Micro II

Circulatory System
Lesson Plan
TWS Gain Scores and
Objective Percentage
Data
Reflection
Chloe Cowen
05-12-2015

Introduction:
Students had the opportunity to learn about the circulatory system through
this unit. Both pre-test and post-test have the same questions and remained in the
same format. Six students were present for the pre-test (four boys and two girls),
five present for the post-test (student number six was absent on the day of post
testing, leaving four boys and one girl). Assessments consisted of multiple choice,
matching, and fill in the blank. After grading the pretests, I was able to see that
most students had at least a basic understanding of the circulatory system, but that
moderate room for growth was also present. To help students comprehend
information, graphic organizers and visual aids were used to further understanding.
Vocabulary was highly focused on as well as the main four steps of the circulatory
system. Students completed activities through verbal, written, and psychomotor
feedback.

ESU Elementary Education Annotated Lesson Plan Format 12-12

Note: Not all lesson plans will include all the components listed below and the
components will not always be in the order shown. If a component is not included, a
brief explanation should be inserted at the appropriate point in the plan where that
component would normally fit.
1. Context and Learning Environment for this Lesson:
Interns name ___Chloe Cowen_________ School ___William Allen White_____
Mentor teacher _________ Subject ___Circulatory System (biology-life science)__
Grade level (s) ___5th__ Tentative date to be taught __4/23/2015____
Time _Pretest on 4/21/2015 from 1:00pm-1:15pm_ Teach/Post Test 4/23/2015
_1:00pm-2:00pm__
The setting: write a brief description of the group/class for whom this lesson is planned
(number of children, gender, children with special needs, ability levels, any special
conditions that might influence how the lesson is taught, etc.) Also briefly describe the
classroom physical setting (room arrangement), resources, technology, and other room
elements that influence how lesson is taught)
2012-2013
USD 253
WA White ELM, 902 Exchange
Emporia, KS 66801
Number of Kids in School-244
Number of Kids in District-4,593
Number of Kids in State- 480,149
Percentage of Females-45.1%
Percentage of Males-54.9%
Economic Disadvantage-86.23%
Economic Advantage- 13.77%
Ethnicity-African American-3.64%, Hispanic-48.58%, White-38.46%, Other9.31%
Materials needed for the lesson: (include quantities, descriptions, page numbers, etc.)
For the teacher:
Wiese, J. (2000). Head to Toe Science. New York, New York: John Wiley &
Sons.
Allison, L. (1976). Blood and Guts: A Working Guide to Your Own Insides.
Covelo, California: The Yolla Bolly Press
Sweeney, K. (2002). Your Circulatory System. In An illustrated Adventure in
Human Anatomy: Blueprints for Health (2nd ed.). Skokie, Illinois: Anatomical
Chart Company.

Carothers, S., & Elizabeth, H. (2003). The Circulatory System. In Human

Body (Grades 4-6 ed.). Greensboro, North Carolina: Carson-Dellosa Publishing
Company.
Simon, S. (1996). The Heart: Our Circulatory System. New York: Scholastic,
Morrow Junior Books.
Movie: Heart & Circulatory System. (n.d.). Retrieved February 22, 2015, from
http://kidshealth.org/kid/htbw/CSmovie.html
cow heart
heart models

For the student(s):

Vocab sheets with fill in the blanks
Gloves
Deductive maps
Pre/Post tests
2. Lesson Goals, Outcomes, Objectives: Describe what you expect students to be able
to do, to achieve, including:
High Cognitive
Students will understand that the circulatory system is one subsystem of the human body,
and be able to write the four steps.
2.1 Instructional Objectives: - In clear, concise ABCD format, list what students will
be able to do (observable verbs) by the end of the lesson written in developmentally
appropriate terms and coded in parentheses, cognitive, affective and/or psychomotor
domains and levels:
Pre/Post Test Objectives:
Low Cognitive
For questions 1, 2, 6 students will circle the correct option from the multiple
choice answers with 3/3 accuracy.
High Cognitive
For questions 3 and 5, students will write in the correct answer in the blank with
2/2 accuracy.
High Cognitive
For question 4, students will write the correct four steps in the circulatory system
with 4/4 accuracy.
Low Affective
For questions 7-10, students will choose the correct match to the corresponding
word(s) on the right, by writing the correct letter on the line provided with
accuracy.

