Heart Structures and Sounds - Grade 11 University Biology

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					Caitlin Boutros                                                         M. Zatzman / J. Extavour
Concept Presentation
June 2010

           Heart Structures and Sounds - Grade 11 University Biology
                     Appealing To Different Learning Styles
Background Information

        The background information from this unit comes from the Grade 10 Academic course.
The background information required for the student to understand this topic is found in the
“Biology: Tissues, Organs, and Systems of Living Things” strand with overall expectations:
B1. Evaluate the importance of medical and other technological developments related to systems
biology, and analyze their societal and ethical implications; B2. Investigate cell division, cell
specialization, organs, and systems in animals and plants, using research and inquiry skills,
including various laboratory techniques; B3. Demonstrate an understanding of the hierarchical
organization of cells, from tissues, to organs, to systems in animals and plants.

Learning Difficulties / Misconceptions

Difficulty: There is a lot of new vocabulary in the concept of heart structures and sounds, which can
be difficult to understand.
Solution: Draw and label some diagrams. Start with the major parts first and fill in the details later
to make it less overwhelming.

Misconception: Arteries always carry oxygenated blood and veins always carry deoxygenated blood.
Truth: Arteries and veins carry BOTH oxygenated and deoxygenated blood depending on whether
they’re in the pulmonary or systemic circuit.

Difficulty: When finding blood pressure it can be difficult to remember which number goes on “top”.
Solution: When finding blood pressure the Systolic value goes on “top” and the diastolic value goes
on the “bottom”. The students can use the memory aid “Diastolic goes Down”.

Essential Expectations

Overall Expectation:
E2 – Investigate, through laboratory inquiry, or computer simulation, the functional responses of
the respiratory and circulatory systems of animals, and the relationships between their
respiratory, circulatory and digestive systems.
E3 – Demonstrate an understanding of animal anatomy and physiology, and describe disorders of
the respiratory, circulatory, and digestive systems.

Specific Expectation:
E2.3 – Use medical equipment to monitor the functional responses of the respiratory and
circulatory systems to external stimuli.
E3.3 – Explain the anatomy of the circulatory system and its function in transporting substances
that are vital to health.

Caitlin Boutros                                                            M. Zatzman / J. Extavour
Concept Presentation
June 2010

Advanced Preparation / Special Materials Needed

   -   Pig Heart for Teacher Led Demonstration
   -   Jeopardy Game
   -   Diagrams and graphic organizers for blood circulation and the heart
   -   Notes and practice questions
   -   Internet Heart Simulation of Heart Sounds
   -   Blood Pressure Lab (Assignment, Graph Paper, and Blood Pressure Cuffs)
   -   Assignment for Circulatory System Disorders and Computer Lab
   -   Bill Nye Video and Television
   -   Exit Pass for Circulatory System

Lesson Sequence

Lesson #1: Blood Components
Jeopardy style warm-up (in teams) to assess prior knowledge
Introduce Components of the blood

Lesson #2: Blood Vessels & Circulation
Draw, colour, and label a diagram of the blood vessels
Make a graphic organizer to summarize the form and function of the blood vessels
Practice questions

Lesson #3: Heart Structures
Demo the dissection of a heart
Draw, colour, and label a diagram of the heart
Make a flow chart to show the direction and sequence of the flow of blood

Lesson #4: Heart Sounds
Class discussion of Systolic VS Diastolic sounds using Internet Heart Simulation as a Hook
Blood Pressure Lab with Success Checklist (Assessment)

Lesson #5: Circulatory System Disorders
Bill Nye Video – The Heart
Computer research into a chosen disorder
Circulatory System Exit Pass (Assessment)

Teaching Ideas

                               The VARK – Learning Styles
Visual:                                               Read/Write:
 Watching the heart dissection                        Draw/label diagram of the heart
 Colour the diagram of the heart                      Flow chart of the blood flow through the heart
Aural:                                                Kinesthetic:
 Listening to the demo of the heart dissection        Jeopardy style warm-up
 Systolic VS Diastolic discussion                     Blood Pressure Lab
Caitlin Boutros                                                        M. Zatzman / J. Extavour
Concept Presentation
June 2010

Assessment and Evaluation Procedures


        Level R            Level 1            Level 2           Level 3           Level 4
Inquiry Does not           Provides           Provides some     Provides          Provides
        provide an         limited analysis   analysis of       considerable      insightful
        analysis of        of results         results           analysis of       analysis of
        results                                                 results           results
                           Relates results    Relates results
      Does not relate      to science to a    to science to a   Relates results   Relates results
      results to           limited degree     satisfactory      to science to a   to science to an
      science                                 degree            good degree       excellent degree
Comm. Does not use         Uses               Uses              Uses              Uses
      terminology,         terminology,       terminology,      terminology,      terminology,
      symbols,             symbols,           symbols,          symbols,          symbols,
      conventions,         conventions,       conventions,      conventions,      conventions,
      and units with       and units with     and units with    and units with    and units with a
      accuracy             limited            some accuracy     considerable      high degree of
                           accuracy                             accuracy          accuracy

Success Criteria Checklist:

You have completed the Blood Pressure Lab!! Have you…

      Composed a reasonable hypothesis?
      Followed the correct method?
      Returned all materials in a neat and organized fashion?
      Created an appropriate graph with all necessary data?
      Answered all analysis questions thoughtfully and thoroughly?
      Answered all conclusion questions thoughtfully and thoroughly?

Exit Pass:

   1) What is the function of the systemic circuit?

   2) Which part of the heart is responsible for pumping blood to the lungs?

   3) What is the difference between systolic and diastolic?

Caitlin Boutros                                                          M. Zatzman / J. Extavour
Concept Presentation
June 2010

Practical Applications / Societal Implications:

   -   Athletic Training and Heart Rate
   -   Doctors Pharmacists and Physiotherapists need to understand the parts/functions of the heart
   -   Nutrition and Heart Health
   -   Water Intake and Nutrition affect Blood Pressure

Annotated References

Fleming, Neil. (2001). VARK – A Guide To Learning Styles. Retrieved [July 9, 2010]
from http://www.vark-learn.com/english/index.asp
   *This website provides information regarding the four learning styles. The learning styles
   discussed in the website are: 1) Visual, 2) Aural, 3) Reading/Writing, 4) Kinesthetic. This
   website provides a detailed explanation of the four learning styles as well as a collection of
   strategies that can be used by teachers to meet the needs of a diverse group of students.

Ontario Ministry of Education. (2008). Science – The Ontario Curriculum Grades 11 and
12. Retrieved [July 9, 2010] from
    *This website contains the Ministry Documents of the Ontario Curriculum Grades 11 and 12.
    Beginning in September 2009, all science programs for Grades 11 and 12 will be based on
    the expectations outlined in this document.

Ontario Ministry of Education. (2010). Growing Success – Assessment, Evaluation and
reporting: Improving Student Learning. Retrieved [July 24, 2008] from
    *This website reminds teachers that the primary purpose of assessment and evaluation is to
    improve student learning. This document also describes comprehensive policies and
    practices for the assessment, evaluation, and reporting of student achievement in Ontario
    schools, from Kindergarten to Grade 12.


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