Developmental Lesson Plan: The Heart

Common Core/PA Standard(s):

Academic Standards for Health Safety and Physical Education:

10.1.3.B Identify and know the location and function of the major body organs and systems
(circulatory)
Learning Targets/Objectives:
1) The students will identify the location of the heart by completing a worksheet
2) The students will state the importance of the heart in the circulatory system by completing
an exit slip
3) The students will list the main functions of the heart by completing a worksheet
Assessment Approaches: Evidence:
1. students will complete a worksheet in which 1. collection of the heart labeling worksheet
they will identify and label the different 2. observation notes
components of the heart. This worksheet will anecdotal records
assess students proficiency based on checklists
completion and correctness of the assignment running records
(see scale below) 3. exit slip
2. At the end of the lesson, students will hand
the teacher an exit slip stating the importance
of the heart in the circulatory system as well
as one thing that they still are confused about.
The teacher will analyze the students ticket to
assess what they have learned as well as what
areas they need to go back and visit for
remediation (if any)
.

Assessment Scale for Worksheet:

1: incomplete
2: partially complete
3: complete with 4 or more errors
4: complete with 1-3 errors
5: complete with no errors
Prerequisites:
I. Introduction to the Circulatory System
A. Made up of heart, blood, blood vessels
1. Blood Vessels are the arteries, capillaries and
veins
B. Movement of blood around the body is called circulation
C. It takes less than 60 seconds to pump blood to every cell in your
body
D. The study of the human heart and its various disorders is known
as cardiology
Key Vocabulary:
heart: an organ in your chest that pumps blood through your veins and arteries
ventricle: one of two sections of the heart that pump blood out of the body
atrium: one of two sections of the heart that takes blood in from the veins
valve: a structure in the heart that temporarily stops the flow of blood or that allows blood to
move in one direction only
blood: the red liquid that flows through the bodies of people and animals
artery: any one tube that carries blood from the heart to all parts of the body
circulation: the movement of blood through the body that is caused by the pumping action of
the heart
vein: any one of the tubes that carry blood from the parts of the body back to the heart
pump: to force liquid (blood) out of something
Subject Matter/Content:
II. Heart
A. The heart is one of the most important organs in the human body, continuously
pumping blood around our body through blood vessels.
B. Your heart is located in your chest and is well protected by your rib cage.
1. Its located a little left of the center of your chest
C. Your heart is about the size of your fist.
E. The heart is made up of four chambers, the left atrium, right atrium, left ventricle
and right ventricle.
1. Atria are located on the top, ventricles on the bottom
2. Atria receive the blood, ventricles push it back out into the body
F. Septum is a thick wall of muscle that separates the left and right side of the heart
G. There are four valves in the human heart, they ensure that blood only goes one way,
either in or out.
H. Blood that leaves the heart is carried through arteries. The main artery leaving the
left ventricle is the aorta while the main artery leaving the right ventricle is the
pulmonary artery.
I. Blood going towards the heart is carried through veins. Blood coming from the lungs
to the left atrium is carried through the pulmonary veins while blood coming from the
body to the right atrium is carried through the superior vena cava and inferior vena
cava.
J. 1.3 gallons of blood is pumped through the heart every minute
K. Electricity going through your heart makes the muscle cells contract.
 1. Heart fills with blood and then contracts,
squeezing the blood out.
Introduction/Activating/Launch Strategies: To engage students in the lesson for the day, the
teacher will have the materials for each station set up. The teacher will recap the information
the students learned in the introduction of circulatory system. The teacher will then ask the
students what the water is supposed to symbolize. (S)he will ask students what methods they
think will work best to transfer the water. The teacher will write these predictions on the board.
The teacher will then challenge students to move as much water as they can from one bucket to
the next in one minute without picking up either bucket, or splashing the water.

Development/Teaching Approaches:
Students will be provided with materials at their station to move the water, but its up to the
students as to how they move it (ie. their hands).
The teacher will encourage students to come up with a strategy to move as much water from
one bucket to another empty bucket, without moving either bucket, or splashing in one
minute or less.
The teacher will take notes on how the students are managing to complete the task.
Once the minute is up the teacher will have students share their answers and findings from
the inquiry
Teachable segway into heart video https://youtu.be/tOZTQumOs74
The teacher will then discuss that they will watch a video 3 times. First, to listen,
second, to write down key terms they hear, and lastly to review what they wrote.
Teacher will then have students think, pair, and share discussing the vocabulary terms they
wrote down on their paper
Teacher will write down all the terms the students share on the board
Teacher will open the powerpoint
The teacher will go through the powerpoint, asking questions and encouraging students to
think, pair, and share
Teacher will revisit the terms on the board and check off the terms that were discussed in the
powerpoint
Finally, the students will complete a color and label worksheet of the heart and hand it in for
assessment

Closure/Summarizing Strategies:
Students will write an exit ticket stating one fact that they found interesting about the heart as
well as one thing they are still struggling to understand
briefly review the major points of the lesson for the day, and introduce tomorrows topic
(blood)

Accommodations/Differentiation: For a student with a hearing impairment, the teacher will

provide captions on the video; as well as, utilizing the AV system so that the child, teacher, and
peers can communicate in group discussions.
Materials/Resources:
2 buckets per group (1 bucket is marked at the 1.3 gallon mark)
plastic spoons
measuring cups
turkey baster
plastic cups
trays
water (1.3 gallons per group)
red food dye
video
powerpoint
worksheets
colored pencils
pencils
exit slip (notecards)

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

Remediation Plan (if applicable)

Personal Reflection Questions

Additional reflection/thoughts