Ms. Romanuk Gr.

11 Biology

Unit 3: Transportation and Respiration

Course: Biology
Grade: 11
Estimated Class Days: 22 (65 minute classes)

My general outline is that I want to break up Unit 3 into two parts. The circulatory
system and the respiratory system. We will do the circulatory system first and will have
a mid-unit quiz before continuing on with the respiratory system. Currently budgeting for
22 class days. Although if students express certain interests in different topics, we may
add in a day or two to allow them to explore those interests. There also may be
extracurricular activities that could potentially affect the amount of students in class and
add extra days.

Specific Learning Outcomes to be Achieved:

- B11-3-01: Design and execute an experiment to investigate an aspect of the

transportation or respiratory system. (GLOs: C2, D1, E2) Examples: the effect of
exercise on heart and/or respiratory rate; the effect of adrenaline on blood
pressure; carbon dioxide production as an indicator of metabolism…
- B11-3-02: Compare the characteristics of blood components in terms of
appearance, origin, numbers, relative size, and function in the body. (GLO: D1)
Include: plasma, erythrocytes (red blood cells), leukocytes (white blood cells),
and thrombocytes (platelets)
- B11-3-03: Compare and contrast the characteristics of different blood groups.
(GLO: D1) Include: ABO and Rh factor
- B11-3-04: Predict the physiological consequences of blood transfusions involving
different blood groups. (GLOs: D1, E2)
- B11-3-05: Describe the blood donation process and investigate related issues.
(GLOs: B3, C4, C5, C6, C8) Examples: compatible blood groups, screening
procedure, frequency of donation, use of donated blood products, blood-borne
diseases…
- B11-3-06: Compare the structure and function of blood vessels. (GLOs: D1, E1)
Examples: diameter, elasticity, muscle layers, valves, what they transport...
- B11-3-07: Identify the materials transported between cells and capillaries. (GLO:
D1) Include: carbon dioxide, oxygen, hormones, nutrients, and nitrogenous
wastes
- B11-3-08: Describe the cardiac cycle.
- B11-3-09: Describe, in general terms, the nervous and chemical control of
heartbeat.
 Ms. Romanuk Gr. 11 Biology

- B11-3-10: Explain the meaning of blood pressure readings and identify the
normal range.
- B11-3-11: Identify factors that affect blood pressure or cardiac function and
describe their effects.
- B11-3-12: Explain how transport systems help to maintain homeostasis in the
body.wastes, and hormones; help maintain fluid balance; regulate body
temperature; and assist in the defence of the body against invading organisms
- B11-3-13: Distinguish between cellular respiration, internal respiration, and
external respiration.
- B11-3-14: Identify major structures and functions of the human respiratory
system from a diagram, model, or specimen.
- B11-3-15: Describe how breathing is controlled to help maintain homeostasis in
the human body.
- B11-3-16: Investigate and describe conditions/disorders associated with
transportation and/or respiration in the human body.
- B11-3-17: Identify personal lifestyle choices that contribute to cardiovascular and
respiratory wellness.

Key Vocabulary/ Phrases to be learned this Unit:

1. Respiratory Rate 16. Atrioventricular 33. External

2. Plasma valve respiration
3. Erythrocytes 17. Left ventricle 34. Beta blockers
4. Leukocytes 18. Left atrium 35. Diuretics
5. Thrombocytes 19. Tricuspid valve 36. Lungs
6. ABO 20. Septum 37. Pleura
7. Rh factor 21. Venule 38. Nasal cavity
8. Aorta 22. Arteries 39. Epiglottis
9. Right pulmonary 23. Arterioles 40. Bronchi
arteries 24. Veins 41. Bronchioles
10. Right pulmonary 25. Ventricles 42. Alveoli
veins 26. Capillaries 43. Pulmonary
11. Right atrium 27. Systole capillaries
12. Right ventricle 28. Diastole 44. Diaphragm
13. Left pulmonary 29. SA nodes 45. Pharynx
arteries 30. VA nodes 46. Larynx
14. Left pulmonary 31. Cellular 47. Trachea
veins respiration 48. Uvula
15. Left atrium 32. Internal 49. Ribs
respiration
 Ms. Romanuk Gr. 11 Biology

