Biology 20: Unit D Circulatory System

Course Biology Grade Level 20

Subject Unit D: Human Systems Time Frame 4 lectures/85 mins

Title Circulatory System Developed by Aragon, C.

Stage 1 Desired Results

Content Standard(s): Foundation 2/3 Knowledge and Nature of Science Focus
Students will explain the role of the circulatory and defense system in maintaining an internal
equilibrium.
Enduring Understandings/Big Ideas:
Students will understand that
Organisms are organized on a cellular
basis
Animal body systems have specialized
cells and tissues that perform their
function
Knowledge objectives (outcomes):
Students will know . . .
The role and function of the principal
structures of the heart and blood vessels
How the heart functions and the general
circulation of the blood through the heart
The main components of blood and their
role in transport
The role of capillaries in relation to the
rest of the body systems
Essential Questions:
How does the circulatory system influence the rest
of the body systems?
What conditions result if these structures do not
function normally?
Skill objectives (outcomes):
Students will be able to . . .
Identify specific pathologies of the circulatory
systems
Perform an experiment to examine the regulation of
blood flow
Carry out a heart dissection to identify the major
parts and the correct blood flow through the organ

Stage 2 Assessment Evidence

Performance Task(s): Summative Assessment Chapter Test and Travel Brochure
Student Self-Assessments Other Evidence (assessments)
Peer-peer evaluations Formative Assessment
Self-evaluations o Concept Cartoon
Response to homework questions o Think, pair, share
o Class discussions
o Student participation
o Jeopardy Game
 Time Teacher Students
LESSON 1 15 Write: What do you know about the circulatory Students will think of
mins system? Encourage students to measure their what they know about
Engage own heart rate. They will then stand up and this question. Students
measure. What is the difference? will help calculate the
average beats in a year.
Discuss Daniel Green, the world record holder
for lowest beats per minute. Compare this to the
average human (their own results). (Diagnostic
Explore Assessment) Class participation
5
mins Draw a quick picture of the flow of blood
through the vessels. Link it to the pulmonary
and systemic systems. Discuss these questions,
ask: How does blood flow through to the rest of
our bodies? Show a picture of the blood vessels
in a human body.
Explain 50 Discuss the types of vessels and the parts of the Students will be writing
mins heart and their functions. notes and asking
questions, they will be
Show students a video demonstrating taking their own blood
Evaluate circulation of blood. https://youtu.be/PgI80Ue- pressure.
5 AMo
mins Students are watching the
What would happen if you severed one of these video and participating in
important blood vessels? Why did the RBC turn discussion of the
blue all of a sudden? What are the main vessels question.
LESSON 2 called?
Students are participating
Engage 10 Review: Tell students to create a table in their in the discussion; refer to
mins notes. Each category indicates artery, veins, and the picture on the board
capillaries. Give students an opportunity to look of their diagrams.
at their notes. Have students put up what they
know about each vessel. Also review the Students are looking at
diseases that were discussed. what they know about
each type of vessel.
Introduce the heart. Have students make a fist When they are ready, get
with their hand. That is about the size of their students to write their
heart. Now continually squeeze your hand as notes on the board.
often and fast as you can. This mimics the Formative assessment.
pumping of your heart.
Explain Students will participate
60 Explain: Discuss the parts of the heart and begin and contribute their ideas.
mins blood flow through the heart. (ppt slide 38 54),
tell students to begin filling out the table that Students will be writing
2 describes each part. notes and asking
mins questions as we go.
Summary of everything weve discussed this
lesson https://youtu.be/oHMmtqKgs50
Evaluate
Review: Pg 320, 323, #1-5

Review: Ordering activity. Provide students with

LESSON 3 20 white boards with terms that describe the flow of
mins the blood through the heart. Students will
Engage identify proper flow. Students will participate

Go over the assigned review questions.

10
Explore min Explain heart sounds, the regulation of blood
pressure (ppt 56-78) Also can discuss the
Explain/ Extend 30 response of the circulatory system to exercise. Students will be taking
min notes.
Review questions: pg. 327 (1-13, not 8,11,12)

Discuss the travel brochure assignment. Provide

students with a rubric. Students will provide
input on the rubric.
10
Evaluate mins
Students will measure their heart rate while
LESSON 4 sitting vs. standing. Why are they different? Students will take their
What does this tell you? Shows students that heart rates.
Engage 5 even the slightest movement affects your heart
mins rate. When you are standing up, the heart has to
work harder against gravity, to get the blood
pumped through the body and back to the heart.
Even bigger difference when lying down.

Review: LUBB DUBB. Draw a box with 4

10 chambers on the board. Draw the valves as well. Students will participate
Explore mins Get volunteers to come up to label the parts. in labeling the heart.
Review the LUBB (systole) and DUBB
(diastole). This happens all at the same time.

Thermoregulation in regulating blood pressure. Students will write notes

Capillaries flow. Introduce the Lymphatic
Explain 40 System (ppt 74 93)
mins
Travel brochure, allow students to continue to Students will work on
30 develop their final summative assessment. their final summative
Extend mins

REVIEW of CAPILLARY FLUID

LESSON 5 EXCHANGE + play video summarizing.
Students will participate
Kahoot Game: Review information for test. in the Kahoot game
individually or with a
Engage partner.

Preparation for the lab. Discuss procedure of the

lab, proper technique and safety procedures.
Students will prep for the
Explain Show students the heart simulation lab.
http://www.learnalberta.ca/content/seb20hahh/in
dex.html

Extend/Evaluate Travel brochure, allow students to continue to Students will continue to

develop their final summative assessment. Self work on the travel
assessment and peer assessment brochure. Summative
assessment
Review questions for test AND review from
textbook.

Heart Dissection Lab

LESSON 6
Teachers will discuss expectations prior to lab. Students will perform the
LAB Safety procedures: Glasses and aprons. heart dissection,
following the instructions
Prior to cutting open the heart, students must and ask questions
identify where the dorsal and ventral sides of the
heart are. Name the external features. Where
does oxygenated and deoxygenated blood flow?