Developmental Lesson Plan

Teacher Candidate: Steph M., Leah S., & Ruth H. Date: February 15, 2020

Group Size: 20 Allotted Time: 2 days for 40 minutes Grade Level: 2nd

Subject or Topic: Blood: The Circulatory System

Common Core/PA Standard(s):

10.1.2.B1: Identify and describe functions of major body organs and systems.

Learning Targets/Objectives:
● The second grade students will identify important characteristics of the circulatory
system by creating their own versions of a drop of blood and labeling the components
of blood.

Assessment Approaches: Evidence:

a. Formative: Think-pair-share activity
b. Formative: Thumbs up/thumbs down
c. Formative: Homework Assignment
d. Summative: Unit Test
a. Formative: Observational
b. Formative: Observational
c. Formative: Collect, analyze results to
determine mastery, and give
constructive feedback
d. Summative: Collect and analyze
results of the unit test to determine
mastery

Assessment Scale For Summative Assessment:

Proficient = 3 correct answers
Emerging = 1-2 correct answers
Goal not met = 0 correct answers

Subject Matter/Content:
- Science

Prerequisites:
- Knowing that blood flows through your body.
- Knowing that your heart pumps blood through your body.

Key Vocabulary:
- Blood: the red liquid containing oxygen and nutrients that pumps through the veins and
arteries of humans and many other animals
- Plasma: the clear, liquid part of blood; blood cells are suspended in the plasma
- Red Blood Cell: a cell in the blood that carries oxygen to the body’s tissues
- White Blood Cell: small blood cell with no color that helps protect the body against
infections and bacteria
- Platelets: helps blood clot (stick together)
- Arteries: a blood vessel that carries blood away from the heart
- Veins: a small vessel that carries blood to the heart
- Blood Vessels: any of the tubes in the body through which the blood moves (arteries,
veins, and capillaries are types of blood vessels)
Content/Facts:
- The blood moves through your body in a complicated system of tiny tubes called blood
vessels. This system is called the circulatory system.
- One type of blood vessel is called an artery. Arteries carry blood away from the heart to
deliver oxygen and nutrients to the body. Arteries look red because they carry blood
that’s full of oxygen, and oxygenated blood is bright red.
- Another type of blood vessel is a vein. Veins carry blood from the body back to the
heart. Veins are bluish because the blood in them has carbon dioxide and other wastes
rather than oxygen. Arteries connect to veins by way of tiny vessels called capillaries.

Introduction/Activating/Launch Strategies:
- The teacher will gather students on the carpet. The teacher will ask the students to turn
to their partner and think about what we learned yesterday. The teacher will give
students a minute to think-pair-share while taking observational notes. Then, the teacher
and students will use the information they talked about to complete Worksheet 1: The
Heart Tree Map. Students must dive into their background knowledge to fill out as
much information as they know.
- The teacher will then proceed to read the book titled, “A Drop of Blood” by Paul
Showers.

Development/Teaching Approaches:
Model-
- The teacher will explain to the students how blood works and how it pumps through the
heart while showing them Diagram 1: How The Heart Works.
- “Your heart is really a muscle. It's located a little to the left of the middle of your chest,
and it's about the size of your fist. There are lots of muscles all over your body — in your
arms, in your legs, in your back, even in your behind.”
- “But the heart muscle is special because of what it does. The heart sends blood around
your body. The blood provides your body with the oxygen and nutrients it needs. It also
carries away waste.”
- “Your heart is sort of like a pump, or two pumps in one. The right side of your heart
receives blood from the body and pumps it to the lungs. The left side of the heart does the
exact opposite: It receives blood from the lungs and pumps it out to the body.”
- “You probably guessed that the blood just doesn't slosh around your body once it leaves
the heart. It moves through many tubes called arteries and veins, which together are
called blood vessels. These blood vessels are attached to the heart. The blood vessels that
carry blood away from the heart are called arteries. The ones that carry blood back to the
heart are called veins.”
- “The movement of the blood through the heart and around the body is called circulation
(say: sur-kyoo-LAY-shun), and your heart is really good at it — it takes less than 60
seconds to pump blood to every cell in your body.”
- Teacher will show Diagram 2: Blood Cells to the class while pointing at each part of the
blood and explaining the components of the blood to the students. Teacher will use the
following terms to continue teaching the lesson:
- Blood: the red liquid containing oxygen and nutrients that pumps through the
veins and arteries of humans and many other animals
- Plasma is the clear, liquid part of blood; blood cells are suspended in the
plasma
- Red Blood Cell: a cell in the blood that carries oxygen to the body’s tissues.
 These actually are red in color!
- White Blood Cell: small blood cell with no color that helps protect the body
against infections and bacteria
- Platelets: helps blood clot (stick together). They kind of look like a small ball
with spikes
- “For today’s activity, we will be creating a sample of what a drop of blood looks like
under a microscope!! This is only visible under a microscope because the plasma,
platelets, white and red blood cells are incredibly tiny and cannot be seen without a
microscope.”
- “Many of us have hurt ourselves and have seen blood on at least one part of our body.
What color is blood? Correct! Blood is red!”
- “When you’ve seen blood before, can you see the tiny particles like the platelets and
blood cells? No, right?! We can’t see them because they are incredibly miniature and
tiny!”
- The teacher will give students the opportunity to ask questions and engage in a
meaningful discussion introducing the activity of the day.
- “Isn’t that exciting? I know, I’m super excited to try it myself!! You will each have to
measure the ingredients that represent a component of the human blood and place them
into a mason jar.”

