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Weekly Plan 8
Transport in animals 1
Student book links
Specification links
Link to GCSE specification
Suggested time allowed:
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 1.2.2 (a)–(b), (d)-(h)
 Double circulatory system
 Heart structure
 Cardiac cycle
Five hours
1.2.5
1.2.6
1.2.7
1.2.8
Weekly learning outcomes
Students should be able to:
 Explain the need for transport systems in multicellular animals in terms of size, level of activity and
surface area: volume ratio.
 Explain the meaning of the terms single circulatory system and double circulatory system, with
reference to the circulatory systems of fish and mammals.
 Describe, with the aid of diagrams and photographs, the external and internal structure of the
mammalian heart.
 Explain, with the aid of diagrams, the differences in the thickness of the walls of the different
chambers of the heart in terms of their functions.
 Describe the cardiac cycle, with reference to the action of the valves in the heart.
 Describe how heart action is coordinated with reference to the sinoatrial node (SAN), the
atrioventricular node (AVN) and the Purkyne tissue.
 Interpret and explain electrocardiogram (ECG) traces, with reference to normal and abnormal heart
activity.
Lesson time allocated:
Suggested teaching order
1.
2.
3.
4.
5.
6.
Need for large animals to have a transport system
Features of an effective transport system
Single and double circulatory systems
Mammalian heart – structure and function
Cardiac cycle
Control of the cardiac cycle
Key words
How science works
Single circulatory system. Double circulatory system. Diffusion. Respiration. Pulmonary
circulation. Systemic circulation. Deoxygenated. Oxygenated. Atrium. Ventricle. Coronary
artery. Constrict. Fatty acid. Angina. Vena cava. Pulmonary vein. Atrioventricular valve.
Tendinous cords. Septum. Semilunar valve. Alveoli. Cardiac cycle. Diastole. Systole. Cardiac
muscle. Sinoatrial node. Purkyne tissue. Atrioventricular node. Electrocardiogram.
Fibrillation.
 HSW 4 Communicate information and ideas
 HSW 5 Minor investigative work is possible using the interactive
model in the ICT activities section.
© Pearson Education Ltd 2008
This document may have been altered from the original
1
Weekly Plan 8
Learning styles (S = Starter activities, M = Main activities, P = Plenary activities)
Kinaesthetic
Activity S2&S3
Activity M1
Activity P1–P3
Interpersonal
Activity S2&S3
Activity M1
Activity P1–P3
Auditory
Activity S2&S3
Activity M1
Activity P1
ICT activities
Visual
Activity S1–S3
Activity M1–M3
Activity P2&P3
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Tutorial: The electrocardiogram primer
Animation: The electrocardiogram
Use of digital camera in M1. Use of animations in M3
Use of work processor and Internet in Homework suggestions
section
Suggested starter activities
Equipment
Teacher notes
1. Students create crossword clues for key words relating to
heart structure.
Crossword blank or access to crossword
maker programme
Use their ideas to develop correct labelling and
understanding of the structure of the heart.
2. Give students diagrams of other vertebrates’ circulatory
systems. One pupil describes the diagram to another who
then attempts to draw it.
Diagrams of circulatory system
3. Put stimulus questions on a Post-it at the top of an A3 sheet
of paper. Groups have one minute to respond (in writing) to
each Post-it.
A3 paper and Post-its
Each group should add to the previous group’s contribution.
Vary the questions and allocated time for each station
according to your students.
Suggested main activities
Equipment
Teacher notes
1. Activity 13: Dissecting the heart
See Activity 13
See Activity 13
2. Provide an animation or a sequential series of diagrams of
the cardiac cycle and/or an electrocardiogram. Students write
bullet point descriptors for each diagram/stage of the graph.
Internet access, projector, computer
Animation: The heart in action
3. Compare and contrast the structure, function and efficiency
of different circulatory systems including man-made systems
such as heating systems.
Animation: Evolution of the circulatory system
Suggested plenary activities
Equipment
Teacher notes
1. Play True or false. Students hold up mini-whiteboards in
response to statements about heart structure and function.
Mini-whiteboards or use laminated card
as an alternative
Either you or the students can make up the statements.
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Weekly Plan 8
2. Cut up six sentences describing cardiac cycle. Place each
cut up sentence in an envelope. You should have six
envelopes, each containing a cut up sentence.
Sentences describing cardiac cycle
Divide the class into groups. One person from each group
fetches one of the envelopes and then returns to the group.
The group now has to put the words of that particular
sentence in the correct order. Run with strict time limits.
3. Play the Pairs game. Pupils pick up two cards. If they match
they keep them, if not they’re returned to their original location.
Other students try to remember the location for their turn.
Cards as described in Teacher notes
Prepare a set of matching cards – diagram of a stage in the
cardiac cycle and electrocardiogram; animal name and
circulatory system diagram.
Homework suggestions
 Students produce a publicity leaflet for a brand of pacemaker. The leaflet should explain how it works and what conditions it treats.
 Students produce a comprehension exercise, writing their own questions and sample answers, in response to a Wikipedia page about the heart, cardiac cycle or
circulation.
 Produce a cartoon strip with a bird’s eye view of the pathway of blood through the heart and the related electrical activity of the heart .
Cross-curriculum links
 PSHE – lifestyle and heart disease
Extension ideas
 Students devise and annotate what an electrocardiogram would look like for a fish.
 Research and explain how adrenaline increases heart rate.
Potential misconceptions
 Relating a 2D section to the 3D chambers is quite difficult, particularly when dissecting.
 Understanding the electrocardiogram is difficult and is best done with the help of an animation (see ICT activities section).
Notes
The web links referred to here are some that the author has found personally helpful but are not intended to be a comprehensive list, many other
good resources exist.
© Pearson Education Ltd 2008
This document may have been altered from the original
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