Lesson Plan Template

Candidate Name: Mai Boone

Grade Level: 5th
Content Area: Science
Estimated Lesson Length: 25min
Setting: (x) whole class ( ) small group ( ) Individual- asynchronous
Co-Taught Lesson: ( ) yes (x) no
MAIN CONCEPT/Central Focus
Students will explore the key functions and features of the circulatory system and then use their
knowledge of poetry to write a haiku about what they learned about the circulatory system.
RATIONALE
It is important for students to understand how the body takes in oxygen and expels carbon dioxide,
since this is a key function within the body. Additionally, using poetry aids in the students
comprehension of new knowledge.
STANDARDS
Science
NGSS.5-LS2-1.B. LS2.B. Cycles of Matter and Energy Transfer in Ecosystems Matter cycles
between the air and soil and among plants, animals, and microbes as these organisms live and
die. Organisms obtain gasses, and water, from the environment, and release waste matter (gas,
liquid, or solid) back into the environment. Crosscutting Concept: A system can be described in
terms of its components and their interactions.

ELA
ELA.5.W.4.4. Produce clear and coherent writing (including multiple paragraph texts) in which the
development and organization are appropriate to task, purpose, and audience. (Grade-specific
expectations for writing types are defined in standards 1–3 above.)

ELD
ELD.5.P1.12a.Em. Use a select number of general academic and domain-specific words to create
precision while speaking and writing.

OBJECTIVES
● Students will be able to identify the key function of the circulatory system
● Students will be able to identify the key features of the heart
● Students will be able to explain how oxygen travels through the circulatory system and how
blood is oxygenated
● Students will be able to correctly describe the order in which the circulatory system operates by
using a visual model
● Students will be able to describe what information they have learned about the heart and/or the
circulatory system through poetry writing
● Students will be able to identify the key features of a haiku poem
● Students will be able to adapt knowledge of the circulatory system into a haiku.
ASSESSMENTS
Informal Formative Assessment: There will be a body accurate drawing of a human heart on the
whiteboard, students will work with the teacher to complete the labels of the key features in the heart
and the correct order that the heart works in. The students will share their responses orally and the
teacher will record them on the model.

Formal Formative Assessment: The students will be asked to complete a worksheet that includes
drawing an image to go with their haiku. The haiku should include information that the students have
learned about the heart and or the circulatory system. From this assessment the teacher can assess
how well the students understand the haiku poetry structure as well as how well the students utilize
the new information they have gained about the heart and or circulatory system.
ACADEMIC LANGUAGE DEMAND
In this lesson, students will engage in learning new key vocabulary that they must incorporate into
their worksheet as well as use to help complete a visual chart. They will need to use language to
communicate to the teacher that they understand the key features and order of functions of the heart
and or circulatory system. They will consult their peers using language to assist in the creation of a
haiku containing domain-specific vocab words and concepts. They will be both speaking and writing
in this lesson. They will need to engage in active listening when viewing the lesson video and relay
information they have learned to both their teacher and their peers.
CONTENT VOCABULARY
● haiku
● syllable
● oxygen
● heart
● circulatory system
● vein
● blood
● arteries
● vessels
● cells
● lungs
● carbon dioxide
● atrium
● ventricle
● tricuspid valve
● pulmonary valve
● pulmonary veins
● mitral valve
STRATEGIES/TECHNIQUES TO SUPPORT ACADEMIC LANGUAGE DEVELOPMENT
This lesson will include a word bank of key vocabulary that is gained throughout the lesson, it will be
added to as the lesson progresses. Additionally, the students will be assisting in labeling a visual
model. They will need to put the correct labels in the right order on this visual. Additionally, there will
be a video with captions that contains most, if not all, of the content vocabulary for this lesson.
STRATEGIES FOR ENGLISH LANGUAGE LEARNERS
In order for students to truly grasp the circulatory system, a visual model will be used in addition to
the video. The teacher will identify key features on the model with proper labeling. A word bank will
also be provided. An example of a haiku is also present on the worksheet given to the students.
STRATEGIES FOR STUDENTS WITH SPECIAL NEEDS
● A video will be shown with closed captioning
● Key vocabulary will be displayed on the board as it appears
 ● A visual model will be used to explain and describe key functions and vocabulary
● Students will be allowed to work with a buddy
TASK ANALYSIS
Before this lesson, students would've already engaged in poetry analysis and the exploration of
different types of poetry. Additionally, they should have a basic understanding that the body takes in
and expels air when they breathe. Cognitively, students would have already been engaged in creative
thinking to construct their own ideas and opinions on new facts/content. They should be able to use
this creative thinking to apply the new content information to their poetry writing.
INSTRUCTIONAL SEQUENCE
Introduction: The teacher will begin the lesson by asking students to recall back to when they
learned about different types of poetry. The teacher will ask the students to report what they
remember about poetry and the different types of poetry structures (rhyming, stanzas, repetition,
etc). Then the teacher will let the students know that today they will be using haiku, a form of
japanese poetry, to write about the circulatory system. The teacher will ask the students to recall what
a syllable is and if they can recall any examples. The structure of a haiku is that the first line is 5
syllables, the second line is 7 syllables, and the last line is 5 syllables. Then the teacher will let the
students know that in order to write this haiku, they will first need to learn about the circulatory
system. The teacher should pull up the kidshealth video, put up the heart model chart, and draw up a
word bank on the whiteboard.

Lesson Sequence: The teacher will begin the video, making sure to occasionally stop the video to
point out key vocabulary (and add it to the word bank), ask clarifying questions, and review
important content. While listening to the video, students should be engaged in answering questions,
learning new vocab, and reviewing content covered in the video. When the video is over, the teacher
will ask the students to help complete the visual model of the heart. The model has spaces for the
teacher to write in the correct name of the parts of the heart. Once the chart is completed, the teacher
will pass out the kidshealth heart haiku worksheets. The students will read the example of a heart
haiku that is on the worksheet before completing their own. The teacher will remind the students that
haikus follow a 5-7-5 syllable structure, and ask them to construct their own unique haiku using
information they learned in the video. The use of the vocab in the word bank is highly recommended.
They shall be given 10 minutes to complete their haiku.

Closure: At the end of the 10 minute mark, the teacher will ask the students for volunteers who want
to share their haiku with the class. The teacher will be sure to circle key vocabulary used in the
student’s haiku on the word bank, they will also be sure to let the students know if the student’s haiku
correctly follows the structure. At the end, students will be able to create a picture to go along with
their haiku in order to transition to the next class activity.
CONTENT EXTENSIONS
Early finishers are always encouraged to help those who are struggling. They lend assistance by
checking formatting and use of content. They are also encouraged to offer advice on the visualization
activity.
CONTENT INTEGRATION
This lesson integrates science and English language arts, by asking students to convert new
information into poetry. Additionally, this lesson could be used in art, students could be asked to
create their own version of a body accurate heart, with all of its pieces. They could use any materials
to create their heart as long as it has the key features in the right places.
SOURCES
Kids Health. (n.d.). Teacher's Guide: Cardiovascular System (Grades 3 to 5).
https://classroom.kidshealth.org/classroom/3to5/body/systems/cardiovascular.pdf

Collaboration with Health/P.E. professor and Science professors as well as cooperating teachers.

MATERIALS AND SUPPLIES NEEDED

● Circulatory System Video
● Heart Haiku worksheet (1) teacher copy (30) student copies
● pencils
● overhead projector
● whiteboard
● whiteboard markers
PERSONAL TEACHING FOCUS
For this lesson, I want to make sure that I allow enough time for the students to complete their poetry
as well as pause the video enough times that the students absorb as much of the content as possible.