Beyond Our Skin Module: The Circulatory System Program

Stage:
4
Syllabus
Referenc
e
4.1

4.3

4.8
4.8.1
4.8.4

4.8.5

4.13
4.13.1
4.18

4.19

Mini-Topic: Beyond the Skin: The Circulatory System No. Of

Lessons:
7

Prescribed Focus Areas

A student identifies historical examples of how scientific
knowledge has changed peoples understanding of the
world.
e) Describe historical cases where developments in science
have led to the development of new technologies.
f) Describe historical cases where developments or
improvements in technology have transformed science.
A student identifies areas of everyday life that have been
affected by scientific developments.
b) Discuss, using examples, the positive and negative
impacts of applications of recent developments in science.
c) Identify and describe examples where technological
advances have impacted science.
Knowledge and Understanding
A student describes features of living things.
d) Distinguish between unicellular and multicellular
organisms.
a) Identify that there is a wide range of multicellular
organisms.
b) Identify that tissues, organs and organ systems in
multicellular organisms consist of different types of cells.
c) Explain why multicellular organisms require specialised
organs and systems.
a) Describe the roles of the digestive, circulatory, excretory,
skeletal and respiratory systems in maintaining humans as
functioning organisms.
Skills
A student clarifies the purpose of an investigation and, with
guidance, produces a plan to investigate a problem.
f) Recommend the use of an appropriate technology or
strategy for collecting data or gathering information.
A student with guidance presents information to an
audience to achieve a particular purpose.
e) Use drawings, diagrams, graphs, tables, databases,
spread sheets and flow charts to show relationships and
present information clearly and/or succinctly.
A student draws conclusions based on information
available.
c) Predict outcomes and generate plausible explanations

Ashleigh O'Keefe 25/9/2015 1:43 AM

Comment [1]: Evidence of organisation of
content
Ashleigh O'Keefe 25/9/2015 1:39 AM
Comment [2]: Register: Provides a means
to tick of what has been covered.

4.21

directly related to observations made.

A student uses creativity and imagination to suggest
plausible solutions to familiar problems.
f) Formulate cause and effect relationships.

Text Book and suggested resources:

Unit 4.3 p. 98 in science focus 2

Assessment strategies used:

Topic Test
Book work
Questioning (informal assessment)
Practical tasks
Other __________________________

Vocabulary
Heart, blood, veins, ventricles, atrium, arteries, vessels, aorta, vena cava, pulmonary
arteries, lungs, oxygen, carbon dioxide, white blood cells, red blood cells, plasma,
platelets, haemoglobin, muscle, cells, prokaryotic, eukaryotic, oxygenated,
deoxygenated, clots, pulse, blood pressure, heart rate, pulmonary veins, capillaries,
circulation, tissue, organ, circulatory system, exercise.
Students to learn to:
1. Identify the components of the heart and relate this to the circulatory system.
2. Describe the role of the circulatory system.
3. Distinguish between unicellular and multicellular organisms.
4. Identify that tissues, organs and organ systems in multicellular organisms
consist of different types of cells. (Related to the circulatory system).
5. Explain why multicellular organisms require specialised organs and systems.
6. Identify that there is a large variety of multi-cellular organisms and how some
of these can bear similarities and differences.
7. Identify and describe how historical advancements in technology and
science can lead to improvements in each respectively.
8. Discuss how positive and negative impacts of the application of recent
scientific developments and include examples.
9. Use drawings, diagrams, graphs, tables and flow charts to show relationships
and present information clearly and succinctly.
10. Identify and recommend the appropriate use of technology and equipment
when collecting or measuring data.
11. Observe cause and effect situation and relate them.
12. Predict outcomes based on scientific thought and develop reasonable
conclusions based on observations.

Ashleigh O'Keefe 25/9/2015 1:40 AM

Comment [3]: Means to ensure variety to
suit different learning styles. Additionally
includes summative and formative
assessment.

Lesson
1

Outline of Lesson
This lesson is an outline of the topic, introducing the circulatory system
as well as demonstrating the difference between eukaryotic and
prokaryotic cells and what that means to us as humans. Express that
eukaryotic cells are typically animal cells. Additionally the major
components of the heart will be explained and identified.
The major focuses of this lesson will be cells and then the major
component of the circulatory system being the heart.
Outcomes:
4.8.1 d) Distinguish between unicellular and multicellular organisms.
4.8.2 a) classify living things according to structural features and
identify that they have patterns of similarities and differences (in
relation to cells).
4.8.4 b) Identify that tissues, organs and organ systems in multicellular
organisms consist of different types of cells.
c) Explain why multicellular organisms require specialised organs and
systems.
4.18 e) Use drawings, diagrams, graphs, tables, databases,
spreadsheets and flowcharts to show relationships and present
information clearly and/or succinctly.
This lesson involves a class discussion about the components of blood;
using examples of blood related problems e.g. Blood transfusions.
Explanation about blood types as well as the development of pseudo
blood as there is a large shortage of donors.
Work sheet to complete whereby students match blood types;
describe the roles of each blood component and finally a revision
activity on how blood move throughout the circulatory system
particularly the heart.
Outcomes:
4.1 f) Describe historical cases where developments or improvements
in technology have transformed science.
4.8.4 b) Identify that tissues, organs and organ systems in multicellular
organisms consist of different types of cells.
4.21 f) Formulate cause and effect relationships.
This lesson involves the different mediums through which blood uses to
travel around the body. This will include a series of interactive clips
displayed on the screen. This will present the different vessels, veins
and arteries throughout the body. This lesson will lead on to
circulation, when blood flow is impaired in some way.
Outcomes:
4.8.4 b) Identify that tissues, organs and organ systems in multicellular
organisms consist of different types of cells.
c) Explain why multicellular organisms require specialised organs and
systems
4.8.5 a) Describe the roles of the digestive, circulatory, excretory,
skeletal and respiratory systems in maintaining humans as functioning
organisms.
Throughout this lesson students will build upon their understanding
about components of blood, bloods role within bodily processes and
how blood contributes to the big circulatory system. This lesson
strengthens their knowledge about cells within the blood (i.e. white
and red blood cells) through an interactive performance from Bill
Nye the science guy.

