Stephanie Rodert-2073206EDUC 4729-Curriculum Specialization BIOLOGY

Assignment 2: Variety in Lessons

YEAR 11 HUMAN BIOLOGYAREA 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 BloodTime Teaching Strategy / Justification Student Activity / Resources5mins ‘Question & Answer’ to introduce the topic.

Teacher asks-‘What do you know about blood?’ The teacher tells students to write down a few points.

Students actively participate and answer the question given by the teacher. Students write notes in their workbooks. (Could mention its colour, blood types, blood diseases, donating blood, depending on students’ knowledge and interests etc.)

10mins ‘Chalk & Talk’ (view what the teacher will write on the board in the table below) There is time for the teacher to discuss a few ideas for each point before students move onto the ‘Jigsaw Activity’

Students are to copy down notes from the board so that they have a detailed collection of notes for revision. Students could add points or ask any questions to clarify what is to be done for the next activity.

20mins ‘Jigsaw Activity’ Teacher could choose to group the class depending on interest, learning profiles or readiness. Could be in friends groups, multi ability etc.

Students in pairs/ groups or individually research one function of the blood to teach to the class. Students will find out information on ‘how’ and ‘why’ the 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 notes to each dot point for students to note later.

Students present their findings to the class by either choosing a speaker or each saying a few words or ideas.

5mins ‘Read & Write’ Teacher already noted a few important points from each presentation.

Students copy down the notes off the board into their 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 SystemBloodThe 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 problem-solving 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 / Resources5mins ‘Sharing’ teacher asks students to share what

they found out through doing their homework.

Students share what they found from the homework task.

10mins ‘Read Handout’ (view the handout the teacher will provide the students with below, item 1) The teacher will read the handout and also explain as they go along and give time for questions as they arise.

Students will follow along as the teacher reads out the sheet. This is good for students who have lower literacy levels because this task takes the pressure off them to read and write to learn. They can listen instead.

5mins ‘Watch & Note’ ‘Animation’Teacher will play the YouTube clip.

Students will watch the clip and note anything that adds to what is already on the handout. https://www.youtube.com/watch?v=CRh_dAzXuoU

25mins ‘Online Tutorial/Quiz’ The teacher is freed up to help individual students and move around the room. The teacher can take notes on how the students progress through the quizzes, where their interests are, gaps in their knowledge and therefore how to modify the teaching practice for next lesson.

Students will be directed to the website below where they will explore the blood in more detail. They will also answer the quiz questions on the blood and blood cells. Students can work their way through; the hematocrit test, total red blood cell count, blood typing, white blood cell differential count and clotting or coagulation time. Students are able to work at their own pace. http://www.getbodysmart.com/ap/circulatorysystem/blood/menu/menu.html

5mins ‘Wrap up Discussion’ The teacher will ask students what they found out, found challenging and enjoyed. The teacher will present the homework task.

Students will share information about what they did. This helps students to be good communicators and sharers. Students are to write homework tasks in their 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 Functionplasma

red blood cells

white blood cellsplatelets

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 nucleusfunction: -defence against invading germs or toxins or foreign cellsa 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 heart; its structure and function. Within the slides there are pictures that the teacher uses to explain.

Students watch and take down notes from the powerpoint. ‘Watch, listen and note take’

5mins ‘Animation’ The teacher shows the students an animation of a beating heart. After the animation the teacher asks if there are any questions that need clarifying.

Students watch the animation, after which they are able to ask any questions.http://www.youtube.com/watch?v=oZ1_TAwCUWw

30mins ‘Worksheet’ Teacher provides students with a worksheet to consolidate their knowledge of the heart. The teacher can go around the room and answer any students’ questions. There are sample questions that would be included in the worksheet below.

Students can choose which animations they look at to assist them with the worksheet activity. http://www.smm.org/heart/heart/top.htmlThis is another website that students can use to help them work through labelling their own diagram of a 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 to give their answers to the worksheet questions.

