Download Heart and Blood vessels lesson plan

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Day:
​Monday
​Class:Biology
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​Lesson Plan
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Length of class: 80 mins
group: 5th year
​Date:
​28/04/14
​Subject:Biology
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​Year
Topics: The heart and blood vessels.
Previous knowledge and experience: I expect students
to have a good previous knowledge in this topic from
everyday life. The heart is one of the key organs in
human physiology and a lot of attention is given to
having a healthy heart in the media. I expect students to
have good foundation knowledge of the key components
of the heart and the blood vessels from their Junior
Certificate studies. However, I further expect students
need to be re acquainted with their knowledge due to
time that has lapsed since they last encountered the topic.
I do not expect students to be familiar with the idea of
open and closed circulatory system as it is not covered in
the Junior certificate curriculum, yet I do expect students
will be easy to grasp due to the simplicity of the concept
and the level that needs to be understood to leaving
certificate level isn’t overly complicated. The students
will be familiar between the differences in arteries and
veins from their Junior Certificate studies and the
different characteristics of each, however work will have
to be done to develop on these characteristics. Students
will be familiar with the heartbeat however; I do not
expect them to know exactly how it happens. I will
expect students to be familiar with the pacemaker. I will
expect students to be familiar with pulse and finding
your pulse from the Junior Certificate and furthermore to
have a good knowledge of blood flow in the heart.
Students will understand the importance of diet and a
healthy lifestyle in the heart from their studies of food at
the beginning of the school year. Some misconceptions
can be addressed here for example that exercise
counteracts a bad diet and makes everything ok.
Aims:To overcome student misconception in relation to
the heart and blood vessels.
Objectives:
• Students should be able to overcome current
misconceptions they havein relation the functions of
the heart through concept mapping.
• Students will develop an accurate understanding of
the blood flow through the body and heart.
• Students will gain an appreciation in the importance
of the heart and how we can make it healthy.
• Students will improve their communication skills by
working cooperatively in groups preparing a
presentation.
• Students will be able to improve there research and
presentation skills by working on a specific topic.
Subject matter:
Students will learn the heart is made up of four
chambers.Two atrium and two ventricles. Students will
learn that arteries carry oxygenated blood away from the
heart and the veins carry deoxygenated blood back
towards the heart. The students will learn about the
different properties between arteries and veins. The
students will also learn about the passage of blood flow
in the heart and that the heart is a double pump
circulatory system. The stages of the heart beat and its
effect on blood pressure and pulse will be covered. The
students will learn about the effect of diet and exercise
on the heart and a link to foods and respiratory illnesses
will be touched on here. On a side note students will
develop their skills of concept mapping and preparing
Power Point presentations.
Resources:
Leaving certificate Biology textbook Michael
O’Callaghan, Discovery sensors framework, White
board. Power Point presentation, Laptops or IT
classroom will be needed. Flash cards, internet access
with
YouTube,speakers,
(https://www.youtube.com/watch?v=0NmWOHuy-o8)
White board markers
Assessment:
I will assess what has being learnt throughout the class
by observations of student participation in the activities
mentioned below. I will use higher and lower order
cognitive questions different stages throughout topic.
(Note list below) I will use these to assess students’
knowledge, comprehension and understanding of subject
matter. I will use work sheets to assess students
comprehension on a different levels which will help
develop their literacy develop their competence in the
subject matter before the leaving certificate. I will assess
previous knowledge getting students to brain storm and
to make concepts maps.
Pupil activity
Goal conception for set
induction:
Teacher activity
References
Common misconceptions in relation to set
induction:
•
The heart must be viewed The heart is not a muscle but an organ responsible
as a cardiac muscle located for making blood.
in between lungs that is
responsible for pumping
blood around body.
•
Blood that enters the heart
is deoxygenated on the
Blood on the left side of the heart goes to the left
right and oxygenated on side of the body and blood in the right side of the
the left.
heart goes to the right side of body.
•
The heart serves two
circuits,
(pulmonary,systematic)
Set induction:
Students watch a YouTube
20 video of a heart beating.
Students brain storm
everything they know about
heart in copybook.(revision
of Junior cert knowledge)
(https://www.youtube.com/w
atch?v=0NmWOHuy-o8)
Blood is made in heart and used up in body. (Not a
circulatory system.)
Set induction:
Play video of heart beating. Engage:
Video aims to
initiate student
curiosity and interest
that propels them
through entire lesson
keeping
motivated.Interest
and curiosity are
related. Curiosity
could be defined as a
tendency to be
interested in a wide
range of areas
(Pintrich, 2003)
(This further acts as
aid to visual
learners)
Each student comes up to
board once and writes
something related to heart.
Students put up hands to
help teacher make concept
map out of information.
Call students up to board to Whole class learning
challenges all major
write out key points.
misconceptions as a
group with out
ridiculing or
Help students construct
embarrassing any
concept map on board.
Students take a note of the
concept map created by
teacher.
Students work on a work
sheet that requires them to
fill in blanks on topics that
were covered in lessons.
students’
misconceptions.
This activity
reinforces what the
students know and
identifies what the
Ask students higher order
students don’t
questions while they take
know.Identifies and
note of concept map. These addresses
questions will set foundation misconceptions in
for concept development.
writing.
(Note: Exercise sheet will
be referred to as lesson
progresses.)