Instructional Objectives
Middle Affective
After explanation of how the circulatory system is part of the body, and the body
is a system of interacting subsystems, the students will be able to verbally explain
vocabulary words given with 5/5 accuracy.
o (Measurable through verbal explanation)
Low Psychomotor
After explanation of how the heart pumps blood to the body, the students will be
able to manipulate the heart models or cow heart showing the four chambers of
the heart correctly with 4/4 accuracy.
o (Measurable through visual representation)
High Cognitive
After completing experiments, the students will be able to compare and contrast
the differences of the atrium and ventricle with 3/3 accuracy.
o (Measurable through compare and contrast verbally)
Middle Affective
After learning the four steps of the circulatory system, the students will complete
a deductive concept map correctly writing the four steps with 4/4 accuracy.
o (Measurable through written completion)
2.2 Relevant local district/state/common core standard(s) - (ksde.org):
PS4.A: Structure, Function, and Information Processing
o MS-LS1-3. Use argument supported by evidence for how the body is a
system of interacting subsystems composed of groups of cells.

3. Assessment: How and when will you determine the extent to which students have
achieved the lesson objectives?
I will know students have achieved the lesson objectives when they . . .
What materials will be used, how and when you will assess each lesson objective, criteria
for mastery should include how points will be assigned and how many need to be earned
to show they have achieved mastery (if varying degrees of quality, include rubric; if
correct/incorrect, include answer key.) Example: I know students have mastered (the
objective) when they score x/y o __ completed during ____/
3.1 Assessment/Evaluation
As the teacher, I understand that certain student might need guidance for the pre/post test,
therefore I will read aloud their pre/post tests to the group
Pre/Post Test Objectives: I will know the students have achieved the pre/post test
objectives when they
Low Cognitive
Circled the correct option from the multiple choice answers with 3/3 accuracy.
High Cognitive
Wrote in the correct answer in the blank with 2/2 accuracy.

High Cognitive
Wrote the correct four steps in the circulatory system with 4/4 accuracy.
Low Affective
Chose the correct match to the corresponding word(s) on the right, by writing the
correct letter on the line provided with accuracy.
Instructional Objectives
Middle Affective
I will know students have achieved the lesson objective of how the circulatory
system is part of the body, and the body is a system of interacting subsystems,
when they verbally explained vocabulary words given with 5/5 accuracy.
o (Measurable through verbal explanation)
Low Psychomotor
I will know students have achieved the lesson objective of how the heart pumps
blood to the body after they manipulated the heart models or cow heart showing
the four chambers of the heart correctly with 4/4 accuracy.
o (Measurable through visual representation)
High Cognitive
I will know students have achieved the lesson objective when students compared
and contrasted the differences of the atrium and ventricle with 3/3 accuracy.
o (Measurable through compare and contrast verbally)
Middle Affective
I will know students have achieved the lesson objective of understanding the four
steps of the circulatory system, after the students completed a deductive concept
map correctly writing the four steps with 4/4 accuracy.
o (Measurable through written completion)
3.2 Strategies and tools/materials
VOCAB WORDS-circulatory system, atrium, ventricle, vein, artery
Teacher Observation
Participation
Vocabulary sheets
Deductive map

3.3 Criteria for Mastery and/or Rubric for judging/scoring student success list points
needed (4 out of 5, etc.) or essential actions or products that must be part of their performance of
each objective.
Middle Affective
After explanation of how the circulatory system is part of the body, and the body
is a system of interacting subsystems, the students will be able to verbally explain
vocabulary words given with 5/5 accuracy.
o (Measurable through verbal explanation)
Vocabulary
5
4
3
2
1
0
Correct
Student
Student
Student
Student
Student
Student
understanding knows all knows 4
knows 3
knows 2
knows 1
chose not to
of vocab
5 vocab
vocab
vocab
vocab
vocab
participate
words
words
words
words
words
words
in activity
Low Psychomotor
After explanation of how the heart pumps blood to the body, the students will be
able to manipulate the heart models or cow heart showing the four chambers of
the heart correctly with 4/4 accuracy.
Usage
5
4
3
2
1
0
Correct
Student
Student
Student
Student
Student can Student
usage of
can
can
can
can
identify 0
chose not
experiment identify
identify 3
identify 2
identify 1
chambers
to
items
the 4
chambers
chambers
chambers
correctly,
participate
chambers
correctly
correctly
correctly
but worked in activity
correctly
to
understand
concept and
tried to
identify the
chambers
High Cognitive
After completing experiments, the students will be able to compare and contrast
the differences of the atrium and ventricle with 3/3 accuracy.
o (Measurable through compare and contrast verbally)
Comprehension
5
3
1
0
Show
Student can
Student can
Student can
Student chose
understanding that share 3 accurate share 2 accurate share 1 accurate not to
vibrations create
statements
statements
statements
participate in
sound
comparing or
comparing or
comparing or
activity
contrasting the
contrasting the
contrasting the
atrium and
atrium and
atrium and
ventricle
ventricle
ventricle

