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Title: Lesson Ideas: Gr. 5 Science – human body (circulation and blood)

This lesson will focus on the grade 5 science curriculum, specifically a lesson on blood within the circulatory system. At this point, the students are familiar with veins and arteries in the circulatory system but haven’t yet focused in on the actual make-up of the blood. Today the students will learn about all of the components of blood, specifically the structure and function of platelets, white blood cells, and red blood cells. This lesson will involve text work (reading and reading comprehension, visual demonstration and class discussion).

Student Learning Expectations:
This lesson pertains to the following specific curriculum expectations: investigate the structure and function of the major components of the circulatory system in terms of blood.

Whole Class

The students in this class are all functioning with the grade 5 curriculum.

Assessment Strategies:
The students would be assessed through their journal entries (either through drawings or written explanation of the three different types of blood cells).

The teacher would use the echo technique where two students read the same paragraph. One student would be asked to repeat the section that the previous student had just read to reinforce understanding of the material thus the paragraph is actually read twice out loud to the class
The teacher will be stopping to explain words frequently using visual aids and using simple synonyms to explain more complex words.
The teacher will be using body language to communicate the fact that s/he is injured and bleeding and wants to discuss what will stop the bleeding.

Materials and Resources:
2L empty pop bottle filled with water
25 cut outs of small red circles (red blood cells)
15 cut outs of small white circles (white blood cells)
10 cut outs of small blue circles (platelets)
text books (1/student)
Place cut outs of paper circles in pop bottle to simulate blood cells in plasma, making up blood.
Students’ science notebooks (each student has their own)
Chalk (for writing notes on the board)

Submitted by: Leanne Castorina and Rachel Ziatas

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