Stephanie Rodert-2073206
EDUC 4729-Curriculum Specialization BIOLOGY
Assignment 2: Variety in Lessons
YEAR 11 HUMAN BIOLOGY
AREA OF STUDY 2: Physiology
‘Physiology is the study of the structure and function of living organisms,’ (SACE, 2013, p.15).
TOPIC: The Circulatory System
LESSON 1- The Blood
Time
Teaching Strategy / Justification
Student Activity / Resources
5mins
‘Question & Answer’ to introduce the topic. Students actively participate and answer the question
Teacher asks-‘What do you know about
given by the teacher. Students write notes in their
blood?’ The teacher tells students to write
workbooks. (Could mention its colour, blood types,
down a few points.
blood diseases, donating blood, depending on
students’ knowledge and interests etc.)
10mins ‘Chalk & Talk’ (view what the teacher will
Students are to copy down notes from the board so
write on the board in the table below) There
that they have a detailed collection of notes for
is time for the teacher to discuss a few ideas
revision. Students could add points or ask any
for each point before students move onto the questions to clarify what is to be done for the next
‘Jigsaw Activity’
activity.
20mins ‘Jigsaw Activity’ Teacher could choose to
Students in pairs/ groups or individually research one
group the class depending on interest,
function of the blood to teach to the class. Students
learning profiles or readiness. Could be in
will find out information on ‘how’ and ‘why’ the
friends groups, multi ability etc.
blood has a particular function. Students could choose
to use their textbooks, internet or other resources to
research. Only a small presentation is necessary.
10mins ‘Presentations’ Teacher is the scribe, adding Students present their findings to the class by either
notes to each dot point for students to note
choosing a speaker or each saying a few words or
later.
ideas.
5mins
‘Read & Write’ Teacher already noted a few Students copy down the notes off the board into their
important points from each presentation.
note books so that they all have a comprehensive set
of notes for revision.
FOLLOW UP- Teacher will need to check next lesson whether students did in fact write down all of the notes off
the board.
HOMEWORK- Students are to look up a YouTube clip on the blood and write down five key points... Points
could include; what the blood is made up of, the different types of cells and their functions, percentage of each
type, how long blood cells live for, where produced, how many red blood cells replenished each hour, how blood
promotes healing etc.
The Circulatory System
Blood
The function of blood is to transport the following:
 oxygen -from the lungs to the cells of the body
 carbon dioxide -from the cells of the body to the lungs
 food molecules -from the intestines to the cells of the body
 waste (urea) -from the liver to the kidney
 hormones -from glands to the target organs
 heat -from where it is produced to the internal organs or the skin
(modified from Cornerstone, 2013)
Justification of the Teaching Strategies Used:
‘Question and Answer’- It is important to pose questions to students before starting a new topic, at
the start of a lesson and throughout to increase their engagement, so that they are active participants in
creating knowledge, rather than passive receivers of information. In answering a question, the students have
to think, recollect and communicate what they know. There response can provide the teacher with some
important information as to students’ levels of readiness, interests and learning profiles. This can be
particularly helpful in starting a new unit to find out what the students already know and therefore what
level to start the unit and from what angle to go from. This also justifies the use of a pre-assessment as
explained below. Question and answer can be used as a part of any lesson, but not the entirety. Teachers
need to be aware of the types of questions they ask their students and they need to vary them. Some
questions asked should be simple closed questions that only require one word answers. There is also a need
to ask students open-ended questions which require them to use their knowledge and apply it to a problemsolving like question or a question with multiple answers. There are advantages of using this method,
including; using questioning as a pre-assessment to gauge what students know about a certain topic; and
questioning aloud can suit the verbal and auditory learner and learners with low literacy levels who struggle
to read and interpret written questions. However there are also disadvantages including the fact that some
students may not be confident to answer the question but this does not necessarily mean that they do not
have an answer to the question. Therefore, students should be given the opportunity to write their answers in
their books. This teaching strategy can be used to either consolidate students’ knowledge, or find out what
they already know about a topic which was done in this case.
‘Chalk and Talk’- Is a necessary teaching strategy so that students have the opportunity to write
down notes in their books so that they have a comprehensive set of notes for revision purposes. Talking and
explaining is an example of explicit teaching that is required in teaching science because discovery learning
is not always possible or practical. Many students also benefit from being shown and told what they need to
know. In this lesson ‘chalk and talk’ was used to introduce the students to some key points that they were
then told to research further for themselves. ‘Chalk and talk’ as a method of teaching provides students with
the foundations and knowledge to do further research and develop deeper understandings. However, it
should not be used excessively in the classroom because many students can become bored and disengage
with the lesson. The advantages are that a lot of content can be covered in a short time; however students
also need more hands on activities to consolidate and apply their understandings.