Middle Affective
After learning the four steps of the circulatory system, the students will complete
a deductive concept map correctly writing the four steps with 4/4 accuracy.
o (Measurable through written completion)
Deductive
5
4
3
2
1
0
Map
Show
Student
Student
Student
Student
Student
Student
understanding correctly
correctly
correctly
correctly
attempted
chose not
of the four
writes 4
writes 3
writes 2
writes 1
to fill out
to
steps in an
steps in the steps in
steps in the steps in the deductive
participate
echo
circulatory the
circulatory circulatory map with
in activity
system
circulatory system
system
effort
system
extended

4. Adaptations: Describe materials and/or strategies that you will use to adapt the lesson
related to the needs of students as identified in the context (including but not limited to
gearing up and gearing down).
4.1 Gearing down (provide more or differentiated support) to meet the needs of
struggling students
with the lesson might include:
Student will receive vocabulary sheet with half of the terms and blanks already
filled in. This strategy is seen in page 81 of the text, stating the importance of
leaving blanks for students to fill in so that key concepts are learned, while
building writing skills.
4.2 Gearing up (provide more extension) to meet the needs of higher achieving
students who may need challenges might include:
Student will receive a blank vocabulary sheet and will have to fill in terms
without blanks provided, while information is taught by teacher.
5. Integration: Specifically explain your creative use of interdisciplinary learning
experiences across (or within) other subject areas. Tell what subjects or topics across
subject areas are being integrated and how integration will specifically take place (e.g.
across: reading with social studies, art with writing; within: comprehension and
vocabulary, multiplication with number theory, forces in motion with inquiry).
Across: (subject) in integrated with (subject) when they _______.
Within: (topic) is integrated with (lesson topic) when they ______.
Across: Science is integrated with language arts when the students connect new
vocabulary words and information learned to real-life situations.
o RI.5.4 Determine the meaning of general academic and domain-specific
words and phrases in a text relevant to a grade 5 topic or subject area.
o SL.5.1 Engage effectively in a range of collaborative discussions (oneon-one, in groups, and teacher-led) with diverse partners on grade 5 topics
and texts, building on others ideas and expressing their own clearly.

Within: The circulatory system is integrated with biology (life science) when the
students understand the steps and purpose of the circulatory system.

5.5 IPad Integration

If time permits, students will be able to participate in learning through using the
IPad to access websites, scanning QR codes linked to specific sources detailing
the circulatory system in a kid friendly format. QR code information will also be
provided in take home bookmark, as time will likely be limited.
6. References/Resources Used: List in standard bibliographical style (author, date, title,
publisher); provide website in URL format.
Davies, K. (2009). What's physics all about? Saffron Hill, London: Usborne
Publishing Ltd.
VanCleave, J. (1991). Physics for Every Kid: 101 Easy Experiments in Motion,
Heat, Machines, and Sound. New York, New York: Wiley.
Breckenridge, J. (2006). Sounds like Fun. In Physics experiments. New York,
New York: Sterling Publishing.
Baer, M. (1952). Sound an Experiment Book. New York, New York: Holiday
House.
KSDE Standards
College and Career Ready Standards
Plans Approved for Teaching

