Download Moderator Notes - Engaging Students

WELCOME TO CIRCULATORY CITY
PURPOSE :
Create a learning analogy for the purpose of understanding the circulatory system. In the analogy,
students imagine the body’s circulatory system as a city in which the various parts of that system are different departments
in your city.
The following “Biology 20-1, General Outcome 2” S.L.E.s will be shared during the Circulatory City scenario:
Students will explain the role of the circulatory and defence systems in maintaining an internal equilibrium.
 20–D2.2k describe the action of the heart, blood pressure and the general circulation of blood through coronary,
pulmonary and systemic pathways
 20–D2.4k describe the main components of blood and their role in transport, clotting and resisting the influence of
pathogens; i.e., plasma, erythrocytes, platelets, leucocytes
 20–D2.7k describe and explain, in general terms, the function of the lymphatic system
 20–D2.8k list the main cellular and non-cellular components of the human defence system and describe their role;
i.e., skin, macrophage, helper T cell, B cell, killer T cell, suppressor T cell, memory T cell
These S.L.E.’s may not be uncovered through the scenario, and may require direct instruction or teacher-direction to include in
the scenario:
 20–D2.9k describe the ABO and Rh blood groups on the basis of antigens and antibodies.
 20–D2.1k identify the principal structures of the heart and associated blood vessels; i.e., atria, ventricles, septa,
valves, aorta, venae cavae, pulmonary arteries and veins, sinoatrial node, atrioventricular node, Purkinje fibres
 20–D2.6k explain the role of blood in regulating body temperature
WELCOME TO CIRCULATORY CITY
PART ONE: CIRCULATORY SYSTEM OVERVIEW : 40 minutes-80 minutes
What are their tasks? How do they perform their duties? Are these items renewed by the body or are they kept as
‘original equipment?’
The facts gained in the general understandings of the circulatory system can be done in a variety of ways, including
teacher directed, student directed (self or group research), or any other ways the teacher deems appropriate.
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Heart
Circulatory pathways
 Arteries, veins, capillaries
Blood system
 Plasma, red blood cells, white blood cells, platelets
Lungs
Kidneys
Digestive system
As students uncover knowledge, they can use the Circulatory System Exit Cards
CIRCULATORY SYSTEM EXIT CARDS
Used as a formative evaluation of student progress. Each blood system has 2 versions of exit cards:
1ST—KNOWLEDGE / APPLICATION LEVEL
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Can be done solo as a way to
‘exit’ the class at the end of a
lesson
2ND—ANALYZE/EVALUATE LEVEL
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Can be done as a group think
activity to activate learning after
a section is completed.
PART TWO: CITY ANALOGIES : 40 minutes
Students may work with a group to share the workload. They can also complete this assignment solo. Use The Circulatory
System City Chart for students to record ideas.
Imagine these structures and components as parts of a city. Refer back to their duties and tasks. What would be
their role in this city you create?
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Heart is like a…
Circulatory pathways
 Arteries are like …
 Veins are like…
 Capillaries are like…
Blood system
 Plasma is like…
 red blood cells are like…
 white blood cells are like…
 platelets are like…
Lungs are like…
Kidneys are like…
Digestive system is like…
Build your city analogy with this basic information…
(Infographic style) 40 minutes- 80 minutes
Search for Infographics online to see a wide variety of ways students could present their
“Circulatory System as a City”
PART THREE: DOOMSDAY—AUXILLARY ANALOGIES : 80 minutes
Once students have completed their Infographic presentation showcasing the “Circulatory System as a City,” groups pull 1
Doomsday card— (this can be repeated with a second Doomsday card.)
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Doomsday!
 What happens in the body when this event happens?
 What would be the analogy in your city?
 What impact do these doomsday situations have on the functioning of your city?
 How would your city respond? (Do they need help from outside your city?
 What form (analogy) would that help take?)
 Heart attack
 Hardened arteries
 Anemia
 Haemophilia
 Leukemia
 Infections