Students are actively participating and communicating their answers. This technique allows students to share 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 BiologyBlood and Circulation: Dissection of the HeartProcedures 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 to complete on a separate piece of paper and collects students’ workbooks for checking at the same time.

Students are to complete the quiz individually in silence. They are not to use any resources including their textbooks, internet, phones etc. Once they are finished they are to hand up their quiz answers to the teacher.

5mins ‘Discussion’ Teacher initiates a discussion on the prac including how and why we need to wear safety equipment in the lab.

Students can contribute and add ideas and reasons for safety procedures.

25mins ‘Practical Activity’ Teacher directs students and helps them complete the practical.

Students follow the practical sheet. They may work in 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 to pack up and clean up, and then discusses the main parts that students should now be familiar with. The teacher may ask students what they found interesting about working with the hearts. Teacher introduces their homework task and suggests that students could choose their own topic as long as they get it cleared by the teacher first.

Students are to return complete dissecting kits once they have been cleaned. They are also to wrap all waste materials in newspaper and throw it in the bin provided. Tables, sinks and dissecting trays should also be cleaned and disinfected. Students may share that they think the actual heart looks much different from diagrams and models and that it may have been difficult to label all of the parts. Students are to choose a homework task.

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 HeartTime Teaching Strategy Student Activity/ Resources

10mins ‘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.

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.

5mins ‘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.

Students watch the animation. http://medmovie.com/mmdatabase/MediaPlayer.aspx

10mins ‘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.

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.

20mins ‘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.

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.

5mins ‘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.

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 LUNGSDE-OXYGENATED BLOOD OXYGENATED BLOOD

RIGHT ATRIUM LEFT ATRIUMSUPERIOR VENA CAVA INFERIOR VENA CAVA

PULMONARY VALVE OXYGENPULMONARY ARTERY PULMONARY VEINS

AORTA MIRAL VALVERIGHT VENTRICAL LEFT VENTRICAL

RIGHT-TRICUSPID VALVE RIGHT-SEMI-LUNAR VALVE

LEFT-TRICUSPID VALVE LEFT-SEMI-LUNAR VALVEAORTIC 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 cellsb) atrium and ventriclec) left side of the heart and the right side of the heartd) systole and diastolee) pulmonary artery and pulmonary veinf) vena cava and aortag) “lubb” and “dupp”h) tricuspid valve and a semi-lunar valvei) oxygenated and deoxygenated bloodj) an artery and a veink) a capillary and an arteryl) blood in a vein and blood in an artery

Item 5: Formative Unit Test

Year 11 Biology

CirculationCircle 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. a capillary in the legK. the coronary artery (in the heart)L. a small artery of the lungsM. a blood vessel supplying the brain

2. Which of the following describes a possible path of a red blood cell through the human body?

J. heart, kidney, heart, lung, heart, intestineK. heart, lung, kidney, intestine, heartL. heart, lung, heart, kidney, liverM. heart, kidney, lung, intestine, liver

3. Which of the following is a true statement?

J. the semilunar valves are closed during systoleK. the left ventricle relaxes during systole

L. arteries contain pocket valvesM. the bicuspid valve closes during systole

4. Deoxygenated blood is found in the:

J. vena cava and pulmonary vein K. aorta and pulmonary arteryL. vena cava and the pulmonary arteryM. aorta and pulmonary artery

5. 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. increased number of red blood cellsK. increased number of white blood cellsL. increased volume (amount) of bloodM. 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 ____________________________________

________________________________________________________________________ (2 marks)

The nonliving, yellow (straw) coloured portion of the blood is called ________________ (1 mark)

The function of platelets is to _______________________________________________ (1 mark)

8. Name the parts indicated by arrows in the following diagram of the heart:

(6 marks)9. On the diagram above draw arrows to show the flow of oxygenated blood through the heart. (1 mark)

10. What is happening to the blood in the structure indicated by a 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 Tutorialhttp://www.getbodysmart.com/ap/circulatory/menu/circulatory.html

Heart Structurehttp://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 hearthttp://www.atenmedicalart.com/anim/heart.htm#

General Websiteshttp://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.