Host or Mentor Classroom Teacher __Ms. Anno______ Date: ___________

University Professor _______Dr. Seimears_________ Date: __________
7. Instructional Design Teaching Plan
7.1 Introduction Briefly describe the things you will do to get the lesson off to an
engaging start:
a. Anticipatory Set Describe the first attention-getting things you will do or say to
quickly focus students attention (hook them) on what is coming next.
Students will be able to touch a cow heart and see the four chambers, learning
about the function of each chamber briefly. If cow heart is not available, heart
model will be used for demonstration.
b. Communication of Objectives: Write out what you will do/say in kid-friendly
language to preview for students what they will be doing and the purpose of the lesson
in one sentence. e.g. Hold up a flashlight bulb and say Today you will find out what
makes this object light up!
Pre/Post Test Objectives:
I wonder how much information weve learned in less than an hour today.
Remember that pre-test you took two days ago? Lets test our brains to see how
much we learned about the heart and the circulatory system.
There will be different questions on the test, some have you circle the answer,
write the answer, fill in a diagram, or match a word with its definition.

With voices off, lets see how much weve learned today, and then together we
will go over the answers. Please be respectful to your neighbor and continue
voices off after you have completed the test.

I will read tests aloud for those that need it, so if that applies to you, please go to the
reading table in the corner.

Instructional Objectives
Middle Affective
Lets see if we can all remember what the vocab words we learned mean.
o Can anyone tell me what the circulatory system does? What function does
an atrium serve to do? What about a ventricle? Which blood vessel goes
away from the heart? Which blood vessel goes to the heart?
(Measurable through verbal explanation)
Low Psychomotor
Can anyone point to the right atrium, left atrium, right ventricle, left ventricle?
Can you turn the heart in the correct position with the top facing upward?
o (Measurable through visual representation)
High Cognitive
Who can give me three examples of how an atrium and ventricle are different?
o (Measurable through compare and contrast verbally)
Middle Affective
On your own, with voices off, lets each see how much we can remember about
the four steps in the circulatory system.
o (Measurable through written completion)
*7.2. Input Tell the specific information that will be communicated to students to
prepare them for the remainder of the lesson. (What do they need to know before
modeling and guided practice? e.g. essential content vocabulary, background information)
Explain how the teacher will communicate the information (orally, on the board, in
PowerPoint, slides etc.)
Vocabulary words and definitions will be provided with fill in the blanks sheet to
aid in comprehension.
Colored labeled diagram with chambers of the heart.
Deductive map drawn on board or on small whiteboard.
Students will collaboratively learn through conversation and visuals as well as
props provided by teacher. Powerpoint would be used for a large group setting.
For this lesson, I will use paper materials with large pictures and accompanying
words to assist in understanding. Students can stick their vocab words and
information learned on the paper provided, each having a turn to add something to
the page. Teacher will hold large page, discuss information, and then students
will come up and add it to the sheet while describing what their word or concept
means.

*7.3 Modeling What you will show the students? (Specifically include how you will
demonstrate the tasks or procedures you expect students to do during the rest of the lesson,
related to the lesson objective. Include specific examples and explanations which will be
used.)
Teacher will model pointing to each chamber of the heart and the correct upright
position to hold the heart in.
Teacher will demonstrate how to fill out the deductive concept map.
Teacher will model appropriate behavior to use while touching heart.
*7.4 Guided Practice How are the students (with teacher guidance) practicing what you
just modeled? Include specific examples and explanations that you will use as students
practice the lesson objective. Add additional examples of teacher input and modeling if
they are considered essential for the lesson to progress.
Students will have the chance to touch and manipulate the cow heart, with teacher
guiding the student to locate the correct chambers
Teacher will monitor students involvement and assist in guidance of
understanding of how the heart pumps blood.
*7.5 Checks for Understanding How will you quickly check each students progress
related to doing the objective? Are students demonstrating adequate understanding such
that you feel comfortable in moving them to doing more of the lesson on their own?
Provide the questions you will ask, the responses you feel you should be seeing, the
performances or products you should be witnessing to ensure that each student exhibits
evidence of having achieved each of the lessons objectives. (Confusion here would signal
the need for more input, modeling and guided practice.)
Throughout the lesson I will be checking for understanding by asking the following
questions below:
What are the four chambers of the heart?
What blood vessel carries blood away from the heart?
What blood vessel carries blood to the heart?
What two chambers of the heart serve as pumps?
Responses
Answers to the questions will be learned from vocabulary taught during modeling
and guided practice.
Performances/Products
Understanding of new vocabulary words through verbal response.
Understanding the concept that the body is a system of interacting subsystems, and
the circulatory system is one example.