‘Jigsaw Activity’- This strategy is effective in year 11 because the teacher can get students to
research in more detail one aspect of the topic and then share this with the class so by the end of it the whole
class has a broader knowledge base. However I would not use this method in year 12 when it is more
important that each student knows all the key ideas in detail. Nonetheless, using this activity is positive
because it can allow students to research one aspect that they are more interested in, for example PE
students might be more interested in how the blood carries oxygen to the muscles. This method is also good
because it allows students to gain a greater and deeper understanding in one specific area. It is also known
that if one has to teach something to someone else, then they must know it themselves, so students are more
likely to be making connections with the content in this way.
‘Presentations’- When students are given a task to present to the class they are more likely to be
engaged because they are to present something to their peers. It has been well researched that when
assessments of any kind have a product and a purpose, students will perform better. Therefore, I have used
this technique in my lesson to help the students to get the most out of their learning and research.
To be able to ‘Read and Write’- are important literacy skills needed across all learning areas, and
therefore students will benefit from getting practice in performing these skills. Having students copy notes
off the board also helps to keep the class on track and focused, and using this technique at the end of the
lesson allows students to process what they learnt and writing it down can reinforce the ideas taught so that
they remember them.
LESSON 2- The Blood
Time
Teaching Strategy / Justification
Student Activity / Resources
5mins
‘Sharing’ teacher asks students to share what Students share what they found from the homework
they found out through doing their
task.
homework.
10mins ‘Read Handout’ (view the handout the
Students will follow along as the teacher reads out the
teacher will provide the students with below, sheet. This is good for students who have lower
item 1) The teacher will read the handout and literacy levels because this task takes the pressure off
also explain as they go along and give time
them to read and write to learn. They can listen
for questions as they arise.
instead.
5mins
‘Watch & Note’
Students will watch the clip and note anything that
‘Animation’
adds to what is already on the handout.
Teacher will play the YouTube clip.
https://www.youtube.com/watch?v=CRh_dAzXuoU
25mins ‘Online Tutorial/Quiz’ The teacher is freed
Students will be directed to the website below where
up to help individual students and move
they will explore the blood in more detail. They will
around the room. The teacher can take notes also answer the quiz questions on the blood and blood
on how the students progress through the
cells. Students can work their way through; the
quizzes, where their interests are, gaps in
hematocrit test, total red blood cell count, blood
their knowledge and therefore how to modify typing, white blood cell differential count and clotting
the teaching practice for next lesson.
or coagulation time. Students are able to work at their
own pace.
http://www.getbodysmart.com/ap/circulatory
system/blood/menu/menu.html
5mins
‘Wrap up Discussion’ The teacher will ask
Students will share information about what they did.
students what they found out, found
This helps students to be good communicators and
challenging and enjoyed.
sharers. Students are to write homework tasks in their
The teacher will present the homework task. diaries.
FOLLOW UP- The teacher would need to have taken the time to walk around the class and check that students
had written down their five points for homework from the previous lesson. This could be done while they work
through the online tutorials and quizzes. The teacher could also check that all of the notes had been copied down
from the previous lesson.
HOMEWORK- Students are to finish off one more quiz depending on where they got up to. They are also to come
to lesson with one interesting fact or figure about the blood. This creates interest and can help to make learning
fun and engaging or students. The fact that they find out may be of interest to them and could be current. Some
students may think about blood doping and its effects on the body since this has been in the news recently.... This
could spark up a discussion lead by students.
Some suggestions for interesting facts are:
Blood is about 5 times thicker (more viscous) than water.
The pH of blood is about 7.4 (slightly alkaline)
The average adult human has about 5-6 litres of blood.
About 60% of blood is plasma (and 90% of plasma is water).
About 40% of blood is red blood cells; there are about 25 million million red blood cells in the body.
2 million new red blood cells are made each second (and the same number broken down each second).
Each red blood cell travels about 1600km through the body in its lifetime.
Old red blood cells are broken down in the liver, bone marrow or spleen by phagocytes.
About 1% of blood is white blood cells; for every 1,000 red blood cells there is 1 or 2 white blood cells.
There are about 1 million million platelets in the body; each platelet lives for about 8 days.
