Lesson Plan for:

Subject: Biology
Grade: 13
Time: 70 minutes x 2
Unit Topic: Biosystems Maintenance
Lesson Topic: The Circulatory System of Mammals

General Objective:
Students should have knowledge and understanding of the organization, structure and transport function
of the mammalian circulatory system

Specific Objectives:
At the end of the lesson, students should be able to:

1. Accurately label the following: - Heart

- Arteries
- Veins
- Capillaries

2. Describe the structure of arteries, veins and capillaries

3. Relate the structures of arteries, veins and capillaries to their functions.
4. Describe the structure of the heart

Content:
Throughout an organisms life materials are constantly being moved to and from all parts of the body. A
complex internal transport system has evolved in many animals, especially in those that are larger and
more compactly built.

In mammals, the circulatory system is responsible for the transport of materials around the body. The
circulatory system consists of the heart and blood vessels. Both the heart and the blood vessels are
specially designed to carry out their functions of transporting materials around the body.

Previous Knowledge:
Students should already know:
the three major blood vessels and some of their adaptations to carry out their functions
some of the structures found within the heart

Instructional Material:
Prepared handout from Biological Science 1 and 2 and Advanced Biology Principles and
Applications, white board, white board marker, multimedia projector, laptop

Teaching Strategies: discussion, videos explanation, handouts, computer oriented quiz

Procedure:

Before the lesson commence, teacher will discuss the end of class activity that was given as homework
during the week of January 25th 29th. Students will be given two summaries on transport in the phloem.
See attached
Introduction

Students will be allowed to lesson introductory videos on the circulatory system entitled
- The Circulatory Song
- Transportation in Animals
Following the video, students and teacher will discuss the videos after which the students will be given
the objectives of the lesson.

Step 1
Teacher and students will engage in a discussion of the major blood vessels including:

- the structural arrangement of each

- the function of each

Step 2
Students will be allowed to listen to the following videos:
- Transportation in Human Beings

Step 3
Teacher and students will be engaged in a discussion on the detailed structure of the heart.

Step 4
Teacher will allow students to listen to a video which would summarize the lesson:
- The Circulatory System (1)

Assessment of Student Learning:

1. What advantage arises from returning oxygenated blood to the heart before it circulates around the
body?
2. Complete the following table:

Vessel Type of Blood Takes Blood to Takes Blood from

Pulmonary artery
Pulmonary vein
Vena Cava
Coronary artery
Coronary vein
Aorta

3. Students will be allowed to partake in a Video quiz entitled: Circulatory System musical Quiz

HomeWork:

1. Write brief notes on the following:

 - plasma
- red blood cells
- white blood cells; include the different forms, you should be able to identify a given type of
white blood cells

Read up on: - the cardiac cycle, blood pressure and pulse.

Evaluation:
Summary 1: Structure and function of phloem

Phloem carries organic materials such as _________________ and _________________ from the leaves
and ___________________ regions to other parts of the plant. It is made up of two main cell types. The
sieve tube elements form long, vertical tubes. Each element has perforated end walls called
________________. The pores within them have strands of cytoplasm made up of
____________________ running through them. Sieve tube elements lack important structures found in
other cells. These include __________________, __________________ and _____________________.
Associated with sieve tube elements are cells that carry out the metabolic activities of sieve tube
elements. These cells are called ____________________ and transfer material to and from sieve tube
elements via ____________________ in the cellulose cell walls between them.

Summary 2: Translocation of Organic Molecules in Plants

Transport of sucrose in plants occurs in the tissue called ______________________, from places where it
is produced, known as ____________________, to places where it is used up or stored, called
___________________. One theory of how it is translocated is called the ____________________
hypothesis. Initially the sucrose is transferred into ____________________ elements by actively pumping
_________________ ions into it from companion cells. The carrier proteins through which the exchange
takes place are known as __________________ proteins. The contents of the sieve tubes now have a
______________________ water potential due to this sucrose. Water therefore moves into them from the
nearby _____________________ tissue that has a _____________________ water potential. The
opposite occurs in those cells (sinks) using up sucrose, and water therefore leaves them by the process of
________________. Water entering at the sources and leaving at the sinks creates a
___________________ pressure that causes the mass flow of sucrose solution along the phloem.