10

7.6 Independent Practice/Assignment Describe the work/activity related to the lesson

objective which students will do independently (from the teacher) to practice and
demonstrate their understanding of what has been taught. Include brief directions for the
students.
As the teacher, I understand that certain students will get off task throughout the lesson,
therefore I will provide guidance through giving a fill in the blank sheet and coloring sheet
to aid in understanding and keep students interest.

Students will verbally respond with the correct meaning of vocabulary words.
o (Measurable through verbal explanation)
Students will be able to correctly verbally explain vocabulary words given with 5/5
accuracy.
o (Measurable through verbal explanation)
Students will be able to compare and contrast the differences of the atrium and
ventricle with 3/3 accuracy.
o (Measurable through verbal explanation)
The students will complete a deductive concept map correctly writing the four
steps with 4/4 accuracy.
o (Measurable through written completion)

7.7. Closure, wrap-up How will all students review, reflect and summarize what they
have learned?
Student will share aloud what they have learned from information shared.
Student will take home bookmark to remind them of key vocab words, and further
learning through IPad incorporation.
Students will share with a peer one to two ways they can use the information they
learned in real-life, when exercising or doing other common activities.

11

Fill in the blanks

The four chambers of the heart are the ____________________________,
________________________, __________________________, and
________________________.
An artery carries blood ___________________ from the heart.
System in the body that brings oxygen and nutrients while taking away
waste _____________________ ______________________.
The lungs provide ___________ to our blood.
Beats per minute is a measurement for how fast/slow the ___________ is
beating.
A valve helps to make sure ___________ does not flow the wrong way.

Fill in the blanks

The four chambers of the heart are the ____________________________,
________________________, __________________________, and
________________________.
An artery carries blood ___________________ from the heart.
System in the body that brings oxygen and nutrients while taking away
waste _____________________ ______________________.
The lungs provide ___________ to our blood.
Beats per minute is a measurement for how fast/slow the ___________ is
beating.
A valve helps to make sure ___________ does not flow the wrong way.
12

Right Atrium
Right Ventricle

Left Atrium

Left Ventricle
Artery away
Vein to
13

Circulatory
System
Oxygen

Valve
Away
To heart
14

15

16

17

18

19

20

21

KEY
Circulatory System Pre-Test
1. The heart has _______ chambers.
a. 1
b. 2

c. 3
d. 4

2. Blood begins the circulatory system starting in which of the following four
chambers?
a. Right Atrium
c. Left Atrium
b. Right Ventricle
d. Left Ventricle
3. Blood flows away from the heart inside a blood vessel called
____artery______________.
4. The four steps in the circulatory system are
(4 pts, 1 pt for each chamber being correct and in the right order)

Right
Atrium

Left
Atrium

Right
Ventricle

Left
Ventricle

5. Veins bring blood ___to_____ the heart.

6. Structure that stops blood from going the wrong way
a. Atrium
c. Valve
b. Ventricle
d. Aorta
22

Matching
7. Activity that will help
my heart stay healthy
8. The organ that provides
oxygen to my blood

___d___

a. lungs
b. beats per minute

___a___
c. circulatory system

9. Measurement of how
fast the heart is beating
10. Provides oxygen
and nutrients to the body

___b___

d. exercise
e. artery

___c___
f. ventricle

23

Pre/Post-Test Data
Student #
1
2
3
4
5
6

Pre-test #
7
6
5
11
10
4

Pre-test %
53.80
46.13
38.46
84.62
76.92
30.77

Post-test # Post-test % Gain Score

13
100.00
1.00
12
92.31
0.86
12
92.31
0.88
11
84.62
0.00
13
100.00
1.00
N/A
N/A
N/A
Average

