HBS Cardio-Respiratory Lesson Plan
Topic: HBS – Circulatory &
Grade: 6th Grade Teacher: Tyler Peck-Burnett
Respiratory Systems
Subject: Integrated Science Time Frame: 1 Period Setting: Synchronous Zoom
Essential Question:
Why does your heart rate increase while exercising?
Learning Objective:
Content Objective:
By the end of the lesson, students will be able to write a prediction with reasoning in an exit ticket for
what they believe is happening to Marty’s heart rate.
NGSS Standard:
MS-LS1-3.
Use argument supported by evidence for how the body is a system of interacting subsystems composed
of groups of cells.
ELA Standard:
CCSS.ELA-LITERACY.RST.6-8.2
Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct
from prior knowledge or opinions.
ELD Standard:
Part One: Interacting in Meaningful Ways
B. Interpretive
6. Reading closely literary and informational texts and viewing multimedia to determine how meaning is
conveyed explicitly and implicitly through language
Science & Engineering Disciplinary Core Ideas (DCIs): Crosscutting Concepts
Practices (SEPs): LS1.A: Structure and Function (CCCs):
Engaging in argument Systems and System
from evidence Models
Obtaining, Evaluating, Science is a Human
and Communicating Endeavor
Information
Evidence:
Students will complete the daily SJQ. Students will brainstorm as many different types of cells
that they can. Students will share their brainstorm orally with the class.
Students will engage in a Think-Pair-Share Activity. Students will analyze Marty’s heart rate data,
and discuss what they observe with a partner.
In small groups, students will measure their ‘resting’ and ‘exercising’ heart rates. Students will
record their data on the shared google slide data sheet with the class.
Students will engage in an oral discussion comparing their measured heart rates to that of Marty.
Students will complete a google form Exit Ticket. Students will predict what they think is
happening to Marty’s Heart Rate on the graph and explain why? Students will use a sentence
frame to record their answer.
Prior Student Knowledge and Context:
In this lesson, students continue to work with their patient, Marty, to help diagnose and determine what
happened to Marty. This lesson continues students’ inquiry by introducing the circulatory-respiratory
system. Students have been introduced to Marty’s case history, and they have generated a list of driving
questions they wish to investigate in order to determine what happened to Marty. Students have most
previously learned about the skeletal-muscular system. Students used radiographs to identify what bone
Marty broke, and they further learned that bone cells (osteocytes) are responsible for healing the bone.
Materials and Technology:
Per the class:
Teacher Slide Set
(https://docs.google.com/presentation/d/14lHCyJ4e0sF4niJCawbgLvB_ni0AfT16DQXqVY
q8Ayo/copy)
Heart Rate Activity & Data Log
(https://docs.google.com/presentation/d/1df6Bl0W0NpBsQ-h2z2piBAtBNo-
RWnqZuQiO4Wuhye8/copy)
Educational technology (computer, Google Slide application, Zoom application)
Per each student:
Google Form Exit Ticket
(https://docs.google.com/forms/d/1ppLm5wm0rXEUh7ssN5PT6npcz87AIfxA58pX2BxP-
yI/copy)
Science Journal
Writing materials
Safety and Clean-up:
This lesson is delivered 100% online via Zoom. No materials used in this lesson require specific
safety and/or clean up procedures.
Universal Access (UA) and Culturally Responsive Pedagogy (CRP):
This lesson is designed using core principles of Universal Design for Learning (UDL) and Culturally
Responsive Pedagogy (CRP).
Students will begin the lesson following an established daily routine: Students will record the daily
agenda in their planner and complete the daily SJQ.
Lesson content is provided in multiple modalities (oral, visual, and kinesthetic).
Students will be provided with sentence frames and direct targeted feedback on their exit ticket.
Direction is provided in both oral and written formats. Directions are additionally posted and
accessible within google classroom.
Students assume the role of genuine doctors in this lesson, providing an authentic and relevant
context to nest their learning and optimize engagement.
This lesson provides the teacher multiple opportunities to assess and refer to students’ funds of
knowledge throughout the lesson.
This lesson provides students with opportunities for community building and collaborative learning
within their small groups.
Step-by-Step Procedures and Instructional Strategies within the 5E Model:
ENGAGE - Teacher Does: ENGAGE - Student Does:
The teacher will begin the lesson by presenting the Students will begin the period by recording the
daily agenda & objective and a warm-up activity agenda in their academic planner. Students will
(SJQ). additionally complete the daily SJQ. Students will
brainstorm on the left-hand page of their ISN as
Teacher will direct students to respond to the daily many different types of cells that they can think of.
SJQ, a brainstorm on the left-hand page of their Students will engage in a brief class discussion to
Individual Student Notebook (ISN): share their ideas. Sample student responses
Identify as many different types of cells include:
that you can think of. Animal and Plant Cells
Osteocytes, Osteoclasts, and Osteoblasts
Students will record their brainstorm response in Red Blood Cells
their ISN using their preferred method (bubble White Blood Cells (Lymphocytes)
map, list, mind map, outline). Students will be given
~5 minutes to record their response and to discuss
with the class. Teacher will guide students in
discussion to the idea that humans have many
different types of cells, such as osteocytes, that are
all responsible for specific jobs in the body.