FURTHER FOLLOW UP- Before moving onto the heart the teacher would need to check that students are
keeping up with the content and some suggested questions for revision are included below and could be used to
start the next lesson...This is a ‘Pre-Assessment’
Some questions for revision:
1. Complete the table below which summarises the components of blood.
Component
Structure
Function
plasma
red blood cells
white blood
cells
platelets
2. The blood main role is “transport”. What sort of “things” are transported by the blood?
3. Red blood cells contain the pigment haemoglobin. What is the function of haemoglobin?
4. What is the significance of the shape of a red blood cell?
5. Why do cells require oxygen?
6. Explain why carbon dioxide must be removed from cells.
Justification of the Teaching Strategies Used:
‘Sharing’- is a good technique to use to start a lesson because students will automatically be engaged
in the lesson. Sharing also allows students to actively participate in the lesson. It is also important to hear
from different students who may have picked up some interesting information or different information that
others hadn’t remembered. Sharing is inclusive and it is a good way to engage all students because there is
no right or wrong answer. Students are simply sharing what they saw or found out.
‘Read Handout’- It is important that teachers try to reduce the demand on students to constantly read
and write because this can cause them to become distracted and loose interest in the content. Therefore, if
the teacher reads out the handout students can follow along. If some particular students are not listening then
they could be asked to read the handout so that they are not distracting other students from learning.
‘Watch and Note’- This technique allows students to develop the skills needed to be successful in
higher education facilities such as universities and TAFE’s where lectures are the main form of receiving
and learning information. Watching a clip and being able to pick out the important information is also a
necessary skill for students to gain practice in, and note taking is also an essential skill.
‘Animations’- can be used to engage students because they are interactive and fun to watch. They
can also be used as a revision tool to go over content that has already been explicitly taught, or as an
introduction to gain students attention and focus. The use of animations in this lesson provides students with
a visual grasp of complex ideas and they can gain an insight into what the blood might look like.
Animations are beneficial to aural and visual learners and student who struggle to grasp the more detailed
processes when reading or just listening. In this lesson it means the class can do a quick revision of some
key concepts which leaves time to complete tasks which help to develop the knowledge they have just
learnt. The animation is available on YouTube-a website which does not require any form of membership.
Therefore, the students can access it at any time if they wish.
‘Online Tutorial/Quiz’- allows the teacher to be freed up to help individual students and direct them
so that they too can get the most out of the lesson. It also allows the teacher to ask individuals different
questions to push them further in their learning. This technique helps students to be more independent
learners because they have to go through the tutorial first, read and understand the information and then
answer the quiz questions. It helps students to be self-directed learners and learn to work at their own pace.
Some students may learn that they need to take down a few notes while working through the tutorials and
others may need additional help to complete the quizzes such as their textbooks, internet or other resources.
The teacher may need to stop the lesson at some points to clarify certain processes if students are not
understanding from doing the tutorials. However, it is important to allow students the time to read
information and work independently through set tasks. These are important skills to learn before entering
year 12. The teacher is also able to see how the students are going by looking at their quiz scores and
through asking questions.
‘Discussion’- allows students to voice their opinions and ask any questions that they need clarified.
This is a good technique to wrap up the lesson and possibly spark up an interest in students that they can
then look up for homework. Discussions can also clear up any misconceptions that students might have had
while working through the quiz and will therefore allow them to complete their homework. Discussion
allows students a chance to reflect on the information and bounce ideas off each other. It also provides the
teacher a chance to assess how well the students have taken in the information.
‘Pre-Assessment’- allows teachers to gauge student’s knowledge of the content so far, any areas that
have been missed and therefore need to be re-taught or further explained. Pre-assessment determines what
should be done in the next lesson. Pre-assessment allows the teacher to gauge where each student is at and
their knowledge at a given point in time. It is important that the teacher knows where every student is at
with their learning so that the lesson can be beneficial for all learners.
Item 1: Handout
Components of blood
Blood consists of:
-red blood cells (rbc, red corpuscles, erythrocytes)
-white blood cells (wbc, white corpuscles, leucocytes)
-platelets
plus all of these cellular components are suspended in a liquid called
plasma
Plasma:
 non-living (acellular) component
 makes up approx. 60% of the blood’s volume
 contains -mainly water
-dissolved salts
-food molecules (monosaccharides, amino acids, lipid
droplets, nucleotides, vitamins)
-waste molecules (urea)
-hormones
-various proteins (albumin
antibodies -to protect the body from invading germs and cells
fibrinogen -for blood clotting)
Red blood cells:
 the most numerous component of the blood
 ~200,000 million made and destroyed each day (1% of the total)
 made in the spleen and bone marrow (mainly in the skull, spine, ribs, sternum, femurs, humeri)



each cell survives about 120 days or 4 months before it is broken down
structure: -biconcave disc
-no nucleus
-cytoplasm packed with red pigment (haemoglobin)
function: to carry oxygen and some carbon dioxide
White blood cells:
structure:
-no set shape
-do have a nucleus
function:
-defence against invading germs or toxins or foreign cells
a large variety of cell types which fit into two main groups: -phagocytes which engulf and digest germs
-lymphocytes which make antibodies
Platelets:
 fragments of special blood cells made in the bone marrow
 involved in blood clotting
LESSON 3-The Heart
Time
Teaching Strategy / Justification
Student Activity / Resources
10mins ‘Powerpoint & Talk’ Teacher introduces the Students watch and take down notes from the
heart; its structure and function. Within the
powerpoint. ‘Watch, listen and note take’
slides there are pictures that the teacher uses
to explain.
