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Weekly Plan 8 Transport in animals 1 Student book links Specification links Link to GCSE specification Suggested time allowed: 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 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. © Pearson Education Ltd 2008 This document may have been altered from the original 2 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 3