Stage 3- UbD: Circulatory System
Learning Experiences
Heart Structure
Marzano
Content
Strategy
Comparing
Types of
circulatory
systems
Summarizing
Nonlinguistic
Structure of
representations the heart
and homework
and practice
Classifying and
homework and
practice
Nonlinguistic
representations
and comparing
Summarizing
Comparing
Nonlinguistic
representations
Summarizing
Cardiac cycle
Activity
We will use google images for diagrams of insect, fish, and squid circulatory systems. We will then compare
open vs. closed circulatory systems in addition to dingle vs. double circulatory systems.
Web-based: Evolution of the heart (see link below). Students will then identify whether each animal has a
single or double circulatory system.
Students will use their graphic organizers formed above to write a graded summary of the terms “closed”
and “double” circulation.
We will use computers to learn about the heart structure at learnerstv.com. This has talking labels of the
heart and an online drag and drop interactive labeling activity.
Students will label diagrams of the double circulatory system, including the chambers of the heart, the 2
types of circulation (systemic and pulmonary), and the names of the main blood vessels. This will be
practiced using the links below.
Sheep Heart Dissection: Students will work in pairs to dissect a sheep heart and later answer a number of
related questions.
Additionally, we will have one class set of a cow heart, double-injected shark, and double-injected cat.
These will be compared to the sheep hearts by individual groups.
Students
We will take notes on the cardiac cycle and then students will produce a table with the columns “Right side
of the heart” and “Left side of the heart” to describe the Cardiac cycle sequence of events.
Students will use the hyper heart activity on the library.med.utah site to learn about the cardiac cycle.
Students will draw diagrams of the events throughout the whole cycle that include the following details:
 Contraction and relaxation of cardiac muscle
 The status (open/closed) of the heart valves
This will be color-coded.
Students will make a summary graph of changes in pressure and volume on the left side of the heart during
one cardiac cycle. They will add in the time when each valve open and closes and annotate the graph for
Homework/pra
ctice
Blood Vessels and
Marzano Strategy
Nonlinguistic
representations
the evidence of this.
Students will complete a written assignment on heat action, including the roles of the:
 Sinoatrial node
 Network of cardiac muscle
 Ring of connective tissue between atria/ventricles
 Atrioventricular node
 Purkyne tissue
To review the unit, students will place in sequence different cards labeled with each of the events
occurring.
Transport
Content
Structure of blood
vessels
Summarizing
Nonlinguistic
representation
Nonlinguistic
representation
Composition of blood
Nonlinguistic
representation
Comparing
Tissue fluid, blood, and
lymph
Summarizing
Practice
Oxygen Dissociation
Activity
We will use our light microscopes to view prepared slides of arteries and veins. Students will
measure diameters and thickness of walls and make biological drawings at low and high
power of these.
We’ll have a whole class discussion of structure and function of vessels followed by this
written assignment (note: help sheet will be provided to guide students):
1) Describe the main structural features of arteries and veins.
2) Explain how the structure of capillaries is related to their functions.
Students will evaluate their peers’ writings, using a specified grading criteria.
Circulatory system game :
As a class, we will simulate the path of the circulatory system using the lesson that Matt and I
put together for our Marzano presentation.
We will use our light microscopes to view prepared slides of red blood cells (via blood
smears), make drawings of them, and compare them with other cell types, including white
blood cells
We’ll draw labeled diagrams of the different cell types.
As a class, students will label diagrams of capillary entworks in their notes and add colorcoded arrows for blood flow, formation of tissue fluid, and lymph
In small groups, students will construct a comparative table for blood, tissue fluid, and lymph
on large whiteboards. Then, we’ll do a carousel activity where students rotate through other
groups and add to their whiteboards.
Students will completed a timed writing assignment that is a written explanation of how tissue
fluid and lymph form from blood.
Groups of students will whiteboard out answers that require them to interpret oxygen
Summarizing
Comparing
Curves
High Altitude Biology
dissociation curves.
Students will conduct web-based research and make a summary of key points.
