"What Makes You Tick?"

Designed by: Inger M. Ferguson, Burton-Pack Elementary

Grade Level: Fifth      Subject: Science

South Carolina Science Standard(s): Life Science - (II.a.2.b) Label the parts and distinguish among the function of the major organs of the circulatory system including heart, arteries, veins, capillaries and blood cells.

Overview: Through teacher-guided instructions, experiments, and a website students will create, identify, and describe the parts of the circulatory system. Students will also create a portfolio of activities and provide a descriptive paper on the organs of the circulatory system. To demonstrate mastery, students will create and label a model of the circulatory system.

Focus Question: What are the parts of the circulatory system? What are the functions of the organs in the circulatory system?

Time Frame: Five One-Hour Class Periods.

Resource Materials:
Stopwatches, watches/clock with a second hand 

www.howstuffworks.com/heart.htm 

Celery 

Water 

Red Food Coloring 

Windows on Science Laser Disc Vol. 2 ISBN 1-56460-219-2 Model of the Circulatory System 

American Heart Association (prior to beginning this lesson request booklets/pamphlets) 

Glue/Tape 

Toothpicks 

Small cut paper 

Red Modeling Clay 

Body Works CD ROM (SKU BWK2844AE-D&D 

Transparency of the Circulatory System 

Activity Worksheet 

PowerPoint Presentation (optional) 

Stethoscopes (1 per pair students) 

Alcohol 

Cotton Balls 

Construction Paper 8 1/2 X 14 

Laser Disc Player 

Sentence Strips 

Markers 

Portfolio 

Observation sheets (provided) 

Television 

Computer

Culminating Assessment: Students will use modeling clay to make a model of the circulatory system. Next, the student will label the parts of the circulatory system using toothpicks and small cut paper with the parts written on the paper. Finally, the students will write an explanation of each organs function.

Culminating Assessment Rubric

Instructional Activities:

Activity One: The teacher will have the major organs listed on the board or on index cards. (*Optional: Make organ words attractive by using word art) The teacher will ask the students to predict what body system the listed words are part of. Each student will have a sentence strip. The students will write their prediction on their sentence strip. Using a Prediction/Validation Chart, the students will place their predictions on the chart. Students should also include their name on their sentence strip. The Predictions/Validation chart should remain up during this lesson. During this lesson, the students will identify the correct/incorrect predictions. Students will also identify correct/incorrect validations. The teacher will assist as necessary with validations. *Note: this activity will assist the teacher in assessing if students have any prior knowledge on this system. *Extended Activity Optional: The teacher may display the correct answer on bar graph.

Example

Next, the teacher will tell the students that each of them will be creating a portfolio for this lesson. The teacher will give each student a cover sheet entitled "WHAT MAKES YOU TICK?" The students will use construction paper to make their portfolio folder. The students will glue the cover sheet on their folder. Students should be reminded that all activities/assessments would be placed in their portfolio.

Next, the students will observe what happens when you place a celery stick in a cup of water with food coloring. The students will be asked to record their observation on their portfolio page entitled, Observation One: Celery Circulation The teacher will then explain that this is an example of the process of circulation. The teacher should ask, what is circulation? Responses will vary. Target responses should be movement, moving around. The teacher will tell the students that the first organ to be discussed is the heart. The teacher will show the students the website WWW.HOWSTUFFWORKS.COM/HEART/HTM. This website will show an excellent close up of the heart along with an explanation of its function. The students will record the function of the heart in their portfolio.

After the view of the heart is shown, tell students that we will review the function of the heart in activity two. We will also view this website in activity two in order to understand the functions of the veins, arteries, capillaries, and blood cells.

Homework: Students are to create a poem related to the cover sheet of their portfolio "What Makes You Tick". This assignment will be discussed/shared later in activity three.

Activity Two: 
Students will review previous lesson by viewing the website WWW.HOWSTUFFWORKS.COM/HEART/HTM. The students will continue to review the major organs beginning with the heart. The students will record the function of each organ in their portfolio. Students will be given a suggestion to help them remember the job of the organs. The first organ that will be discussed is the heart. The students will be asked what size do you think your heart is. Students will record answers in portfolio and share orally. Students will be told to make a fist. Inform students that their heart is about that size. You may want to include other questions such as, do you think that your heart will stay the same size, what is an artificial heart and several other higher order of thinking questions. Ask students to locate their heart. In cooperative learning groups, the students will use stethoscopes to listen to the heartbeat of each person in their group. They will record a description of what they heard. *Students should use alcohol/cotton balls to clean the stethoscope and repeat the activity. *It is extremely important that the job of each organ is discussed and explained.

Activity Three: 
The students will review the previous lesson. The students will be asked to share their poem, "What Makes You Tick". Most poems will probably include things that students enjoy. Ask the students what relationship they think the word tick has with our current lesson. Accept reasonable responses.

Next, each group will be given a diagram. Each student will use a highlighter trace how the blood flows in order to carry blood back toward the heart. Next, the students will be told that one person in their group will make a fist, another person will observe the visibility of the veins in the person's arm. The other student will record the observation. Next, the students will not make a fist. The groups will make an observation and record their observation. The students will be asked to compare/contrast the visibility of the veins making a fist verses not making a fist. Students should explain the difference in their portfolio, after which students will share orally.

Reviewing the jobs of each organ will close this activity. Give students a cue list of how to remember the job of each organ. 

Example: 

Heart-works the Hardest 

Arteries-go Away (carries blood away from the heart) 

Capillaries Connect (let food, water, and oxygen move in them from cells.) 

Veins-have Valves (veins carry blood back toward the heart) 

Blood Cells-Carries oxygen to Cells "CC" (carry oxygen to all the cells in your body)

Activity Four: 
Students will work in centers related to the circulatory system. Students will rotate from each center every 15 minutes. *Students must go to 3 of 4 centers. The modeling center is a required center because it is the culminating assessment.

Graph Organizer Center Using a graphic organizer, the students will write the functions of the circulatory system.

Target Heartbeat Rate Center (students should already be aware of where to place their middle/index fingers) Students will use their middle & index fingers and place them on the arteries on their neck. Students will take their pulse for one minute, record their pulse as their resting heart rate. Two students will jog in place for two minutes. The other student will be the recorder/timekeeper. They will take their pulse and record the difference between the two.

PowerPoint Slide Show Center: (Students will need prior knowledge of how to create a slide). Using PowerPoint, each group will be asked to create a slide describing what they have learned about the circulatory system.

Modeling Practice Center: Students will practice modeling the circulatory system. This center will need enough modeling clay for all students in the class. An example of the model should be at this center.

Laser Disc Center: Students will review the circulatory system for reinforcement. *Teacher will assist as needed for the center.

Activity Five: 
Students will be assessed by creating a model of the circulatory system, label it and write a description of each organ's function.

Observation One:  Celery Circulation

The Organs Circulatory System Functions!

Activity Two: Using Stethoscopes