Heart Structures and Sounds Grade 11 University Biology Appealing To Different Learning Styles Caitlin Boutros – HS Science

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

Introduction – Interesting Facts The human heart beat 35 million times a year. Your blood vessels system is >96 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. =Wnb7lZ0Dn5E&feature=related

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. 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”. Learning Difficulties & Misconceptions

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. 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. Expectations From the Ministry of Education

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. 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

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) Outline and Timing

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

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

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 Appealing to Different Learning Styles

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

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 Demonstrations & Student Labs

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.

Assessing & Evaluating the Concept Rubric (Evaluation) Success Criteria Checklist (Assessment) Exit Pass  (Assessment)

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

Key References Fleming, Neil. (2001). VARK – A Guide To Learning Styles. Retrieved [July 9, 2010] from Ontario Ministry of Education. (2008). Science – The Ontario Curriculum Grades 11 and 12. Retrieved [July 9, 2010] from Ontario Ministry of Education. (2010). Growing Success – Assessment, Evaluation and reporting: Improving Student Learning. Retrieved [July 24, 2008] from