Science Content Standards: Note
the following are examples.
Grade 5: Investigation and Experimentation California
Content Standards Life Sciences (2b, e)
2b - Students know how blood circulates through the heart
chambers, lungs, and body and how carbon dioxide and oxygen are exchanged
in the lungs and tissues.
2e - Students know how sugar, water, and minerals are
transported in a vascular plant.
Lessons Standards Search by Grade and Subject
Standards and Framework
California Content Standards
Content Standards Grades K-12 - Science - PDF Format
Students need a basic background in lab procedures,
and cooperative team.
Students must have a basic understanding that the body has
different systems to maintain its functions. Students will investigate
and acquire information about the parts of the heart and what its function
is to the human body by doing activities 1-6 on the student page.
Teacher can do 1 activity a day, or all activities in one
class period depending on your internet access for your students and your
Website for great teacher background info: The
Heart: A Virtual Exploration
Website for real heart photographs: The
Website for viewing blood vessels information: Tubular
Website for viewing the pulmonary, and circulation system:
Effective use of Internet resources
Worksheet, Student made Puzzlemaker Crossword, rubric
Worksheet is on the web under Student
Student creates a crossword to reinforce his/her vocabulary
skills about the heart parts. Student can actually test another students
knowledge by having that student do the crossword for homework.
Rubric can consist of monitoring how well the students answer
the questions on the quiz on activity 1, score how well your students are
able to move through the website and get 10/10 answers correct on Student
activity 3, or correctness on their crossword puzzle.
Students can find a website that describes how the heart
is connected to the human body.
Additional Websites to find Teacher background information:
Teacher can make a large map of the heart out of red and
blue tagboard that matches the one pictured on the student page in student
activity 4 link. Teacher can label each part of the heart or not
label, depending how difficult you want this to be. Teacher makes cards
for some students to hold, ex.: arm, leg, head, lung, liver, stomach,
small intestines,etc. Each student as a body appendage needs to hold some
bean bags. The lungs need to have a box of ping pong balls to start
with. The liver needs to have cards labeled waste. The small intestines
need to have cards labeled minerals.
Ex.: One student at a time can walk through
the heart as a blood cell going through the atrium to the ventricle.
Student can then go to the lungs, pick up oxygen (ping pong balls), and
carry oxygen out to an arm. Student drops off oxygen and picks up
carbon dioxide(bean bag) and takes it back through the heart to the lungs
where it exchanges it for oxygen. Each blood cell needs to collect waste,
minerals, carbon dioxide, and oxygen as it wonders through other parts
of the body. The same blood cell drops off these items at the appropriate
places in the body. The cycle repeats itself. This will reinforce
the function of the heart to the human body.
Enrichment lessons on the internet:
These are some additional lessons that can help your
students reinforce how the heart functions in the body. You can click
on the lesson name and it will link directly to the lesson.
a model of a cell.
imitation and dissection of heart.
is an enrichment lesson to test student heart rate.
Human Heart Sounds: www.geocities.com/HotSpringes/9596/
Structure of the Human Heart: www.sln.fi.edu/biosci/structure/structure.html
Integrated Music and Science: www.fi.edu/biosci/history/database.music.html
Integrated Literature with Science: www.fi.edu/biosci/history/database.lit.html
Map of the Heart: www.pbs.org/wgbh/nova/heart/heartmap.html
The Human Heart: A Living Pump www.atlcard.com/pump.html
Human Heart (Ventricle) www.harefield.nthames.nhs.uk/nhli/protein/hdvent/