Five E’s Lesson Plan 1. Background information A. Grade Level: Fifth B. Lesson Title: Our Circulatory System C. Student Understandings 1. What concepts and/or skills will students understand/construct as a result of this lesson? Heart rate increases when you are active and when you think harder. The heart beats faster when the body needs more oxygen. The heart and lungs work together. Arteries carry blood from the heart. Veins carry blood to the heart. Arteries go to the heart to get oxygen. Blood in the arteries supply oxygen throughout the body. Students will be able to check their heart rate. Students will record their heart rate on a graph. People who live in Montana have stronger hearts than people who live at a lower elevation. 2. What is the central science question guiding this lesson? Why does your heart rate get faster sometimes and slower at other times? 3. What benchmarks in the NSES is the lesson focus intended to address? Life Science (Structure and Function in Living Systems): The human organism has systems for digestion, respiration, reproduction, circulation, excretion, movement, control, and coordination, and for protection from disease. These systems interact with one another (NSES, p. 156).

II. Materials · Graph paper · Math worksheet · Stop watch · Overhead projector · White construction paper · Blank white paper · Diagram of the heart for each student

III. Instructional Method: The Five E’s

Background information:

Engage/Explore: Pre-assessment writing activity: What do you know about the circulatory system?

1. Demonstrate how to find your pulse on your neck, using your index finger and middle finger to do so. Why do we not want to use the thumb to check for a pulse? We do not want to use the thumb because it has its own pulse. 2. Have students draw a graph to record their heart rate. Time is on the x-axis and heart rate is on the y-axis. Have them record their resting heart rate. 3. Tell the class that they will be working on some math questions to help with the experiment. Hand out the math worksheet. 4. During the middle of the test (when the math questions are more difficult) have students stop and check their heart rate again and record on graph. 5. Students continue with the worksheet until they are finished, then they check their heart rate again and record on graph. 6. Ask students to describe what their graph looks like.

Explain: What is going on in your body to make your heart beat faster?

1. Blood comes from your body into the right atrium. Blood comes from your lungs into the left atrium. 2. Two valves open and the blood moves into the ventricles. When both ventricles have filled with blood, the valves shut. The ventricles squeeze the blood from the heart. 3. Two different valves then open. The right ventricle sends blood through one valve to the lungs. The left ventricle sends blood through the other valve to the body. 4. Veins move blood to the heart after the body has received oxygen from the blood. That is why veins are blue, because the blood no longer carries oxygen. 5. Arteries move blood away from the heart. The arteries move blood to the lungs to get oxygen for the body. When you were working on your math worksheet, your brain needed more oxygen to think harder, so your heart was working faster to get oxygen- filled blood to your brain.

Expand: Elevation

1. Ask, did you know that we already have a stronger heart because we live at a higher elevation? (Missoula is at 3200 ft.) 2. People who live along the ocean are at a lower elevation so their hearts don’t have to work as hard. 3. Have any of you played sports, gone on a hike, or exercised in a place with a lower elevation? Was it more difficult or easier for you to do your activities? 4. Discuss student responses. 5. Someone from the ocean will have a tougher time than you when you take them on a bike ride in Montana. Make sure you don’t push them too hard!

Evaluate: Why is blood on one side of the heart red and the other side blue?

1. Students color the heart red and blue. The right side of the heart should be red and the left side blue. Students write why they colored one side red and one side blue.

Assessment: 1. Students will write a story about a blood cell moving through the heart and the body. 2. Students need to make sure that their blood cell moves through the four sections of the heart and to the lungs.