Lesson Plan | Socioemotional Learning | Animals: Circulatory System

Objectives

Duration: 10 to 15 minutes

The purpose of this stage is to provide students with a clear understanding of the lesson's objectives, highlighting the importance of differentiating and comparing animal circulatory systems. Additionally, this stage prepares students for the development of socio-emotional skills by encouraging them to recognize and understand how emotions can influence their learning process and interaction in the classroom.

Main Goals

1. Identify and describe the different types of circulatory systems in animals, including open and closed systems.

2. Compare the functional characteristics of open and closed circulatory systems in different types of animals.

Introduction

Duration: 15 to 20 minutes

Emotional Warm-up Activity

Calm and Focus with Guided Meditation

Guided Meditation

1. Ask the students to sit comfortably in their chairs, with their backs straight and their feet flat on the ground.

2. Request that they close their eyes and gently place their hands on their knees.

3. Begin the guided meditation with a calm and soothing voice, asking students to concentrate on their breathing.

4. Guide the students to take a deep breath in through their nose, feeling the air fill their lungs, and then exhale slowly through their mouth.

5. Continue guiding them, asking them to imagine a tranquil and safe place where they feel relaxed and at peace.

6. Suggest that as they breathe, they set aside any tension or worry, focusing only on the feeling of calmness and well-being.

7. After a few minutes, slowly ask students to begin moving their fingers and toes, gently awakening their bodies.

8. Conclude by asking them to slowly open their eyes and return their attention to the classroom, feeling more centered and focused.

Content Contextualization

The circulatory system is fundamental for the survival of all animals, from the smallest insects to the largest mammals. It is responsible for transporting nutrients, gases, and other essential elements throughout the body, ensuring that all cells receive what they need to function properly. But just as our body depends on this system to remain balanced and healthy, our emotions also directly influence our health and well-being.

For example, when we are stressed or anxious, our heart beats faster and our breathing becomes shallow, affecting the proper functioning of our circulatory system. On the other hand, when we are calm and relaxed, our heart beats more regularly and efficiently. By studying the different circulatory systems in animals, we can realize the importance of maintaining emotional balance to take good care of our own bodies.

Development

Duration: 60 to 75 minutes

Theoretical Framework

Duration: 25 to 30 minutes

**1. ### Main Components of the Circulatory System

Open Circulatory System: This type of system is primarily found in invertebrates such as arthropods and mollusks. In the open system, blood (or hemolymph) is not entirely confined within blood vessels. Instead, it is pumped into body cavities, where it bathes the organs directly. Example: Insects like grasshoppers have a tubular heart that pumps hemolymph into the hemocoel, where it comes into direct contact with body tissues. Definition: A system where blood does not circulate exclusively through blood vessels but is released into body cavities.

Closed Circulatory System: This system is found in vertebrates and some invertebrates like annelids. Here, blood circulates exclusively within blood vessels, providing a more efficient transport of nutrients and oxygen. Example: Humans and other mammals have a closed circulatory system, where blood is pumped by the heart and circulates through a complex system of arteries, veins, and capillaries. Definition: A system where blood remains within blood vessels, allowing for more controlled and efficient circulation.

Essential Components of the Circulatory System: Heart: A muscular organ that pumps blood throughout the body. Blood Vessels: Include arteries (carry blood away from the heart to the tissues), veins (carry blood back to the heart), and capillaries (allow for the exchange of nutrients and gases between blood and tissues). Blood: A fluid that transports oxygen, nutrients, hormones, and metabolic waste.

Comparison between Circulatory Systems: Efficiency: The closed system is more efficient in transporting substances, whereas the open system is less efficient but sufficient for the organisms that possess it. Energy: The closed system requires more energy to maintain constant and controlled circulation, while the open system requires less energy. Blood Pressure: In the closed system, blood pressure is higher and regulated, while in the open system, pressure is lower and less regulated.**

Socioemotional Feedback Activity

Duration: 30 to 35 minutes

Exploring Animal Circulatory Systems

In this activity, students will work in groups to create models of the different circulatory systems using simple craft materials. They will represent both the open and closed systems, including the main parts such as heart, blood vessels, and blood. After constructing the models, each group will present their work, explaining how the system works and comparing it with the other type of system.

1. Divide the class into groups of 4 to 5 students.

2. Distribute craft materials such as paper, cardstock, colored markers, glue, and scissors.

3. Each group should choose one of the circulatory systems (open or closed) to construct a representative model.

4. Guide students to include the main parts of the circulatory system in their models: heart, blood vessels, and blood.

5. After construction, ask groups to prepare a brief presentation (3-5 minutes) explaining the functioning of the system they built and comparing it with the other type of system.

6. Suggest that students use analogies and practical examples to facilitate their classmates' understanding.

Group Discussion

After the presentations, lead a group discussion using the RULER method to guide socio-emotional reflection:

Recognize: Ask students how they felt during the construction and presentation of the models. Were they anxious, excited, stressed? Encourage them to recognize these emotions in themselves and their peers.

Understand: Discuss the causes of these emotions. Did the pressure to present to peers cause anxiety? Did group collaboration bring excitement? Explore how emotions impacted the work dynamics and the quality of the presentations.

Label: Help students accurately name the identified emotions. Instead of just 'nervous', did they feel 'performance anxiety'? Instead of 'happy', did they feel 'satisfaction' or 'pride'? This aids in emotional precision.

Express: Encourage students to share these emotions appropriately. How can they communicate their emotions in a way that positively contributes to the learning environment?

Regulate: Finally, discuss strategies for regulating these emotions in the future. Breathing techniques, reflection pauses, and mindfulness practices can be valuable. Ask students how they could apply these strategies in other academic or personal situations.

Conclusion

Duration: 20 to 25 minutes

Emotional Reflection and Regulation

Ask students to write a paragraph reflecting on the challenges faced during the lesson, especially during the construction and presentation of the circulatory system models. They should identify how they felt at different moments, what strategies they used to cope with these emotions, and how these strategies helped or could be improved. Alternatively, lead a group discussion where students share their reflections verbally, promoting a supportive and mutual understanding environment.

Objective: The objective of this subsection is to encourage self-assessment and emotional regulation, helping students identify effective strategies for coping with challenging situations. This allows students to develop greater awareness of their emotions and learn to manage them constructively, both in academic and personal contexts.

Closure and A Look Into The Future

Lead a brief session where students set personal and academic goals related to the lesson content. For example, they may commit to studying more thoroughly the circulatory systems or applying emotional regulation techniques learned during the lesson in other school situations. Encourage students to write these goals down and share them with a classmate to promote mutual accountability.

Possible Goal Ideas:

1. Understand deeply the differences between open and closed circulatory systems.

2. Apply emotional regulation strategies in school stress situations.

3. Develop group work and oral presentation skills.

4. Establish a study routine that includes moments of self-reflection and mindfulness. Objective: The objective of this subsection is to strengthen students' autonomy and the practical application of learning, aiming for continuity in academic and personal development. By setting clear goals, students can direct their efforts more effectively and develop skills that will be useful in various areas of their lives.