Teacher will provide students with more case Students will make observations of the graph of
history on Marty through their weekend findings. Marty’s heart rate. Students will discuss their
Teacher will introduce the graph of Marty’s heart observations and what they think is happening with
rate for students to analyze. Teacher will direct a partner in a Think-Pair-Share activity. Students
students to silently make observations of the will share their observations orally in a whole class
graph. Teacher will direct students to discuss what discussion. Students will actively and constructively
they observe with a partner in a think-pair-share. contribute to the class discussion Sample
Teacher will ask for 2-3 students to volunteer to observations include:
share their observations on Marty’s graph. Teacher Marty’s heart rate changes depending on
will facilitate whole class discussion with the what he is doing.
possible questions: Marty’s heart rate increases when he is
“Does anyone want to respond or add to swimming.
that idea?” Marty’s resting heart rate is about 40.
“Did anyone notice something Marty’s swimming heart rate is about 100.
different?”
“Can anyone take that observation and
push it a little further?”
EXPLORE - Teacher Does: EXPLORE - Student Does:
Teacher will introduce the idea that a Heart Rate or Students will access the heart rate activity and
Pulse is the number of times a heart beats per google slides data log. In their small groups,
minute. Teacher will share with students that we students will measure and record their ‘resting’
will compare our heart rates with Marty’s in order to heart rate. Students will complete one minute of
better understand our observations. Teacher will exercise (jumping jacks, running in place, etc.) and
introduce students to the heart rate activity and re-measure their heart rate. Students will record
google slides data log. Teacher will direct students their ‘exercising’ heart rate on their group’s slide of
that they will complete the activity in their small the data log.
groups using their assigned group roles, and
teacher will model and review activity instructions
with the students. Teacher will call on select
students to repeat and clarify student expectations
during the activity.
Teacher will assign students into ~6 breakout
rooms (with ~4-5 students per room). Teacher will
provide students ~10 minutes to complete the
activity and record their data. Teacher will monitor
student engagement and participation via google
slides and by visiting various breakout rooms.
EXPLAIN - Teacher Does: EXPLAIN - Student Does:
Teacher will close breakout rooms and return Students will return to the main meeting room.
students to the main meeting room. Teacher will Students will once more analyze the graph of
direct students to once more look at Marty’s heart Marty’s heart rate. Students will compare their
rate graph. Teacher will direct students to compare ‘resting’ and ‘exercising’ heart rate to Marty’s heart
their heart rates to Marty’s. Teacher will direct the rates. The reporter of each group will share their
reporter from each group to share their comparison groups comparisons orally with the whole class.
orally with the whole class. Teacher will engage Students will engage in a brief class discussion.
students in a whole class discussion on the Students will discuss the similarities and
similarities and differences between Marty’s and differences between their own and Marty’s heart
the students’ heart rates. Teacher will guide rates. Students will actively and constructively
students towards the idea that like Marty, their contribute to the class discussion.
heart rates increased while exercising.
ELABORATE – Teacher Does: ELABORATE – Teacher Does:
Teacher will refer students back to their heart rate Students will access the google form exit ticket.
activity, the graph of Marty’s heart rate, and their Students will use the provided sentence frame to
comparisons. Teacher will direct students to record their responses and complete the Check-
complete the google form Exit Ticket for the day: Out Chat. Sample student responses include:
Predict what you think is happening to Marty’s heart rate changed because he was
Marty’s Heart Rate on the graph. Explain running and your heart rate increases when
why? exercising.
Marty’s heart rate increased because he
Teacher will direct students to use the provided was running and exercising.
sentence frame to structure their response. Marty’s heart rate increased while running
“Marty’s Heart Rate _______ because because he needed more oxygen.
_______.”
Students will wait to be dismissed until the teacher
Teacher will assess and review students’ exit ticket reviews their exit ticket response.
responses via google forms prior to dismissal.
EVALUATE - Teacher Does: EVALUATE - Student Does:
Evaluation is embedded throughout the lesson. Students will complete and submit various articles
Teacher will informally assess students and check of evidence throughout the lesson, as referenced in
for understanding via multiple modalities as the Evidence Section on page one.
referenced in the Evidence Section on page one,
such as the Exit Ticket, SJQ activity, and oral Students will additionally complete a formal
discussion. Teacher will collect and save student assessment at the completion of the unit. Students
exit tickets at the end of this lesson. These exit will select a disease of their choice and research
tickets will be reviewed prior to the consequential how that disease would affect Marty. Students will
lesson to determine student understanding and the present their findings in the style of their preference
level of review needed prior to advancing further in of their choice to demonstrate their mastery and
the unit. understanding of human body systems.
At the completion of the HBS unit, students will be
formally assessed via a project on diseases.
Students will be tasked with selecting a disease of
their choice and researching how that disease
would affect Marty. Students will present their
findings in a style of their choice (song,
presentation, paper, video, etc.).
NOTES:
Lesson in intended for delivery in an online/virtual setting.
Lesson is intended for a 50-minute period.