Guided Practice-
- “We will be using the following ingredients to represent the components of our blood.”
- Karo syrup for the plasma
- Red cinnamon candies for the red blood cells
- Dry lima beans for the white blood cells
- Lentils for the platelets
- The teacher must have previously prepared a tray of all the ingredients, including the
syrup, cinnamon candies, lima beans, lentils, and measuring cups and will then make
them available to each table.
- The teacher must explain the expectations for the activity: “you will share measuring
cups with your classmates, but each of you must pour one cup of platelets, one cup of
plasma, two tablespoons of red blood cells and one tablespoon of white blood cells into
your own jar.”
- Teacher will write this information on the blackboard to help students measure the
correct amount of each ingredient.
- “Before we begin, I will demonstrate the activity in my own jar. I will pour one cup of
platelets, one cup of plasma, two tablespoons of red blood cells and one tablespoon of
white blood cells.”
- Teacher will take each individual ingredient as specified above and place them in the
jar.
- “Once we have all of our ingredients, we can now look at the different components of a
drop of blood. So far I think it looks really cool!! I’m excited for you to try it on your
own.”
- “There is one measuring cup per item, so please share the measuring cups with your
classmates. Also, wait your turn if you need to, and pour the ingredients in carefully. If
there are any spills, you can go over and grab some napkins.”
- The teacher will give students a minute to answer the following question: “Does anyone
have any questions?”
- “Thumbs up if you understand what we’re doing, thumbs in the middle if you
understand the task, but have any questions, and thumbs down if you don’t understand
 our activity.”
- The teacher will give students a minute to ask questions.
- “I will be walking around to answer any of your questions. Remember to share
measuring cups with your classmates, take turns, and have fun!!”
- “If no one else has any questions, you may go ahead and create your own samples of a
drop of blood.”

Independent Practice-
- The students will now have the opportunity to explore what a drop of blood looks under
the microscope.
- “While you complete your samples, remember this is only visible under a microscope.
The plasma, platelets, white and red blood cells are incredibly tiny and cannot be seen
without a microscope.”
- The teacher will walk around the classroom providing assistance where needed and
asking students for their feedback.
- The teacher may ask these questions to several students, while the teacher walks around
the room:“What are you guys seeing so far? Can you tell me what your platelets do in
your blood? Who knows what red blood cells are for? And the white ones? What does
the plasma look like?”
- The teacher will continue to have an open and informal discussion with the class.
- Once everyone has completed their samples, they must close the jars securely with the
lids. The teacher may walk around to help them do this.
- The teacher will ask students to put their thumbs up if they are all done or thumbs down
if they’re not.
- Once everyone has their thumbs up, the teacher will ask the class to clean up their
tables and trays, while putting their jars to the side.
- Teacher will give each student a copy of Worksheet 2: The Circulatory System Circle
Map and will ask students to fill it out using what they learned throughout the lesson.
They may write down words or phrases, but must complete it individually.
- The teacher will ask students to write at least 4 characteristics of facts they’ve learned
and will give the class 8-10 minutes to complete the assignment.
- Once everyone has written at least 4 facts, the teacher will ask students to flip their
paper over and begin drawing a representation of their jar. This isn’t a required activity,
but it will give students something to complete while their classmates finish their
assignment.
- The teacher will go around the room and ask every student to share one of the facts they
wrote on their map.
- The teacher will collect all of the worksheets once they’re complete and everyone has
shared at least one fact.
- “Now, I’ll be giving everyone a copy of an activity I would like you to complete for
homework. Please bring it back tomorrow because I would like to look it over and give
everyone feedback.”
- The teacher will show students the worksheet, hand them out, and ask students to put
them in their take-home folders.

Closure/Summarizing Strategies:
- “Later this week, we’ll be learning about what may cause our heart to be unhealthy.
Most kids are born with a healthy heart and it's important to keep yours in good shape.
Here are some things we’ll be talking about this week:”
- “Remember that your heart is a muscle. If you want it to be strong, you need to exercise
 it. By being active in a way that gets you huffing and puffing, like jumping rope,
dancing, or playing basketball.”
- “Eat a variety of healthy foods and avoid foods high in unhealthy fats, such as saturated
fats and trans fats (reading food labels can help you figure out if your favorite snacks
contain these unhealthy ingredients).”
- “Eating fruits and vegetables each day.”
- “Avoiding sugary soft drinks, fruit drinks, and NEVER smoking, it can damage the
heart and blood vessels.”

Accommodations/Differentiation:
- MJ has fine motor impairment due to a TBI. For the homework assignment, MJ will be
provided with pre-cut labels that he may use to label each component of the blood.
- Also, due to his fine motor impairment, the teacher will provide MJ with measuring
cups that have a large grip in order to make it easier for him to grasp each one.
- For the drop of blood activity, the teacher can provide a larger container for MJ to use.

Materials/Resources:
- A Drop of Blood by Paul Showers
- http://creeksidelearning.com/more-kitchen-science-whats-inside-a-drop-of-blood/
- I used the following website for kid-friendly definitions: https://kids.wordsmyth.net/
- https://kidshealth.org/en/kids/heart.html
- 21 mason jars
- Karo syrup
- Red cinnamon candies
- Dry lima beans
- Lentils
- Measuring cups
- Blood Facts Homework Sheet
- The Circulatory System Circle Map

Reflective Response:
Report of Student Learning Target/Objectives Proficiency Levels

Remediation Plan (if applicable)

Personal Reflection Questions

Additional reflection/thoughts

Worksheet 1: The Heart Tree Map

Diagram 1: How the Heart Works

Diagram 2: Blood Cells

Worksheet 2: The Circulatory System Circle Map
Homework Assignment will be attached to a separate file.