Title of Lesson: Circulatory System

By: Daniel Marruffo

Grade level: 11-12
Subject: Biology 2
Estimated length: 55 min

Content
Standard(s) #
(Anatomy and
Physiology)
A&P.4

ISTE Student
Standard(s) #
2.b

1
2
3

Content Standard(s) Wording

Be able to understand principles of anatomy.

ISTE Student Standard(s) Wording

Locate, organize, analyze, evaluate, synthesize, and ethically use information form a
variety of sources and media.
Objectives
Use verbs that are observable and measurable. Write as many as are appropriate (doesnt have to be 3
Student will be able to properly identify structures of the heart. (Superior vena cava, inferior vena cava,
tricuspid, pulmonary artery, pulmonary veins, left and right atrium and ventricle)
Students will be able to define the function of the cell structures. (Superior vena cava, inferior vena cava,
tricuspid, pulmonary artery, pulmonary veins, left and right atrium and ventricle.)
Students will be able to the importance of the vascular system and how the blood becomes oxygenated

Pre-requisite
knowledge

Before class, students must have a basic understanding of function of the blood in the
body.
Tools & Supplies Needed

Internet URLS
https://www.youtube.com/watch?v=H04d3rJCLCE
Software Programs

http://www.visiblebody.com/ap/pc/

Printed Materials

Heart structure worksheet (1 per student)

http://www.biologycorner.com/worksheets/heart_internal.html (This work

sheet will be completed in class.)

Audio-visual equipment (PowerPoint, video), colored pencil, worksheets, outlines

that follow PowerPoint Presentations

Other:

Procedures:
Provide all information necessary for another teacher to replicate your lesson/unit.
Main Tasks/Activities

Instructor notes (detailed directions)

Include questions prompts you will ask the students

Readiness/motivator/attention Begin class by presenting information (pictures/definitions) about

diseases of cardiovascular diseases. (Coronary artery disease, heart
set:
Identify the importance and functions
of the body systems and how they
can all work together.

attack, arrhythmias, heart failure, pericardial disease, Marfan

syndrom etc.)

I would first start assigning groups and diseases to each group and
have the students try and identify the causes of the disease and the
part of the heart, which is being affected by the disease. For this
exercise students will be allowed to use their cellphones to do
research and after 5 min groups will be given the opportunity to
present their findings.
These small mini presentations are connected to the previous lesson
because it allows students to incorporate what they have learned
about the function of the blood and also about conducting research,
analysis, and the use of scientific method when learning and studying
the anatomy of the heart.
I would pass around the classroom a portable heart monitor, teach
them how to check their pulse, and how to use a stethoscope so they
can not only listen to their heart beats (systolic/diastolic) but also
their breathing patterns (respirations/min)

Focus of Lesson: pick one or

two three at the most

-Start the class by showing students multiple diseases of the body.

Explain structures, and functions:

-Start video on structure and function of the heart

Circulatory system

-Start presentation on structure and function of the heart

-Pass out work sheets for notes and study purposes

-Describe the blood flow of the heart and how the heart interacts with
the lungs.
-Share with them what kind of assessments doctors use to identify
possible abnormalities during a physical examination.
-Give students the opportunity to listen to their own heartbeat
(systolic/diastolic), and respirations using a stethoscope.

Closure:
Emphasize the importance of the
bodys ability to work together to
remain in homeostasis.

After giving the students the opportunity the opportunity to listen to

their heart and lungs, I would ask them
Example questions:
How does blood become oxygenated?
A. Pulmonary vein.
B. Pulmonary Artery
C. Alveoli
D. Diaphragm
What is the function of the Pulmonary vein lead too?
A. Leads to the lung
B. Leads to the rest of the body
C. Leads to the heart
D. Leads to the aorta
Where does the Pulmonary artery lead too?
A. Leads to the Lung
B. Leads to the rest of the body
C. Leads to the heart
D. Leads to the aorta
How many chambers are in the heart?
A. 1
B. 3
C. 2
D. 4
What is the function of the aorta?
A. Leads to the lungs
B. Leads to the rest of the body
C. Leads to the heart
D. Leads to the ventricles
Why is it important for the human heart to have 4 chamber instead of
2 or 3 chambers?
A. Oxygenation
B. Effective pressure
C. Clean the blood
D. Distribution of nutrients
By asking this questions and having students examine the lungs, I
would explain to them the process and importance of gas exchange
between the blood and the alveolar sacs. I hope to depict how the
body works together to stay in a state of homeostasis.
In the end I would have them fill out a sheet asking:
What did you find most interesting about this lecture?
What part/s of todays lecture did you find most confusing?
I would also give students review quiz at the end of class where they
would be asked to describe the pathway of blood through the heart
and how it interacts with the lungs during gas exchange.
(oxygenation of the blood).

Accommodations and/or Modifications for Differentiated Learning

How will you make the lesson accessible to all your students? How will you support the ELLs in your class?
How will you support other special populations? How will you challenge those that need it?
I would provide students with the videos, lecture notes, PowerPoint presentation and answer keys to the
worksheets (after they have already submitted the work sheets) for review and studying purposes. For
possible ELLs students in my class I would implement a buddy for students during class time. I would
have all material posted a day before class for review. I would also use visual representations of the body
systems, cell and tissue structures. The use of worksheets and hands-on experiences (HR
monitor/Stethoscope) will provide students with the opportunity to listen to how the heart and lungs sound,
and feel. Providing a variety of avenues for students to retain and understand information on the anatomy of
the body, will give students a broader comprehension of the content.

Assessment Procedures
How will you know if the students met the objectives/standards? How will you measure their progress and
level of understanding?

Formative
Assessment

I would present the class with questions on the material throughout the presentation
and have them use different colored A,B,C,D cards to answer the multiple choice
questions. This will not only give me as the teacher the opportunity to assess the
students retention and understanding of the material, but also give students the
opportunity to discuss and rationalize other possible answers as a group.

Summative
Assessment

I would give students an end of the class a review quiz where they would be asked to
describe the pathways of blood though the heart and how it interacts with the lungs
during gas exchange (oxygenation of the blood).

References:

http://www.biologycorner.com/worksheets/heart_internal.html
https://www.youtube.com/watch?v=H04d3rJCLCE
http://www.visiblebody.com/ap/pc/
Miller, R. K., & Levine, J. (1991). Biology. Person. 2016

Supplemental Materials:
http://www.childrensheartinstitute.org/content/blood-flow-diagram.html