Activity
Notes from the
Power point.
Labelling the
Prokaryotic,
Eukaryotic
Cells
Labelling the
Heart

Ashleigh O'Keefe 25/9/2015 1:41 AM

Comment [4]: Use of ICT

Worksheet:
Components
of blood and
its types.
Revision sheet:
Questions
about the
components of
the heart and
direction of
blood flow.

Watch:
interactive
clips.
Complete
board notes
Activity:
Reassemble
the circulatory
system and
then glue this
into science
books.
Watch: Bill
Nyes
presentation
video Blood
and
Circulation

Ashleigh O'Keefe 25/9/2015 1:41 AM

Comment [5]: A sequence of lessons:
evidence of organising content into an
effective teaching sequence.
Ashleigh O'Keefe 25/9/2015 1:42 AM
Comment [6]: Use of ICT

Ashleigh O'Keefe 25/9/2015 1:42 AM

Comment [7]: Use of ICT

The major focuses of this lesson will be blood and how different
processes and bodily actions influence circulation. These two
concepts are critical in understanding the effects the circulatory
system has on the human body and its abilities. The concept of blood
circulation is important in order to understand body reactions like
breathlessness, increased heartbeat and pulse. This video will
communicate how these actions are affected by the heart, blood
and different bodily activities.
Outcomes:
4.8.4 b) identify that tissues, organs and organ systems in multi-cellular
organisms consist of different types of cells.
4.8.5 a) describe the role of the circulatory system in maintaining
humans as functioning organisms.
This lesson student will be conducting a practical experiment. Their
aim is to devise about 6 activities they think could affect heart rate. (3
to decrease heart rate and 3 to increase). They will then produce a
hypothesis regarding their options. With assistance students will
develop an appropriate method in order to successfully test their aim.
Outcomes:
4.3 c) Identify and describe examples where technological advances
have impacted science.
4.13.1 f) Recommend the use of an appropriate technology or
strategy for collecting data or gathering information.
4.18 e) Use drawings, diagrams, graphs, tables, databases,
spreadsheets and flowcharts to show relationships and present
information clearly and/or succinctly.
4.19 c) Predict outcomes and generate plausible explanations
directly related to observations made.
4.21 f) Formulate cause and effect relationships.
This lesson will involve an interactive timeline presentation, identifying
the significant achievements in science throughout history related to
the circulatory system. These include; early findings from ancient
historical figures identifying the brain, heart and eyes, the first study
written documenting the circulatory system in animals, exploring the
electrocardiograph as a diagnostic tool within medicine, the first
heart and lung machine used, pace maker development, first
artificial heart transplant in an animal, development of the artificial
heart (human use), first human heart transplant, first double lung
heart transplant and first human artificial heart transplants. These
important milestones and people associated with them will be
discussed as a class, identifying the issues they would have had to
overcome scientifically, how each advancement led on to the next.
Students will also gain an understanding on how multi-cellular
organisms are related, this is why research can be done on animals
and be further developed to suit humans. Students will copy down
notes from the board based on out class discussion and construct
their own timeline based on the one displayed.
Outcomes:
4.1 e) Describe historical cases where developments in science have
led to the development of new technologies.
4.3 b) Discuss, using examples, the positive and negative impacts of
applications of recent developments in science.

Complete: the
associated
worksheet.
Peer marking

Activity:
students will
create an
experiment to
test the effect
various
activities have
on heart rate.
This will then be
carried out in
designated
prac groups.
(Set at the
beginning of
the year).

Activity:
Students copy
down board
notes and
constructs their
own replica of
the timeline
presented.

4.8.4 a) Identify that there is a wide range of multicellular organisms

4.18 e) Use drawings, diagrams, graphs, tables, databases, spread
sheets and flow charts to show relationships and present information
clearly and/or succinctly.
This lesson is about summing up what the students have learnt and
achieved throughout the previous lessons. This mini-unit involved
seven lessons centred on the circulatory system. This lesson involves a
30-minute multiple-choice quiz whereby students are to complete the
20 questions independently. At the completion of the task this will be
peer marked and returned to the teacher for final checks. The
circulatory system song will be presented to them as a fun activity to
sum up the whole process.
Outcomes:
4.8.1 d) Distinguish between unicellular and multi-cellular organisms.
4.8.4 a) Identify that there is a wide range of multi-cellular organisms.
b) Identify that tissues, organs and organ systems in multi-cellular
organisms consist of different types of cells.
c) Explain why multicellular organisms require specialised organs and
systems.
4.8.5 a) describe the role of the circulatory system in maintaining
humans as functioning organisms.

Complete:
Multiplechoice quiz
independently
Listen:
circulatory
system song

Ashleigh O'Keefe 25/9/2015 1:42 AM

Comment [8]: Use of ICT