5mins
‘Animation’ The teacher shows the students Students watch the animation, after which they are
an animation of a beating heart. After the
able to ask any questions.
animation the teacher asks if there are any
http://www.youtube.com/watch?v=oZ1_TAwCUWw
questions that need clarifying.
30mins
‘Worksheet’ Teacher provides students with Students can choose which animations they look at to
a worksheet to consolidate their knowledge
assist them with the worksheet activity.
of the heart. The teacher can go around the
http://www.smm.org/heart/heart/top.html
room and answer any students’ questions.
This is another website that students can use to help
There are sample questions that would be
them work through labelling their own diagram of a
included in the worksheet below.
heart. Other resources that students can use include
their textbooks, peers and the teacher.
http://medmovie.com/mmdatabase/MediaPlayer.aspx
5mins
‘Wrap Up’ The teacher will ask different
Students are actively participating and communicating
students to give their answers to the
their answers. This technique allows students to share
worksheet questions.
their answers and understandings. It also helps to build
confidence in students to have an active voice in the
classroom.
FOLLOW UP- There will be a short quiz on the heart at the beginning of next lesson so all students must have
answered all the questions on the worksheet. Next lesson the teacher would collect their books while they do the
short quiz to check that all students are on track and had done the worksheet questions. Students will therefore
answer the quiz questions on blank spare paper to hand up to the teacher who can then check for understanding.
HOMEWORK- Students are to finish answering their worksheet questions if they had not already done so and
they are also to do some revision for the quiz. Furthermore, students are to read the practical sheet ready for their
next lesson.
Worksheet Activity:
1. Draw a simplified diagram of the heart and on it label;
 the left and right atria
 the left and right ventricles
 draw in and label the heart’s valves
 label the blood vessel leading to and from the heart
 add arrows to show the direction of blood flow
 colour the arrows to represent oxygenated and deoxygenated blood
2. What is the function of valves in the heart?
3. Complete the table below which summarises information about blood vessels.
Artery
Capillary
Vein
Function
Direction of flow
Thickness of wall
Pressure of blood
4. Blood oozes from a cut vein, rather than spurting out as it does from a damaged artery. Explain this
difference.
Justification of the Teaching Strategies Used:
‘Powerpoint’- is a good way to explicitly teach content and it is more interesting for students to
watch compared to chalk and talk. Powerpoints must not be too long though otherwise students do become
disengaged. Powerpoints should have relevant pictures, images or animations to visually represent ideas
instead of having slides containing endless sentences of information. Powerpoints can be useful in lessons to
help students grasp processes and how organs work in a step-by-step process. It is useful for teachers to
have important information that they want to teach on PowerPoint slides, that can be used for years to come,
or that other teachers could also modify and use. Animations and pictures are used to assist the presentation
but are not the entire thing. The topic for the presentation requires students know a lot of detail that they
cannot receive with the animation/pictures alone. The teacher should also ask questions and prompt students
for feedback throughout the show. The PowerPoint should also be accessible to students for revision
purposes.
‘Watch, listen and note take’- This technique allows students to develop the skills needed to be
successful in higher education facilities such as universities and TAFE’s where lectures are the main form of
receiving and learning information. Therefore, it is good for students to practice these skills. This technique
also helps to keep students engaged and focused on the content of the lesson. They are also more active and
involved in this way, compared to just listening.
‘Animation’- as explained above will assist all learners’ especially visual learners to see exactly
what happens in the heart. Animations give visual representations and allow students to see what would
happen in real life. Students usually need to see visual representations especially of processes to learn.
