Heart Structures and Sounds Grade 11 University Biology

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Heart Structures and SoundsGrade 11 University
Biology

• Appealing To Different Learning Styles
• Caitlin Boutros HS Science

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Overview

1. Introduction to the Concept
2. Learning Difficulties / Misconceptions
3. Expectations from the Ministry of Education
4. Outline and Timing
5. Appealing to Different Learning Styles
6. Demonstrations and Student Labs
7. Safety Considerations
8. Instruments for Assessing Evaluating the
   Concept
9. Practical Applications and Societal Implications
10. Key References

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Introduction Interesting Facts

• The human heart beat 35 million times a year.
• Your blood vessels system is gt96 000km long.
• The adult heart pumps about 5 quarts of blood
  each minute (9 120 L/day).
• Most people think their heart is on the left side
  of their body. Actually, your heart is located
  in the centre of your chest, but the bottom of
  the heart is tipped to the left.
• The heart can create enough pressure that it
  could squirt blood at a distance of thirty feet.

http//www.youtube.com/watch?vWnb7lZ0Dn5Efeature
related
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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.

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Learning Difficulties Misconceptions

• 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
  theyre in the pulmonary or systemic circuit.

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Learning Difficulties Misconceptions

• 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.

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Expectations From the Ministry of Education

• STRUCTURES
• Overall Expectation E3 Demonstrate an
  understanding of animal anatomy and physiology,
  and describe disorders of the respiratory,
  circulatory, and digestive systems.
• Specific Expectation E3.3 Explain the anatomy
  of the circulatory system and its function in
  transporting substances that are vital to health.

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Expectations From the Ministry of Education

• SOUNDS
• 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.
• Specific Expectations E2.3 Use medical
  equipment to monitor the functional responses of
  the respiratory and circulatory systems to
  external stimuli.

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Outline and Timing

• Timing I would teach this close to the end of
  the course (probably as my second last unit with
  Plants being the last unit taught).
• Outline Within the Anatomy of Mammals strand I
  would start with Circulation first with approx.
  one week on that topic followed by respiration
  and then digestion.

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Outline and Timing

• 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

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Outline and Timing

• 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)

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How Can These Activities Be Modified for
Different Levels? (Eg. University VS College)
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Appealing to Different Learning Styles

• THE VARK Learning Styles
• Visual
• Watching the heart dissection
• Colour the diagram of the heart
• Aural
• Listening to the demo of the heart dissection
• Systolic VS Diastolic discussion

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Appealing to Different Learning Styles

• The VARK Learning Styles
• Read/Write
• Draw/label diagram of the heart
• Flow chart of the blood flow through the heart
• Kinesthetic
• Jeopardy style warm-up
• Blood Pressure Lab

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Demonstrations Student Labs

• STRUCTURES
• Heart Dissection
• Teacher demonstrates the heart dissection using a
  microscope connected to a TV so that all students
  can watch
• Students take notes and draw pictures during the
  demo
• Students ask questions during the demonstration

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Demonstrations Student Labs

• SOUNDS
• Blood Pressure Lab
• Students work in small groups to compete the lab
• Then students complete analysis questions for the
  lab individually
• The analysis questions are handed in with a
  success checklist that is used to for teacher
  assessment

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Safety Considerations

• During all wet labs in this unit the students
  must make sure that they are wearing goggles,
  gloves, and aprons.
• For the blood pressure lab it would only be
  necessary to make sure that the students are
  staying focused on their task.

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Assessing Evaluating the Concept

• Rubric
• (Evaluation)
• Success Criteria
• Checklist
• (Assessment)
• Exit Pass ?
• (Assessment)

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Practical Applications and Societal Implications

• Practical Applications
• Athletic Training and Heart Rate
• Doctors Pharmacists and Physiotherapists need to
  understand the parts and functions of the heart
• Societal Implications
• Nutrition and Heart Health
• Water Intake and Nutrition affect Blood Pressure

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Key References

• Fleming, Neil. (2001). VARK A Guide To
  Learning Styles. Retrieved July 9, 2010 from
  http//www.vark-learn.com/english/index.asp
•  
• Ontario Ministry of Education. (2008). Science
  The Ontario Curriculum Grades 11 and 12.
  Retrieved July 9, 2010 from http//www.edu.gov.o
  n.ca/eng/curriculum/secondary/2009science11_12.pdf
  
•  
• Ontario Ministry of Education. (2010). Growing
  Success Assessment, Evaluation and reporting
  Improving Student Learning. Retrieved July 24,
  2008 from http//www.edu.gov.on.ca/eng/policyfund
  ing/growSucceess.pdf