50. Intercostal 52. Medulla 54. Cardiovascular

muscles oblongata disease
51. Chemoreceptor 53. Anemia

Instructional Strategies that provide evidence that students have LEARNED the
knowledge:

- Providing Feedback: Students will receive feedback orally during class, during
one-on-one conferencing, through the use of rubrics, and via quiz/test analysis.
- Reinforcing Effort: A portion of assignments and labs will be graded based on
effort (using a rubric). Students will also receive recognition for their diligence
and respect for learning.
- Homework & Practice: Students will receive daily practice opportunities through
class-work and. Students will also receive homework occasionally.

Instructional Strategies that help students ACQUIRE & INTEGRATE the new
knowledge:

- Cues, Questions & Advance Organizers: Students will use a combination of

graphic organizers, diagrams, and practice questions to help acquire the new
content and make meaning of the new content.
- Summarizing: Students will engage in oral summary and exit slips
- Note-taking: Students will engage in regular note taking, requiring them to
transcribe notes from oral discourse, displayed text, and textbook readings.
- Non-linguistic Representation: Students will use pictures/diagrams (both drawn
and from textbook) to make meaning of the new content.

Tentative Class Schedule:

Day Basic Activities

Objectives
Covered

1 B11-3-01 - Go over brief introduction of the circulatory and respiratory

system (10 minutes)
- Designing your own experiment: Students are paired and
asked to create a testable question about transportation or
respiration. When they’ve come up with a testable question
 Ms. Romanuk Gr. 11 Biology

(10 minutes) they will approach me so that I can confirm

that it is testable. After the experiment has been designed
they will execute the experiment. (35 minutes)
*note: have blood pressure readers available for students.
- Students will take turns talking about what they discovered
in their experiments and the results they collected (10) -
This may need to be moved to next day depending on the
number of students
- Formative assessment

2 B11-3-02​: - Introduce the the different components of blood and their

role (30 minutes)
- Pass around a model of blood that shows the relative size
and percentage of each component. (5 minutes)
(​https://www.pinterest.ca/pin/73887250114253175/
- Get out microscopes and have students explore each
component of blood. Have them create a mini poster that
has a drawing of each component from what they see in the
microscope and have them summarize the function of each
beside their drawings.

3 B11-3-03 - Start off the class asking students what blood type they are.
B11-3-04 For fun have students organize themselves into their blood
B11-3-05 types: A, B, AB, O and Unknown.(10 mins) Put totals on
board. Then have students discuss in table groups why it
would be important for us to know what blood type we were
then take turns sharing to class (10 mins)
- Slideshow and video (​https://youtu.be/Zsdhe0xFBf4​) on
Antigens, Antibodies, and Blood Cells. Students use notes
to fill out the following chart (35 mins).
Blood Antigen Antibodie Possible Possible
Group s donors recipients

- Students look over a partners chart to make sure they are

filled out correctly (10 mins)

4 B11-3-03 - Introduce Rh factor and how that combines with the ABO
B11-3-04 system (15 minutes)
B11-3-05 - Students Complete a blood typing lab using commercial
blood typing kits.
https://ca.vwr.com/store/product/en/10424340/simulated-ab
o-blood-typing-kit​ There will be a lab handout for
instructions and questions and it will be handed in at the
 Ms. Romanuk Gr. 11 Biology

end of class or next morning if students need more time

answering explanation questions (50 minutes).

5 B11-3-03 - Group activity: Introduce multiple case studies that involve

B11-3-04 blood transfusions. Have students discuss among
B11-3-05 themselves after the case study has been posed and then
discuss as a class and predict the effect. Here we will
discuss the idea of a universal donor and a universal
recipient (20 mins).
- Book the laboratory or have students bring devices to class.
Here we will have students break up into groups of 3 where
each group will research a different topic. Topics choices
include:
- The uses of various blood components by CBS
- Timeline of the history of blood transfusions
- Benefits and risks of artificial blood transfusions
- Examine the impact of certain disorders on blood
safety.
- Blood donation process in Canada, who can and
cannot donate.
- Why might someone refuse a blood donation
- Students will have the rest of class to research and create a
powerpoint or presentation for the class on their research
topic. Presentations will be 3 minutes and be presented in a
future class (45).