Students further
explore there own
understanding by
being asked higher
order
question,students
develop analyses
skills of what they
know.
Key questions for set induction:
What do you see in the video?
How do you think the hear beats?
Do you think the heart is a muscles?
Give an example of the type of muscle the heart is?
What do you think cardiac means?
Why does blood return to the heart?
Explain why the blood is deoxygenated?
Why does the heart have two circuits?
What does circuit mean?
Why do you think it might be called pulmonary circuit?
What do you think happens to the heart beat when you exercise?
How could diet effect the heart?
How could you prevent a heart attack?
Goal conception for
development:
•
•
The heart serves two
circuits, (pulmonary,
systematic).
A good balanced diet
and exercise
compliments a healthy
hearth.
Development:
20 Students are divided into
groups of five to research
and prepare presentation
on heart.
Students have internet
access and availability of
their textbook.
Students spend 25
minutes working as a
team to prepare
presentation.
Group 1: Heart structure
Group 2: Blood flow in
the heart.
Common misconception in relation to
development:
•• Blood is made in heart and used up in body.(
Not a circulatory system.)
•• Exercise counteracts a bad diets and abuse of
substances allowing heart to remain healthy.
Divide students into
groups andassign topics.
Explain the objective of
the research presentations Explain:
on Power Point.
Students introduced to
presentation and given brief
Have Power point
explanation of what they
presentations visible on have to do on Power
board at all times.
Point.Student have to
analytical think here.
Teacher facilitates
learning going from group
to group asking key
higher order and lower
Explore:
order questions.
Students can explore all
they already know about
Group 3:Circulation
systems
Group 4: Heartbeat and
diet.
Presentation:
25
Students do presentation
using either Power Point
or flash cards.
the heart and its
components. This will
allow students to identify
what they know and with
help of teacher, textbook
and other resources they
can bridge the gaps in there
knowledge.
Teacher observes
This allows students to
presentation and asks key develop metacognitive
questions to different
skills controlling their
students on their topic
learning.( Brown, 1987)
challenging
misconceptions.
Also clearly highlights any
other misconceptions that
teacher can take note of and
address.
Elaborate: Students use
what they have learned to
do research on assigned
topic and to do presentation
and answer questions. By
doing this, students can
critically evaluate work and
address any inaccuracies or
misconceptions.
Students answers question Teacher gives out work Questions and discussion
on each topic in a work
sheet with questions to
here probe additional
sheet given by teacher.
keep students engaged.
misconceptions.
(Questions directly
address misconceptions)
Work sheet highlights the
misconceptions and
students can correct them.
Teacher gives feed back
to each member of group
in presentation.
Evaluate:
Teacher can assess students
interpretation and
understanding of key
learning/misconceptions
make notes for next lesson.
Key questions for development:
How will you demonstrate heart structure?
How will explain blood flow?
Why do you think the left hand side of the heart is thicker than the right?
Why are there valves
What do you think would happen if there were no valves?
How does the heart get blood supply?
Why is the left hand side of the heart separate to the right?
Why does the heart pump blood?
What kind of blood enters the left hand side of the heart?
Why would this blood not have oxygen?
Is this blood used up?
Why is blood recycled?
Where does the blood go when it leaves the right ventricle?
What happens to this blood?
Can you explain why we would sometimes cough up blood?
Does the blood leave the right ventricle in a artery or a Vein?
Can you explain why the blood leaving the right ventricle is carried in a artery when
it has no oxygen?
What can you tell me about the two circulatory systems?
Why would we have two circulatory systems?
Why would our heart beat?
How does the heart beat?
Why would the heart contract?
Why would the heart relax?
Why do some people need pace makers?
How would you explain the difference between Atrial systole to atrial diastole to a
young child which a sponge?
Why would we measure pulse?
Explain what the pulse is?
What do you think you could do to make your heart healthier?
Why do you think fats are good and bad for the heart?
What causes a heart attack?
Why would exercise be good for your heart when it is a cardiac muscle
Conclusion:
Conclusion::
15
Students close books and
notes.
Teacher explains task to
students.
Students draw concept
map of all they know
about the heart and the
blood vessels.
Teacher supervises
students.
Students answer higher
and lower order questions Teacher asks higher and
when teachers call upon
lower order questions to
them.
probe studentscritical
thinking.
Students make a list of
new knowledge
Teacher can challenge all
misconceptions here
Recapping on prior
knowledge with new
knowledge will highlight
what was learnt.( NCCA
1997)
This form of assessment
provides teacher direct
feedback of student
comprehension of
misconceptions.
References:
• Pintrich, P. (2003). A Motivational Science
Perspective on the Role of Student Motivation in
Learning and Teaching Contexts. A Motivational
Science Perspective on the Role of Student
Motivation in Learning and Teaching Contexts. 95.
• Brown, A. L. (1987). Metacognition, executive
control, self-regulation, and other more mysterious
mechanisms. In F. E. Weinert& R. H. Kluwe (Eds.),
Metacognition, motivation, and understanding (pp.
65-116). Hillsdale, New Jersey: Lawrence Erlbaum
Associates.
• NCCA. (2012). Literacy in early childhood and
primary education. Research report No. 15.
• O'Callaghan, M (2005). Leaving Certificate Biology
Revised edition. Dublin: The educational company
of Ireland. p258-272.