Circulatory System Pre/Post Test Scores

Gain Scores

120

1.00
80

Gain %

Test Score %

1.20
100

0.80
60
0.60
40

Pre-Test
Post-Test

0.40
20
0.20
0

0.00
Pre-Test
Post-Test

1
53.8
1
100

2
46.13
2
92.31

3
4
5
38.46
84.62
76.92
3
4
92.31
84.62
100

Student Number
Student Number

24

6
30.77
5

Individual Student Pre/Post Test Percentages

Student 1 Gain
120

Test Score %

100
80
60

40
20
0

1Pre-Test

Post-Test
2

Assessment Type

Student 2 Gain
100

Test Score %

80
60
40
20
0
Post-Test
2

Pre-Test
1

Assessment Type
25

Test Score %

Student 3 Gain
100
90
80
70
60
50
40
30
20
10
0
Post-Test
2

1
Pre-Test

Assessment Type

Student 4 Results
90
80

Test Score %

70
60

50
40
30
20
10
0
Pre-Test
1

2
Post-Test

Assessment Type

26

Student 5 Gain
120

Test Score %

100
80

60
40
20
0
Post-Test
2

Pre-Test
1

Assessment Type

*Student 6 was absent for Post-Test and thus does not have gain/loss data

27

Sub-Group Comparison Data:

Female
Gain Score Average
Pre-test Average
Post-test Average

Male

0.86
38.45
92.31

0.72
63.45
94.23

Gender
Female

Male

*Only one female was present for post-test

Number of Students

Sub-Group Comparison
4.5
4
3.5
3
2.5
2
1.5
1
0.5
0
Female

Male

Gender of Students

28

# of Students

Gain Score Average

Female vs. Male
0.9

Gain Score

0.85
0.8
0.75
0.7

0.65
Female
1

Male
2

Gender

Pre-Test Average
Female vs. Male
70

Test Score %

60
50
40
30
20
10
0
Female
1

Male
2

Gender
29

Test Score %

Post-Test Average
Female vs. Male
94.5
94
93.5
93
92.5
92
91.5
91

Female
1

Male
2

Gender

30

Pre/Post Test
Objectives

Percentage of students
achieving mastery on
Pre- Test Objective.

Percentage of students
achieving mastery on
Post-Test Objective.

0%

100%

100%

80%

0%

80%

33.33%

100%

Low level objectives:

Low Cognitive
For questions 1, 2, 6 students
will circle the correct option
from the multiple choice
answers with 3/3 accuracy.
Low Affective
For questions 7-10, students
will choose the correct match
to the corresponding word(s)
on the right, by writing the
correct letter on the line
provided with accuracy.

High level objectives:

High Cognitive
For questions 3 and 5,
students will write in the
correct answer in the blank
with 2/2 accuracy.
High Cognitive
For question 4, students will
write the correct four steps in
the circulatory system with
4/4 accuracy.

31

Percentage of
Students
Achieving
Mastery on
each TWS
Objective

Instructional Objectives
Low level objectives:
Low Psychomotor
After explanation of how the heart pumps blood to the
body, the students will be able to manipulate the heart
models or cow heart showing the four chambers of the
heart correctly with 4/4 accuracy.
(Measurable through visual representation)
Low Level Mastery Objective Index Sub-categories
score. (Average of percent of students achieving
mastery of low level objectives.)
Middle level objectives:
Middle Affective
After explanation of how the circulatory system is part
of the body, and the body is a system of interacting
subsystems, the students will be able to verbally
explain vocabulary words given with 5/5 accuracy.
(Measurable through verbal explanation)
Middle Affective
After learning the four steps of the circulatory system,
the students will complete a deductive concept map
correctly writing the four steps with 4/4 accuracy.
(Measurable through written completion)
Middle Level Mastery Objective Index Sub-categories
Score. (Average of percent of students achieving
mastery of middle level objectives.)
High level objectives:
High Cognitive
After completing experiments, the students will be able
to compare and contrast the differences of the atrium
and ventricle with 3/3 accuracy.
(Measurable through compare and contrast verbally)

80%

Average
Percentage of
Students
Achieving
Mastery for
each Objective

Number of
Students Who
Achieved
Mastery with
Adaptations

XXXX

100%

100%

80%

XXXX
High Level Mastery Objective Index Sub-categories
Score. (Average of percent of students achieving
mastery of high level objectives.)
Objective Mastery Index (Average of percentage of
students achieving mastery using all TWS Objectives.)
32

Conclusion
All six students were present for pre-test, with student number six absent for posttest. The data shows a positive gain score for four students, and a constant
(unchanging) score for one student. All students were engaged in the activity and
appeared to enjoy the lesson. Students were up and manipulating the cow heart,
taking turns putting vocabulary terms on the poster, and cooperatively interactively
learning together by asking inquiry based questions to both myself and their peers.
Each student participated to the best of his/her ability and was able to complete the
lesson objectives with time to spare. Teacher went over post-test answers to
ensure a chance to check for understanding and correct any misconceptions.

