THE CIRCULATORY SYSTEM: Unit 4

WEEK 1
Date: 20th-24th September
LEARNING OUTCOMES PLAN (METHODOLOGY) TIME RESOURC
Day 1
and
Day 2
Students should be able INTRODUCTION: 80min Ppt, Book
to: Students will be asked different questions to assess their
 Define the function prior knowledge about the body systems (cardiovascular 10
of circulatory system, nervous system, digestive system). How can we min
system and what measure the pulse of a human will be done briefly to
are the check their prior knowledge.
components of
circulatory system DEVELOPMENT 30
 At the end of the  Students will be explained the role of circulatory min
lesson students will system. The components of the circulatory system
be able to will be explained. (Blood, blood vessels and
understand heart).
arteries, veins and  The function of the cardiovascular system will be
capillaries done in detail.(Transportation of nutrients which
includes digested food such as amino acids,
glucose, fatty acids etc, removal of waste
products, gaseous exchange, immunity and
transport of carbon dioxide and oxygen)
 Blood vessels (veins, arteries and capillaries) and
their cross-section will be in detail.
 Students will be explained the structure and 30min
function of arteries, artria and ventricles. How
does blood provide the nutrients?
 Students will be explained the type of blood
vessels (veins). The difference between veins and
arteries will be done in detail. Students will be
explained the concept of how the deoxygenated
blood is carried by the veins. Video regarding
blood vessels will be shown. Questions will be
asked like?
 Name the types of blood vessels?
 Did they observe any difference between
veins and arteries?
 What were the different parts which were
shown in the cross section diagrams?
 Why do the veins have valves?
 How do the arteries function better with 10
thick walls? min

 Students will be explained the concept of

microcirculation, venules and arteries
 CONCLUSION:
 Students will be able to understand veins, venules
and capillaries and how they carry blood.
 At the end of the lesson students will be able to
understand the concept of arterioles and venules

Homework:

Read page 47 Blood Vessels(Arteries, Veins and

Capillaries topic)

LEARNING PLAN (METHODOLOGY) TIME RESOURC

OUTCOMES Day 3 ES ASSESSMENT
Students should 40min Book and Ability to do the
be able to: Written Task notebook written task
 Differentiat independently
e between The students will answer the following questions:
veins and 1. Define the following
arteries a) Veins 30 min
b) Capillary
c) Artery
d) Circulatory system
2. What are the three components of the circulatory
system?
3. Which blood vessels are the thickest?
4. Why do veins have valves and arteries don’t?
5. What is vasoconstriction?
6. Why are large arteries elastic and arterioles non-
elastic?
7. Where does the pushing force come from to push
the blood out of the heart?
8. Why do you think arteries function better with
thick walls?
9. Draw the cross-section of artery and vein.

Homework:

Do page 22(only blood vessels) of the W.B 5 min

WEEK 2
 Date: 27th Sep- 1st October

LEARNING PLAN (METHODOLOGY) TIME RESOURCE

OUTCOMES Day 1 and S ASSESSMENT
Day 2

Students should be INTRODUCTION: 80min Ppt, Book Listen to

able to: Veins, arteries and capillaries topic will be classroom
 Understand revised with the students. Questions will be 10 min discussion to
the structure of asked to assess their prior knowledge. determine
the heart understanding
 The circulation DEVELOPMENT
(pulmonary  Students will be explained the 30min
circulation) by structure of the heart. The definition
the heart of heart will be explained in detail.
Chambers of the heart and how do
the valves separate each chamber
 Diagram will be shown and the
students will be explained the
circulation done by the heart. The
types of circulations will be explained
in detail. Pulmonary circulation will
be explained in detail. In the
following steps the students will be
explained the whole process:
 How from the right atrium, the blood
is pumped through the tricuspid valve
(or right atrioventricular valve), into
the right ventricle. How the blood is
then pumped from the right ventricle
through the pulmonary valve and into
the main pulmonary artery.
 Deoxygenated blood leaves through
the right ventricle through the
pulmonary artery. 30min
 The oxygenated blood then leaves
the lungs through pulmonary veins,
which return it to the left heart,
completing the pulmonary cycle.
 This blood then enters the left atrium,
which pumps it through the mitral
valve into the left ventricle.
10 min
 From the left ventricle the blood
passes through the aortic valve to
the aorta which provides the body
with blood

 Difference between pulmonary and

 systematic circulation will be
explained in detail by showing them
the diagram.

