Developmental Lesson Plan
Teacher Candidate: Sarah Miller Date: 4/8/2021
Group Size: 20 Allotted Time: 45 minutes Grade Level: 3
Subject or Topic: Science: Heart
Common Core/PA Standard(s):
Standard - 10.2.3.B
Identify health-related information: signs and symbols, terminology, products, and services.
Learning Targets/Objectives:
The third-grade student will be able to correctly explain what a heart is and it’s basic function
with a paragraph and a creative poster.
Assessment Approaches: Evidence:
1. Poster 1. The students will make a poster about
2. Think - Pair - Share the heart.
2. Students will pair up and show and
explain their posters to their partner
and each person has to say two things
about each other’s poster.
…
Assessment Scale:
CATEGORY 4 3 2 1
Scientific The finished The finished The finished The finished
Knowledge product indicates a product indicates a product indicates product does not
clear and accurate relatively accurate little understanding illustrate much
understanding of understanding of of the heart and its understanding of
the heart and its the heart and its functions. the heart and its
functions. function functions.
Organization All of the Most of the Some of the The information
information on the information on the information of the presented is
heart is presented heart is presented heart is presented incorrect and there
and the poster is and the poster is and there is is no creativity.
creative. creative. minimal creativity.
Time and Class time was Class time was Class time was not Class time was not
Effort used wisely. Much used wisely. The always used widely used wisely and the
time and effort student could have but students did do student put in no
went into the put in more effort some additional additional effort.
planning and during the time work at home.
design of the given.
poster.
Number of The poster includes The poster includes The poster includes The poster includes
Items 5 or more facts 4 facts about the 3 facts about the 2 or less facts about
about the heart. heart. heart. the heart.
Subject Matter/Content: The Heart
Prerequisites:
● healthy/unhealthy foods
● exercise
Key Vocabulary:
● aorta - the aorta is the major blood vessel that carries blood away from the heart to the
rest of the body
● arteries - carry blood away from the heart
● veins - return blood to the heart
● blood vessels - blood moves through many tubes called arteries and veins which
together are called blood vessels.
● chambers - control how much blood enters each chamber at any one time
● heart - muscle that pumps blood through blood vessels around the body and sits inside
the chest. The blood carries oxygen and other nutrients your body needs.
● pulse - each time your heart pumps blood through the arteries
● valve - ensure that blood flows properly in and out of the heart
Since this lesson has a lot of vocabulary words that are challenging I will have a list of these
vocabulary words up on the board and will have a copy for each student. Before the reading I
will review these words with them because they are used heavily in the book. I will tell them
to repeat after me after reciting each word and their definition.
Content/Facts:
● What is the size of a heart?
○ The average heart is the size of an adult’s fist.
● How many times does your heartbeat in a day?
○ Your heart will beat about 115,000 times each day.
● How much blood does your heart pump each day?
○ Your heart pumps about 2,000 gallons of blood every day.
● How much does the heart weigh?
○ Less than a pound.
○ Men’s hearts on average are 2 ounces heavier than a woman’s heart.
● What makes the sound of your heart beating?
○ The beating sound of your heart is caused by the valves of the heart opening
and closing.
*Fun Fact - Laughing is good for your heart. It reduces stress and gives a boost to your
immune system*
Introduction/Activating/Launch Strategies:
● I will start off by saying Good Morning to my amazing scientists. Then I will tell them
that we are going to make some observations of a picture. I will project a picture up on
the board of a healthy heart next to an unhealthy heart. Then I will ask students to raise
their hand and give me adjectives that describe both the healthy heart and the unhealthy
heart. I will make a T-Chart of their observations on the board as they tell them to me.
After that I will read them a story about the anatomy of the heart called Hear Your
Heart by Paul Showers. I will show them the cover and ask them what they think the
book will be about. Allow students to share their answers. While reading the book, ask
questions during the reading. I will put sticky notes on the pages to remind myself to
ask the questions.
Development/Teaching Approaches
I Do: The book teaches everything the children need to know about the heart and how it
functions.
● During reading
○ “Put your hand on your chest. Can you feel your heart?
○ Go over the diagram and show them how the blood pumps through the veins
and the different parts of the heart.
○ Touch your wrist just below your thumb. Press gently with your fingertips. Do
you feel something push against your fingers? push push push. You are feeling
a small artery in your wrist. Your heart is pushing blood through it. Remember
when he did this in our previous exercise lesson? Can anybody refresh our
memory as to what we did?
○ Your hand is not as strong as your heart. Close it in a fist. Open it. Close it.
How long before your hand gets tired?
○ Then after the book I will ask them what they liked about the book and some
things they learned.
We Do:
● Stethoscope activity
○ At this point students are going to make their own stethoscope.
○ I will hand each student an empty paper-towel roll. They will decorate it with
paint, markers, glitter, etc.
○ After about 5 minutes I will tell them to add their last touches.
○ Then I will tell them to go around the room and choose 5 friend’s hearts to
listen to. I will tell them that we need to tip-toe and use our whispering voices
so we can hear our friends' hearts. Give them up to 5 minutes.
○ After they finish tell them to come back to the rug with their stethoscopes
○ At this point we will have a discussion of the activity we just did. What was
their favorite part? What did they notice? What did the heartbeats sound like?
Did each friend’s sound different or the same? Did you enjoy it? Did you not?
You Do:
● Now they will start their project. The students will need to create a poster with a
partner on the heart. They will need to draw a picture of the heart and color it. I will put
a few pictures on the board for reference. There will also be the vocabulary words and
their definitions to refer to for spelling and to include in their paragraph. They also
need to write a paragraph describing the heart and how it functions and it’s
responsibilities. Encourage them to try and use vocabulary words. The need to decorate
the poster and use lots of visuals and colors.
● When they have finished their posters they will come up to the front of the class and
present them with their partner. Both presenters should take turns talking. They each
also must state something that they learned today that they didn’t know before about
the heart.
Closure/Summarizing Strategies:
● At this point I will show them a video that sums up everything we have talked about
that day as a quick review. It talks about the different parts of the heart and what they
do. The video will also talk about some other few things we didn’t go over that are
small interesting facts. The video gives awesome models and visuals when explaining
how everything works. This video is also awesome because at the very end it states that
in order to keep our heart healthy we need to eat healthy and exercise. Which ties it
back to the previous two lessons we learned about. After the video I will lead into our
lesson for the next day. “All right friends today we learned all about the heart and what
it does for our body! Tomorrow we will learn about what the heart looks like when we
are calm and relaxed. How do you think the heart might be different when we are
relaxed?” Give them a chance to give some answers. Tell them to keep those thoughts
in their brain so tomorrow we can be scientists yet again.
Accommodations/Differentiation:
For students who struggle with remembering or gathering thoughts I will have a note sheet for
them of everything we have talked about to refer to while making the poster. I will also pair
them with a student who excels at learning for extra support.
Materials/Resources:
Vocab Words
https://kidshealth.org/en/kids/heart-glossary.html
Fun Facts
https://www.healthline.com/health/fun-facts-about-the-heart
Heart Video
https://www.youtube.com/watch?v=Vot7V7_2UoI
Hear Your Heart by Paul Showers
Empty Paper-Towel Rolls
Paint
Markers
Sequence
Glitter
Glue
Tissue Paper
Construction Paper
Poster Paper
Pencils
Crayons
Colored Pencils
Picture of healthy and unhealthy heart
Reflective Response:
Report of Student Learning Target/Objectives Proficiency Levels
Remediation Plan (if applicable)
Personal Reflection Questions
Additional reflection/thoughts
