How Does A Human Heart Compare To A Frog Heart?
Grade Levels: 10-12 Time Frame: 1 ½ periods
Big Idea: The goal of this activity is for students to learn about and compare the structure of the mammal heart and amphibian heart
by constructing 3-dimensional models of a human and a frog heart. Students also gain experience-interpreting diagrams as the model
for their directions.
Objective/Outcomes/Expectations
Students should learn that the human
heart has 4 chambers, compared to a
frog, which has 3 chambers.
Assessment
The appropriate number of chambers
should be present.
Students should learn the names of
the four (three in the frog) chambers.
Chambers should be labeled correctly.
Students should be able to differentiate
the right side of the heart from the left.
Chambers should be labeled right or left.
(Right Atrium, Left Ventricle etc.)
Students should know which side has
oxygenated blood and de-oxygenated
blood (and blood mixes in the frog).
Labels should be in red (oxygenated) or
blue (de-oxygenated), or purple (frog).
For higher level classes, the names of
the blood vessels can be included.
Straws (vessels) should be labeled correctly.
Materials:
Straws
7 Plastic or Paper Cups – although red & blue ones are ideal, any type will do
Scissors
Masking Tape or Glue (Tape sticks better to plastic cups)
Colored pencils or crayons: red, blue, purple
Heavy paper - cut up old file folders work well
Procedures
Building a Three-Chambered Heart Model
1. Remove the bottom of two paper cups, 4
cm from the bottom. Save the bottoms of
the cups.
2. Put a small hole (big enough for a straw
to fit through) into the center of the
bottom surface of the cups.
3. Put a small hole into the center of the
thick paper.
4. Place the two cup bottoms, open ends
facing down, on either side of the center
hole on the thick paper. Trace a circle
around each.
5. Trace another circle 1-2 cm larger than
the combined diameter of both cup
bottoms.
6. Cut two small flaps into the thick paper
in positions which will lie in the center of
the two cup bottoms. (Refer to the
diagram for placement.)
7. Label the two atria and the ventricle with
to better understand the labels.
8. Label the blood vessels with the direction
models of blood flow, and the appropriate
color.
Academic
Adaptations
When teaching it is helpful to
remember that not all students can
learn through discovery. Some
students are not able to processing
information at an abstract level
and/or through reasoning.
Therefore, doing a demonstration
can help students with processing
problems make a connection
between the information being
presented, using pasted information
and a connection to the lab being
done in class.
2. If possible to make 3.when
assigning students to groups it may
be helpful to may be helpful to pair
students with a cognitive or
learning disability to be paired with
a high level student.
4. depending on the severity of the
disability some students may need
to be assigned assigned a specific
job within the job so that they can
feel that they count and earn a
grade.
5. Remember to identify what way
the youth learns. For example does
the youth learn visually, audit orally
or through the use of all sense?
Behavioral/Social
Adaptations
1. As much as
possible, pair
students with less
ability to follow
directions with
someone of higher
ability.
Assistive
Technology
2. For students with
physical, or cognitive
disabilities they could
be give a picture of a
two- dimensional heart
to label. If writing is
particularly difficult
they could be given
mailing labels with the
terms on them to
adhere to the model.
2. Circulate around
room to ensure that
students are on task.
If a certain group of
3. The worksheet
students are off-task
or misbehaving, stand question again could
be saved as a template
near that group.
or printed out and the
3. Have all materials answer prepared on
for each group set out stickers to be adhered.
on trays ahead of
time.
4. Only have 1
partner per group
retrieve supplies.
Diagrams:
Background Knowledge:
The heart is a muscle that pumps blood. Even though all hearts pump blood, the hearts of different animals vary in several ways.
Hearts can be different sizes and shapes, and they can differ in the number of chambers they have. You know that your heart has
four chambers – two on the top (atria) and two on the bottom (ventricles). All mammals have four chambered hearts. On the other
hand, amphibians (frogs, salamanders) have hearts with three chambers – two atria, and one ventricle at the bottom. Fish have hearts
with only two chambers – one atrium and one ventricle.
When looking at a body (or organ) from the front, the right and left appear to be reversed.
(Ask students to figure out why this is.) In humans, the left side of the heart has oxygen-rich blood, and the right side has oxygen-poor
blood. Guide students to understand that oxygen-rich blood must be coming from the lungs and on its way to the body cells, while
oxygen-poor blood must be coming from the body and on its way to the lungs.
Staging/Tips:
-
Supplies can be place at each individual table, or at a central location for students to access.
Students can work in pairs – each participating in the construction of both hearts.
A completed model available for reference at the front desk is useful for students to see what the end result should look like.
To attach the thick paper circles to the tops of the cups, attach two pieces of masking tape to the inside of the cup, leaving a short
piece hanging out on each, and gently press onto the circle.
Worksheet Questions:
THREE-CHAMBER HEART
1. What kinds of animals have three-chambered hearts? __________________________
2. What are the names of the three chambers? __________________________________
3. Are the straws in the small cups arteries or veins? _____________________________
4. Is the straw in the large cup an artery or a vein? _______________________________
5. Describe the direction in which blood flows through a three-chambered heart: ________
___________________________________________________________________
6. Describe the condition of the blood in each chamber: ___________________________
___________________________________________________________________
7. What is a disadvantage of having a three-chambered heart? ______________________
___________________________________________________________________
FOUR-CHAMBER HEART
1. What kind of animals has four chamber hearts? _______________________________
2. What are the names of the four chambers? ___________________________________
3. Are the straws in the small cups arteries or veins? ______________________________
4. Are the straws in the large cups arteries or veins? ______________________________
5. Describe the direction of blood flow starting with the right atrium: __________________
___________________________________________________________________
6. Describe the condition of blood in each chamber: ______________________________
___________________________________________________________________
7. What is an advantage of having a four-chambered heart? ________________________
___________________________________________________________________
Other Resources:
www.pbs.org/wgbh/nova/eheart - has a heart “map”, shows blood flow, good information
www.sln2.fi.edu/biosci/heart.html – on-line heart exploration
This lesson was modified for science by the Science PK16 Leadership Team and accommodations were created by the Special
Education and Assistive Technology PK16 Leadership Team Members. The development of all lessons was supported by funding from
the PK16 UW System Technology Initiative Grant Project. The original source of the lesson was:
Title: "How do Hearts of Different Animals Compare?"
Book Title: Biology Laboratory Experiences
Pages: p.85-88
Year: 1988
Publisher: Merrill Publishing Company
Authors: Kaskel, Hummer, Daniel