6 B11-3-03 - Students will have 30 minutes at the beginning of class to

B11-3-04 continue their research and work with their group. All other
B11-3-05 preparation for presentation will be done outside of the
Finishing classroom.
off these - Introduce Blood Vessels through slides and video. Crash
SLOs until Course video and then slide notes. Students create a
presentati graphic organizer that compares and contrasts the different
on time. types of blood vessels.
https://www.youtube.com/watch?v=v43ej5lCeBo​ (25 mins)
B11-3-06 - Have a slideshow of different microscope images of
B11-3-07 different vessels and have students identify and explain
which vessel is in each image (10 mins)

7 B11-3-06 - Kahoot on Vessel Structure (10 mins). - Review to see what

B11-3-07 concepts students understood and what needs clarification
- Clarify and discuss questions in kahoot and talk about
areas students got wrong (10 mins)
- Split students into 3 groups. Give each group a topic to
discuss
- Topics:
 Ms. Romanuk Gr. 11 Biology

- What would happen if there were no valves in

the veins
- What would happen if the arteries had the
same structure as veins
- What would happen if the capillaries had
muscular walls
- Students have 10 minutes to discuss in their groups
- Then we discuss as a class together and have each
group share the ideas discussed (15 mins)
- Rest of class is for students to organize and meet with their
group for the presentation on blood donation/transfusions
(20 mins). Presentations happen next class.

8 B11-3-05 - First half of class is students presenting (30 mins). Students

will take notes on the presentations of other groups.
B11-3-07 - Review of diffusion and active transport. (15 mins)
- Discussion of what is transported between cells and
capillaries. What is our blood trying to get around the body.
After the discussion, have students draw a diagram that
demonstrates the materials transported between the cell
and capillary, if you do not finish the diagram in class, it will
be assigned as homework to have it finished (20 mins).

9 B11-3-08 - Activate activity: Kahoot on the heart parts before hand to

B11-3-09 see what students remember from Grade 8. (10 mins)
- Give students multiple heart diagrams. One diagram they
will label and colour the different parts of the heart. On the
second diagram they will label the flow of the heart
- Go through slides of the different parts of the heart with
brief descriptions of each. Students label diagrams as we
go (20 mins)
- Go through the flow of blood through the heart and the
heart sounds we hear (20 mins).
- Using stethoscopes, allow students to take turns listening to
their own heartbeat and see if they can identify the lub dub
sounds. Have students experiment with running in place or
briefly exercising and see how they affect their heartbeat.
(15 mins)

10 B11-3-08 - Introduce an electrocardiogram on what it measures. Not

B11-3-09 going to go into too much detail about it (10 mins).
- Video on electrocardiogram. ​https://youtu.be/jxGdbaC8H68
(2 mins)
- After the video compare a healthy ECG reading vs an
irregular ECG reading (13 mins)
- Nervous and Chemical Control of Heartbeat
 Ms. Romanuk Gr. 11 Biology

- https://youtu.be/RYZ4daFwMa8
- Fight or Flight Video then discuss what fight or flight
would do to your heart rate.
- https://www.youtube.com/watch?v=uxweRCX
aLVA
- Students complete a compare and contrast frame for
nervous and chemical control of heartbeat.
- (25 mins)
- Have students discuss why someone would need a
pacemaker. Discuss in partners than as a class. Watch
video (15 mins)
- https://www.youtube.com/watch?v=_fC8JQwm-UU