Homework:

Do Q2 (part a-e) on page 21 of your WB.

LEARNING PLAN (METHODOLOGY) TIME RESOURC

OUTCOMES Day ES ASSESSMENT
3
Students should 40 Book and Ability to do the
be able to: Written Task min notebook written task
 Understan independently
d the Worksheet will be given(attached)
structure
and
function of
the heart

LEARNING PLAN (METHODOLOGY) TIME RESOURC ASSESSMENT

OUTCOMES Day 4 ES
Students INTRODUCTION: 40 Ppt, Book Listen to classroom
should be able Systematic and pulmonary circuits min discussion to
to: both will be revised with the determine
 Comple students. 10 min understanding
te DEVELOPMENT
circulati  Video
on of (https://www.youtube.com/watch?
blood in v=mkVLAkHExLU) will be shown of 20 min
the pulmonary circulation and discussion
heart will be done in detail.
 Questions will be asked like?
 Name the four chambers of
the heart?
 Did they observe any
 difference between the
bloods circulated in the right
and left chambers?
 How does the gaseous
exchange take place? 10
 What is the difference min
between both the circuits?

Homework:

Read page 48-50(What is in the blood-

Moving glucose to the cells)

WEEK 3
Date: 4th – 8th October

LEARNING PLAN (METHODOLOGY) TIME RESOURCE ASSESSMENT

OUTCOMES Day 1 and
Day2

Students should be INTRODUCTION: 80min Ppt, Book -Listen to

able to: Questions will be asked from the classroom
 Understand students to determine if they have any 15 min discussion to
the prior knowledge of the composition of determine
 composition blood, hemoglobin etc.? understanding
of blood -Written task
 Recognize DEVELOPMENT 40 min
the role of  What is Blood? The body fluid in
RBCs and humans and other animals that
WBCs and deliver necessary substances
platelets such as nutrients and oxygen to
the cells and transports waste
products away from those same
cells. Blood makes up about 8%
of the human body weight
 Whole blood and Centrifuged
blood division will be done in
detail.
 The difference between blood
cells and plasma will be done with
the students
 Red blood cells 20min
(erythrocytes),White blood cells
(leukocytes) and Platelets
(thrombocytes) will be done in
detail along with their
characteristics
 Students will be able to
understand the movement of
oxygen, carbon dioxide and
glucose. Flowchart diagram will
be shown to the students to
represent the transfer of these
substances.
Written Task:

Page 49 (Q6 and Q9) will be done on the

book-If we have time otherwise it will be
done on day 4.
LEARNING PLAN (METHODOLOGY) TIME RESOURCE
OUTCOMES Day 3 S ASSESSMENT
Students should be INTRODUCTION: 40min Book and Ability to do the
able to: Circulation of blood through the notebook written task
 understand veins and arteries will be revised independently
thrombosis with the students. 10 min
 Written work Written Task
will be done
The concept of thrombosis will be done
in detail and the diagram will be shown
to ensure better understanding.
Following questions will be done in the 30 min
notebook:
1. Name the components of the
blood.
2. Compare the tasks of RBC and
WBC
3. Differentiate between heart attack
and stroke?
4. What is thrombosis?
5. Differentiate between oxygenated
and deoxygenated blood.
6. Name the largest artery and
largest vein
7. What are the types of blood
cells?
8. What are the three types of
circulation?
9. Differentiate between heart attack
and stroke?
10. How is the movement of oxygen
in the body:
a)similar to
b) different from
the movement of carbon dioxide?
11. How is the movement of glucose
in the blood similar to the
movement of of carbon dioxide?
Homework:

Do Q6-Q9 (pg 24-25) of

workbook