Students are asked to sit on the meeting place rug for science time. With the K-W-L chart that we did in lesson one, I will review the chart.
With a poster of the human heart hanging, I ask, "Does anyone know what this is a picture of?". I listen for student responses. If a student knows that it is a heart, I acknowledge him/her and move on. If no students know, I will say, "This is what a human heart looks like."
I then ask, "Do you know what the heart does for the human body?". I give a minute of think time and then I use turn taking sticks to choose students to call on for answers. Turn taking sticks ensure that I call on different students each time and that students who may not raise their hand also get a chance to add to the discussion.
I record their responses on chart paper.
When teaching kindergarten students a lesson on something such as this, I like to use a real photo of the object I am teaching about so that they students understand what the object really looks like. Since the human heart is within the body and students cannot see it, they may have a different picture in their head of what it may look like.
While the students are still on the meeting place rug, I ask them to stand up. I show the students how to feel their pulse in their neck.
I ask, "What do you feel?" and "Why does it feel like that?" and I wait for students responses.
I then ask students to do 10 jumping jacks and then to check their pulse again. I ask, "Is your pulse faster now or slower?"
We talk about what has happened to your heart rate because of the exercises.
We continue to sit of the rug and I read a story to the class called Your Heart. (Scholastic Science Vocabulary Readers)
As we go through the pages of the book, I stop and ask clarifying questions and/or I simplify the text for better understanding.
This book does a good job of explaining in simple terms what the heart does to pump blood through the body. I choose to read this story because of the simplicity for kindergarten students. Often times in non-fiction science texts, the vocabulary is difficult to understand because they are words that the students are not familiar with. This series of books is written at an early childhood level.
After reading the story, students are asked to quietly go back to their seats to work on a "heart" project.
Students will make a paper diagram of the human heart. The paper diagram will include red and blue to represent that blood going in from the lungs and out to the body. (this is discussed in the book we read earlier)
While making the paper diagram, I will be making one in front of the class as well.
I pass out the paper with the human heart. I put mine under the document so that we can work on the heart together. We talk about the major parts of the heart and label the diagram and color it as needed.
These paper diagrams will be sent home so that students can share with their families what they learned about the human heart in this lesson.
I explain to students that scientists are often making diagrams of the things that they study in order to have artifacts to help them learn and grow. We made a diagram in order to help us remember the main parts of the heart.
Students are asked to come back to the meeting place rug to add to our K-W-L chart under the "What we learned" column.
I use the turn taking sticks to call on a few students to help add to our chart. I also ask the students if they have any additional questions that need to be added to the chart.
We come back to the chart in every lesson so that we can review what we've already learned and because as we learn, it sparks new questions for students. Learning new information causes students to be curious about new things and concepts and I think the chart guides students in their own learning. They are able to add to it each lesson.