33

A-F Teacher Reflection

A. Describe at least 2 things that went well during the lesson.
The introduction of the cow heart had all student engaged.
Students interacted together and behaved appropriately throughout.
Students used inquiry based learning and asked questions.
Students all participated in placing vocabulary words on the poster, and were each
genuinely interested in getting a turn to participate.
B. Describe one thing that went differently than expected (if applicable).
Students finished activities and post-test quicker than expected.
Students struggled to say the words atrium and ventricle greatly and with several
round of practice still found the terms hard to say.
C. Briefly describe evidence of the degree to which students achieved the objectives of your
lesson. This might include a summary of student assessment data or work sample.
Students completed the fill in the blank activity while learning new input information,
students asked questions from a neighbor or myself if they struggled to complete a
section. To aid in spelling of words, I used the white board to write as needed.
Students completed a deductive map of the four steps of the circulatory system on the
white board. Each student had a chance to either write a step or say the answer.
Students took turns learning vocabulary and placing terms on the poster in the correct
location. This allowed students a visual and a chance for me as the teacher to check
for understanding while doing input and allowing students the chance to practice what
they just learned to help retain new material more effectively.
During the anticipatory set students pointed to the four chambers of the cow heart and
we worked together to describe differences of the atrium and ventricle.
As we had extra time at the end (about 5 minutes), students were able to write
something they personally learned from the lesson. This allowed me to see what they
gained from the activity. I also asked students for ideas on how I could improve the
lesson if I were to teach it again. They shared to bring in a human heart, because the
cow heart looked different and much larger than a human heart.
D. Based on the extent to which the students achieved the lessons objectives, describe any
changes youd consider if you were to teach this lesson again.
One major change I would make to the lesson plan would be to more adequately fill
the time up with hands on activities and students interacting. This group was able to
listen and take in information, and was kept busy with the poster activity, fill in the
blanks, and deductive map. However, adding having students make a model or create

34

a visual representation of the circulatory system would have given the opportunity for
more student to student interaction.
In having a large classroom, I would have incorporated technology and the showing
of more visuals on a large screen to help aid in comprehension. I would also show
websites provided on the take home bookmark, so that students know how to use the
resources in their free time.
As pronouncing and writing many of the vocabulary terms was difficult for the
majority of the group, I would have provided an audio recording of words and their
meaning and had students say the word an meaning after hearing the recording twice.
This would allow students to hear and say the new words before having to write them
down and could help with comprehension.

E. Also related to the degree of success students achieved, describe what you would do if
you had the opportunity to plan and teach a follow-up lesson to the same group of
students.
I would check to see if students retained the information about the key vocab terms,
four steps in the circulatory system, differences in the atrium and ventricle, and the
purpose of the circulatory system.
To expand upon the lesson and continue learning I would have students learn more
about the lungs purpose in the circulatory system, as that was only very briefly
touched on during this lesson.
A follow up lesson would also serve as a good time to make a model or replica of the
heart or circulatory system with students working in pairs or small groups.
Students could also write a few paragraphs about the information they learned
through instruction, using key vocab terms and content specific information.
F. As a result of your work in planning, teaching, and reflecting on this lesson, plus your
mentor teacher and/or university professors coaching and assessment, what have you
learned about yourself as a teacher-to-be?
Timing is difficult to determine until you really get to know your kids well, and the
areas in which they struggle or understand material quicker.
Students seem to generally respect my opinion and handle my feedback well.
I surprisingly really have enjoyed working with this class of fifth graders. Coming
into the program, I wanted to teach lower elementary, but am now strongly
considering working with upper grades. I enjoyed the teacher as well, her classroom
was organized and students seemed to respect both her and their peers. Students also
had excellent behavior and the teacher seemed to trust her students to make the
correct decisions.

35

Helping students read and dissect vocabulary to better understand new words or text
is difficult to explain. When students dont have a background to relate new
information to, it makes it more challenging.

36