‘Worksheets’- help to keep students on task and helps them to realise what they know and what they
don’t know. Having students working also frees up the teacher to allow him/her to circulate the room and
answer any students’ questions, help students who are struggling and ask open-ended questions to push
students who have a concrete knowledge base on the topic already. The worksheet also asks students to
draw a diagram of the heart and label it which is an important skill. If students can draw something then this
often becomes concrete knowledge, and they will then be able to have a mental picture in their head of how
the heart works. This strategy can help visual learners as well. This technique is useful to biology as many
concepts have both a written and visual component.
Item 2: Practical
Year 11 Biology
Blood and Circulation: Dissection of the Heart
Procedures to follow:
1. Dissection tools are sharp- BE CAREFUL.
2. Gloves must be worn.
3. Apron must be worn.
4. NO careless actions or inappropriate behaviour will be tolerated.
5. Dissecting kits are complete and clean. They should be returned in the same order.
6. All waste should be wrapped in paper and placed in the bin.
7. Tables, sinks and dissecting trays should be cleaned.
Clues to identify structures of the heart
 The front of the heart tends to be broader and wider than the back.
 Many of the vessels are located on the top of the heart.
 The apex, point at the bottom of the heart, tilts to the right as you are looking at the front of the heart.
 The right of the heart (right atrium and right ventricle) are to the left when looking at the front of the heart and
the left side of the heart (left atrium and left ventricle) will be on your right side.
 The superior vena cava is located on the right side of the heart in the back of the heart.
 The inferior vena cava is located also on the right side of the heart in the back of the heart, but lower than the
superior vena cava.
 The aorta is on the left side of the heart in the back; it is very large and the walls are very thick. It may appear
like a large hole in the back of the heart.
 The pulmonary artery is located in the front on top; the base of this artery is in the centre of the front of the
heart.
 The pulmonary veins are located behind the pulmonary artery on the top.
 You might be able to view the semi-lunar valves if you have a good specimen.
 There are differences in the thickness of the heart muscle; the left heart muscle is thicker than the right.
 The coronary arteries can be located on the outer surface of the heart muscle. The coronary arteries directly
come off the aorta and feed the heart muscle.
Dissection of heart:
1. Examine the exterior of the heart. Locate the ventral and dorsal sides. Find the superior and
inferior vena cava, entering the right atrium.
2. Locate the pulmonary artery, coming up from the right ventricle.
3. Find the pulmonary veins, entering the left atrium.
4. Locate the aorta, leaving from the left ventricle.
5. Determine the location of the right ventricle and left ventricle. Right side will be softer.
6. Determine the ventral and dorsal sides of the heart.
7. Make a cut next to the septum into the right ventricle on the ventral side of the heart. Cut from
the top of the heart toward the apex.
8. Open up the right ventricle. Observe the tricuspid valve. Observe the semi-lunar valve at the base
of the pulmonary artery.
9. Make a cut up into the right atrium. This will help you to observe the valves of the heart.
10. Repeat step 3 for the left ventricle.
11. Open the left ventricle and observe the bicuspid valve. Observe the semi-lunar valve at the base
of the aorta.
LESSON 4-The Heart
Time
Teaching Strategy / Justification
Student Activity / Resources
10mins ‘Quiz’ Teacher hands out the quiz for
Students are to complete the quiz individually in
students to complete on a separate piece of
silence. They are not to use any resources including
paper and collects students’ workbooks for
their textbooks, internet, phones etc. Once they are
checking at the same time.
finished they are to hand up their quiz answers to the
teacher.
5mins
‘Discussion’ Teacher initiates a discussion
Students can contribute and add ideas and reasons for
on the prac including how and why we need safety procedures.
to wear safety equipment in the lab.
25mins ‘Practical Activity’ Teacher directs students
Students follow the practical sheet. They may work in
and helps them complete the practical.
pairs or small groups depending on the number of
hearts supplied. They must show the teacher that they
can identify each part listed on the practical sheet.
Students will need all equipment listed on the practical
sheet and a heart to dissect.
10mins ‘Wrap Up’ and clean up. Teacher directs
Students are to return complete dissecting kits once
students to pack up and clean up, and then
they have been cleaned. They are also to wrap all
discusses the main parts that students should waste materials in newspaper and throw it in the bin
now be familiar with. The teacher may ask
provided. Tables, sinks and dissecting trays should
students what they found interesting about
also be cleaned and disinfected. Students may share
working with the hearts.
that they think the actual heart looks much different
Teacher introduces their homework task and from diagrams and models and that it may have been
suggests that students could choose their own difficult to label all of the parts.
topic as long as they get it cleared by the
Students are to choose a homework task.
teacher first.