11 B11-3-10 - BP Demos (15 mins):

B11-3-11 - place students with partners and show one member
B11-3-12 of each group how to measure each blood pressure
using the sphygmomanometer while his partner is
seated. Students will need to record the data of each
blood pressure check during the experiment. Instruct
seated students to rise slowly and test blood
pressure levels when the student stands. Students
should return to their seats and after five minutes
stand up quickly. Their partners should immediately
check their blood pressure. Then have students do
other experiments on blood pressure, like exercise. If
it is a colder day, you could have a student read their
bp then go outside until they're a little chilly and then
measure their bp and see if there is a change.
- Discuss the effects of high blood pressure on the body. You
can also discuss the effects of smoking on blood pressure
(10 mins). Give students a decent amount of time to answer
an exit slip for the following question (10 mins).
- Why do soldiers faint after standing at attention for a
long period of time
- Fill in the blank notes on the Transport Systems and
Homeostasis: Use probing questions to have students
make connections from their past learning experiences in
the unit and connection it to the grand scheme idea of
homeostasis

12 Review Day
- Start out with Kahoot as review
- Hand out Review booklet and outline of material covered.
- Make yourself available for questions, when no one is
actively asking questions, walkabout class and listen to
discussions students are having.
 Ms. Romanuk Gr. 11 Biology

13 Test Day

14 B11-3-13 - Activating discussion questions (20 mins)

B11-3-14 - Why do we need to breathe?
B11-3-15 - How does O2 get into body cells?
- How is CO2 removed from the lungs.?
- Slide show on Cellular, internal and external respirations.
(15)
- Have students in table groups with chart paper and have
them create flow charts of the pathway of air as it moves in
the respiratory system. - potentially pick a groups chart to
display on the wall (30 mins)

15 B11-3-13 - Beginning discussion question: Breathing like an athlete.

B11-3-14 Challenge students to try breathing like an athlete. How do
B11-3-15 we train ourselves to have efficient gas exchange (10
minutes)
- Students are given a diagram of the respiratory system and
asked to use a textbook, the internet or other resources to
fill out the diagram on their own or with their table group.
- Pleura, epiglottis, bronchi, bronchioles, alveoli,
pulmonary capillaries, diaphragm, pharynx, larynx,
uvula, ribs, and intercostal muscles (20 mins).
- After students have labelled their diagrams go through it as
a class and talk about the roles of the different components
of the respiratory system (20 mins).
- Students fill out a chart on the negative feedback cycle of
breathing rate increase during exercise (15 mins)

16 - Review of structures of the respiratory system (20 mins)

- Tidal volume and Vital Capacity Lab (rest of class)
- Students use balloons and measure the diameter to
estimate their tidal volume and vital capacity. They
then answer questions that will be handed in at the
end of class for assessment.

17 B11-3-13 Virtual Dissection class of the lungs.

B11-3-14 - Students have a lab assignment to fill out and complete
B11-3-15 - In the dissection they will be asked to explore both the
circulatory system and the respiratory system in the lab.
- <​www.whitman.edu/biology/vpd/​>.
- Lab will be due as an assignment.

18 B11-3-16 Diseases and Conditions - All Class

B11-3-17 - Students pick a condition out of a hat and create an
information poster on said condition.
 Ms. Romanuk Gr. 11 Biology

- Students have all class to research and design

19 B11-3-16 - Students have 30 minutes to finish up posters. Anything

B11-3-17 else that needs to be finished will have to be done outside
of class
- Discussion about symptoms of heart attacks and strokes.
Talk about common symptoms between sexes but then
also draw on the board the different symptoms that females
and males experience. Teach students the BE FAST
acronym and explain that knowing the signs of stroke could
help them save someone in an emergency. (35 mins)

20 B11-3-16 - Gallery Walk: Students will post their posters on the board
B11-3-17 and have the first half of class to go around and read others
posters. Have students bring around something to write
interesting things they learned from the posters - this will be
their exit slip.
- Last half of class will be spent discussing personal lifestyle
choices that can lead to the conditions on the gallery walk.
Things to bring up include:
- Diet
- Fitness
- Smoking, Drinking
- Age
- Encourage students to share interesting things they learned
about their condition.

21 Review Class
- Start out with Kahoot as review
- Hand out Review booklet and outline of material covered.
- Make yourself available for questions, when no one is
actively asking questions, walkabout class and listen to
discussions students are having.

22 Test Day