Students will use values obtained from a research article
(www.sportsci.org/traintech/altitude/wgh.html) to make comparisons and calculate
differences
Resources and Technology Integration
Print/reading materials:
 CIE “AS/A Biology” Chapters 8 and 9
 National Geographic, “Heart Anatomy”
 National Geographic, “Heart Function”
 American Heart Association, “About the Circulatory System”
 Heart Disease: http://www.pbs.org/wgbh/nova/heart/troubled.html
 How Your Heart Works: http://www.bostonscientific.com/lifebeat-online/heart-smart/how-your-heart-works.html?#chambers This
will be the reading for the cardiac cycle.
 ECG Article: http://www.bostonscientific.com/lifebeat-online/cardiac-procedures/electrocardiogram.html?
 Understanding heart failure: file:///Users/student/Downloads/CRM9-1759-0511_HFPatient_20pg.pdf
 Electricity of the heart: http://www.nobelprize.org/educational/medicine/ecg/ecg-readmore.html
Technology
Exploration
: Evolution
of the heart
Mapping
the Heart
http://www.mhhe.com/biosci/genbio/biolink/j_explorations/jhbch05.htm
http://www.pbs.org/wgbh/nova/body/map-human-heart.html
This interactive
allows students to
compare various
vertebrate hearts
in terms of:
structure,
efficiency, oxygen
delivery rate, and
separation.
Students will
individually
complete this
activity as a
Heart
labeling
exercises
Animations:
The
conducting
system of
the heart;
The Cardiac
Cycle
Practice
questions
http://highered.mcgrawhill.com/sites/0072495855/student_view0/chapter22/labeling_exercises.html#
http://highered.mcgrawhill.com/sites/0072495855/student_view0/chapter22/animation__conducting_system_of_the_heart.ht
ml
Images
Heart Structure: http://highered.mcgrawhill.com/sites/0072495855/student_view0/chapter22/difficult_multiple_choice.html
Vessels: http://highered.mcgrawhill.com/sites/0072495855/student_view0/chapter23/simple_multiple_choice.html
Blood: http://highered.mcgraw-hill.com/sites/0072495855/student_view0/chapter21/
http://www.pbs.org/wgbh/nova/heart/troubled.html
Readings
http://www.bostonscientific.com/lifebeat-online/heart-smart/heart-problems.html?
Interactive http://www.bostonscientific.com/lifebeat-online/heart-smart/heart-quiz.html?
quizzes:
label heart
chambers,
label heart’s
electrical
preview to the unit
and to help elicit
prior knowledge.
All 4 will be used
for practice prior
to heart dissection
Helps teach the
cardiac cycle
Provide good
opportunities for
homework and
practice
These will be
shown throughout
lessons to help
demonstrate the
importance of the
structures.
At the end of the
unit, students will
each choose a
heart problem to
learn about,
evaluate,
summarize, and
present.
These will be used
for homework and
practice
system,
name blood
vessels
Videos:
normal ECG
and the
ejection
fraction
Interactive:
ECG
Learner
http://www.bostonscientific.com/lifebeat-online/cardiac-procedures/echocardiography.html?
http://ecg.utah.edu/
Interactive;
Hyper
Heart
Interactive
Fact sheets
http://library.med.utah.edu/kw/pharm/hyper_heart1.html
Interactive
Tutorials:
anatomy,
conduction
system,
ECG,
Heart
valves,
sounds
tutorial and
quiz
http://www.vhlab.umn.edu/atlas/index.shtml
http://www.visibleheart.com/index.shtml
http://www.cardiosource.org/en/Practice-Management/Patient-Provider-Resources/CardioSmartPatient-Fact-Sheets.aspx
http://www.blaufuss.org/
More thorough
than necessary for
the curriculum but
will be used for
more advanced
students looking to
further their
understanding
Will be used to
learn the cardiac
cycle
Students will be
referred to these if
they have specific
questions/interest
s not covered in
the curriculum
This tutorial brings
the path of blood
up close and
explains the
implications of
various diseases.
ECG Game
http://www.nobelprize.org/educational/medicine/ecg/
This game gives
the proper depth of
information that
students will be
responsible for and
thus will serve as a
great, fun,
interactive review.