FOLLOW UP- The teacher should address students at the end of the lesson if they did not complete the worksheet
activities for homework. I would do this before handing them back their workbooks. Furthermore, as follow up the
teacher will mark the students’ quizzes and return them next lesson so that students can see where they are up to
with their learning. Marking the quiz also allows the teacher to see where the students are at with their knowledge
on the heart and therefore can decide whether the whole class or just individuals need some more support in
learning the content.
HOMEWORK- Students are to research what happens when someone suffers from a cardiac arrest or they have
the option to learn more about atrial fibrillation. They are to note possible causes, symptoms and treatments.
Students could also be given the option to choose a topic to research as long as it relates to the heart, blood and
circulatory system. This allows students to work within their interests because they may have known someone or
even a family member that suffered from either a cardiac arrest ‘heart attack’ or fibrillation. They could also use
information that they could have seen on news and current affair programs. This helps students to see that what
they are learning is current and important. These medical conditions are also likely to be of interest to students.
Justification of the Teaching Strategies Used:
‘Quiz’- This type of formative assessment puts less pressure on students and they are less likely to
stress about the task. Therefore, they are more likely to perform better and show what they know. Quizzes
do however allow the teacher an insight into what students have learnt and what they haven’t learnt. Gaps in
their learning will be made evident and different misconceptions may be found out. This then allows the
teacher to modify their teaching practice and misconceptions can be cleared up. It is also good for students
to learn how to work individually and answer test like questions in silence in preparation for year 12. It is
also good practice for them to learn how to revise and study for a test. Some questions in tests should be
multiple choice, short answer and long answer questions so that students are being exposed to what they are
likely to expect in an exam. This is especially the case if the students are completing a summative test.
‘Discussion’ allows the teacher to cover all of the safety information quickly and effectively. It also
allows students to actively participate and give reasons for the safety requirements. Students should be
actively involved in the discussion.
‘Practical Activities’-are essential in biology for students to develop deeper and more concrete
understandings of biological concepts and processes. In this case students are able to see and touch the heart
and explain how it works. This is a hands-on activity that will suit many learning styles especially the
kinesthetic and visual learners. They are able to see and manipulate the heart to learn the different parts by
looking and touching. They are also able to practice their skills in the lab including using a scalpel for
dissections. They are also actively carrying out safe laboratory procedures. Practicals allow students the
chance to utilise and develop practical skills that professionals use. It is also a more fun way to learn by
being actively involved. In this lesson the students had also just completed a quiz therefore it is a good way
to break up the lesson to maintain students’ interest and help alternative learning styles.
‘Wrap Up’ gives the lesson some closure. Allows students to reflect on the lesson and what they
have learnt.
LESSON 5-The Heart
Time
10mins
5mins
10mins
20mins
5mins
Teaching Strategy
‘Discussion’ of homework. The teacher will
group students depending on whether they
chose to research cardiac arrest or atrial
fibrillation. The teacher can circle the room
and listen to the discussions and what the
students found out. This will also give the
teacher a good idea of who did the
homework and who did not.
‘Animation’ the teacher could show an
animation of what the heart looks like when
it is unhealthy i.e. beating irregularly or
having a cardiac arrest. They could also
show how a pace maker works.
‘Revision of Quiz’ The teacher will hand
students back their quizzes and will discuss
which questions students struggled with and
which questions were generally done well.
The teacher will also iron out any
misconceptions.
‘Role play’ the teacher will allocate students
or allow the students to choose a role, to act
out how the heart beats and the way blood is
pumped from the heart to the lungs, back to
the heart and around the body. The teacher
may allow students to do this outside.
‘Wrap Up’ the teacher will ask students if
that exercise helped them to understand how
blood circulates through the body and how
the heart works.
Student Activity/ Resources
When students are placed in their groups they are to
share what they found out. They are then to collate
their information and present a short reflection on
their findings. This information could then be used
towards a research assignment.
Students watch the animation.
http://medmovie.com/mmdatabase/MediaPlayer.aspx
Students can see how they went with the quiz, the
questions they got right or wrong. This then allows
them to do more revision on what they struggled with.
They are also able to see what they know and don’t
know. Students may ask questions to justify why they
got certain questions wrong.
Students will need to cut out and hold a label of what
they are and then work together to show how the heart
works. (View labels below) Students should let the
teacher know when they think they have it done
correctly and then they can act out how the blood
circulates. Each student in their specific role should
explain what happens when the blood gets to them or
if they are carbon dioxide for example, they should
explain what they do and when they are picked up by
the blood and then what happens to them. Students
could then swap roles depending on the time.
Students should respond openly and honestly.
FOLLOW UP- The teacher would need to do a formative test on the content to see how students are progressing
through the unit.
HOMEWORK- Students are to go over their quizzes and correct any questions they got wrong.
Justification of the Teaching Strategies Used:
‘Discussion’- allows students to voice what they have found out and working in groups allows them
to be confident to speak in front of the class because they are discussing what their group found out and not
just their personal ideas. This grouping of students also allows them to work with students that they might
not usually work with because the groups are decided by what they chose to research. This task also allows
students to learn from each other.
‘Animation’ as explained previously gives students a visual image of what it looks like when a heart
is fibrillating or undergoing cardiac arrest. It is important to show students what it looks like so they have a
mental image when it is being discussed.
‘Revision of Quiz’ It is important to go over quiz questions with students so that they understand
why they got certain questions wrong and therefore gives them skills and techniques to modify what they do
for next time. The teacher would need to explain some answers and clarify meanings. This also motivates
students to go over their own work and see where they went wrong and correct it so that they get it right in
the formative and summative tests.
‘Role Play’ is a fun way to include all students in an engaging way and there is still meaningful
learning taking place. This different technique also allows different students in the class to step up and lead
others. Those drama students may also really enjoy this activity along with other kinesthetic learners. It is
also a good idea to get students up and out of their seats to actively participate in their learning. Moving
around and having students explain their roles can also help students to remember the information, rather
than always reading textbooks and taking notes.
‘Wrap Up’ Asking students if that exercise helped them to understand how blood circulates through
the body and how the heart works gives the teacher an insight into how students learn and whether to use
that activity again with the next class. Also if students were not disciplined and just mucked around then the
teacher would need to be stricter in setting up the activity. The activity could be modified so that students
are to be silent while setting up the role play and only speak when they are presenting it. Furthermore, the
role play could be practiced and then performed to junior science classes. This provides students with a
purpose to learn the information and a product to work towards.
Item 3: Role-play roles
BODY
LUNGS
DE-OXYGENATED BLOOD
OXYGENATED BLOOD
RIGHT ATRIUM
LEFT ATRIUM
SUPERIOR VENA CAVA
INFERIOR VENA CAVA
PULMONARY VALVE
OXYGEN
PULMONARY ARTERY
PULMONARY VEINS
AORTA
MIRAL VALVE
RIGHT VENTRICAL
LEFT VENTRICAL
RIGHT-TRICUSPID VALVE RIGHT-SEMI-LUNAR VALVE
LEFT-TRICUSPID VALVE
AORTIC VALVE
LEFT-SEMI-LUNAR VALVE
CARBON DIOXIDE
Note that it is likely that there will be more than 22 students in your class therefore more than one student
can be the blood, oxygen and carbon dioxide. However, if time permits, students should swap roles to revise
other parts of the heart and their function/roles.
(Teachers Notes) How Your Heart Works-Blood Flow
All blood enters the right side of the heart
through two veins: The superior vena cava
(SVC) and the inferior vena cava (IVC) (see
figure 3).
The SVC collects blood from the upper half of
the body. The IVC collects blood from the lower
half of the body. Blood leaves the SVC and the
IVC and enters the right atrium (RA) (3).
When the RA contracts, the blood goes through
the tricuspid valve (4) and into the right
ventricle (RV) (5). When the RV contracts,
blood is pumped through the pulmonary valve
(6), into the pulmonary artery (PA) (7) and into the lungs where it picks up oxygen.
Why does it happen this way? Because blood returning from the body is relatively poor in oxygen. It needs
to be full of oxygen before being returned to the body. So the right side of the heart pumps blood to the
lungs first to pick up oxygen before going to the left side of the heart where it is returned to the body full of
oxygen.
Blood now returns to the heart from the lungs by way of the pulmonary veins (8) and goes into the left
atrium (LA) (9). When the LA contracts, blood travels through the mitral valve (10) and into the left
ventricle (LV) (11). The LV is a very important chamber that pumps blood through the aortic valve (12)
and into the aorta (13). The aorta is the main artery of the body. It receives all the blood that the heart has
pumped out and distributes it to the rest of the body. The LV has a thicker muscle than any other heart
chamber because it must pump blood to the rest of the body against much higher pressure in the general
circulation (blood pressure).
Here is a recap of what we just discussed. Blood from the body flows:







to the superior and inferior vena cava,
then to the right atrium
through the tricuspid valve
to the right ventricle
through the pulmonic valve
to the pulmonary artery
to the lungs
The blood picks up oxygen in the lungs, and then flows from the lungs:







to the pulmonary veins
to the left atrium
through the mitral valve
to the left ventricle
through the aortic valve
to the aorta
to the body
Following lessons: The teacher could provide students with revision questions similar to the ones below.
Then the students would need to do a test to determine where they are at with their learning.
Item 4: Revision Questions
REVISION QUESTIONS
Compare the following and state some of the differences:
a) red blood cells and white blood cells
b) atrium and ventricle
c) left side of the heart and the right side of the heart
d) systole and diastole
e) pulmonary artery and pulmonary vein
f) vena cava and aorta
g) “lubb” and “dupp”
h) tricuspid valve and a semi-lunar valve
i) oxygenated and deoxygenated blood
j) an artery and a vein
k) a capillary and an artery
l) blood in a vein and blood in an artery
Item 5: Formative Unit Test
Year 11 Biology
Circulation
Circle your choice of answer for the first five questions:
1.
If a small blood clot breaks from an artery in the leg, it is most likely to get stuck in and block up:
J.
K.
L.
M.
2.
a capillary in the leg
the coronary artery (in the heart)
a small artery of the lungs
a blood vessel supplying the brain
Which of the following describes a possible path of a red blood cell through the human body?
J.
K.
L.
M.
heart, kidney, heart, lung, heart, intestine
heart, lung, kidney, intestine, heart
heart, lung, heart, kidney, liver
heart, kidney, lung, intestine, liver
3.
Which of the following is a true statement?
J.
K.
L.
M.
4.
Deoxygenated blood is found in the:
J.
K.
L.
M.
5.
the semilunar valves are closed during systole
the left ventricle relaxes during systole
arteries contain pocket valves
the bicuspid valve closes during systole
vena cava and pulmonary vein
aorta and pulmonary artery
vena cava and the pulmonary artery
aorta and pulmonary artery
People living at high altitudes have certain features of their circulatory system which help them to cope
with the lower levels of oxygen.
Which of the following would not help their bodies cope with low oxygen levels:
J.
K.
L.
M.
increased number of red blood cells
increased number of white blood cells
increased volume (amount) of blood
increased amount of haemoglobin in the blood
(5 marks)
6.
Answer the following “True” or “False”?
Arteries carry blood away from the heart
_________
The smallest blood vessels are veins
_________
Most veins carry oxygenated blood
_________
Capillaries carry blood between arterioles and venules
_________
Veins have thin walls and contain valves
_________
(5 marks)
7.
Complete the following sentences:
The circulatory system is made up of _________________________________________
________________________________________________________________________
(3 marks)
The walls of the heart are made up of ________________________________________
(1 mark)
The function of the circulatory system is to ____________________________________
8.
________________________________________________________________________
(2 marks)
The nonliving, yellow (straw) coloured portion of the blood is called ________________
(1 mark)
The function of platelets is to _______________________________________________
(1 mark)
Name the parts indicated by arrows in the following diagram of the heart:
9.
On the diagram above draw arrows to show the flow of oxygenated blood through the heart.
10.
What is happening to the blood in the structure indicated by a
(6 marks)
(1 mark)
during systole?
_____________________________________________________________________________ (2 marks)
11.
Why is the wall of the left ventricle thicker than the wall of the right ventricle?
_____________________________________________________________________________ (2 marks)
12.
Name the following:
a cell in the blood involved in fighting germs
____________________________
the valve at the entrance to the pulmonary artery
____________________________
a blood vessel through which food molecules can pass
____________________________
red chemical involved in carrying oxygen in the blood
____________________________
(4 marks)
TOTAL=
/ 42
Justification:
This is a formative test and therefore contains different types of questions including; multiple choice,
true false answers and short answer questions. If it was a summative test I would also include some long
answer questions and depending on what stage they are at in the year I would give them an extended
response question so that they gain experience in what is expected in answering these types of questions.
This is in preparation for year 12.
Further Resources:
Blood Tutorial
http://www.getbodysmart.com/ap/circulatory/menu/circulatory.html
Heart Structure
http://www.smm.org/heart/heart/top.html
Pumping of the Heart
http://www.medmovie.com/p_in_interactives.htm
Normal heart beat, Normal valves
Video of beating heart
http://www.atenmedicalart.com/anim/heart.htm#
General Websites
http://science.nhmccd.edu/biol/ap2int.htm
References
Cornerstone College. (2013). Year 12 Biology-Human Biology. Mt Barker: Cornerstone College
Press.
Lecornu, B., & Diercks, T. (2002). Biology-Levels of Life (2nd ed.). Adelaide: Briton Books.
SACE. (2013). Biology 2013 Subject Outline-Stage 1 and Stage 2. Wayville SA: SACE
Board of South Australia.