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Lesson Plan

Date: 15th January ‘08 Class: 5 & 6th class Lesson Length: 60 mins
Time : 14:00

Pupils’ previous knowledge/skills/experiences: Students will have some experience of


the heart, circulatory system and other various organs, whether they have been taught it
by their teacher, parents or learned about it from T.V, advertisements or on magazines or
books.

Topic Matter: The Heart and Circulatory System

Aim: To introduce and discuss in detail the functions of the heart as a vital organ and the
Circulatory system

Lesson Objective:
Students to name the various parts of the heart, internally and externally
Students to label these parts on a diagram
Students to state the primary functions of the heart
Students to associate the circulatory system with the heart by identifying where
oxygenated and deoxygenated blood flows through
Students to know the various areas to take your heart rate
Students will also be taught the effects of poor diet and lifestyle has on the heart and
circulatory system

Resources/equipment needs: Primary school science book, worksheets with model


diagrams of the heart and questions on the heart and circulatory system for the whole
class, two separate poster’s of the heart, graph showing the composition of blood

Assessment: Students will be assessed throughout the class both orally and physically,
with continuous questions and recapping on taught information, as well as a worksheet
that will be handed out to each student to complete at the end of class
Time Teacher Activity Student Activity

Set Introduction Students listen to the teacher and


answer when appropriate
5 mins
Introduce the topic matter to the class
State the objectives of the class and T = Teacher
ensure there is good order S = Student
Ask students if they have any previous
knowledge of the heart and discuss their For example
thoughts T ‘For this class we will be

Screen all students to ensure they have discussing the functions of the

no difficulty discussing the heart, blood heart and our circulatory system’

etc.
Ask students where you think the heart T ‘Can anyone tell me what the

is located heart does?’

Then show students a diagram of the


T ‘Can anyone tell me where the
human body containing the major
heart is?’
organs of the body in the primary school
science book and show students where
T ‘Can anyone tell me where the
the heart is and other major organs
liver is?
Students as a group by putting up
their hands try to answer the
following questions or offer their
thoughts
Development

5 mins T or S ‘the main function of the


Go through the main functions and
heart is to transport oxygenated and
principles of the heart with the class,
deoxygenated blood around the
and write them on the board
body

7 mins
Show detailed diagram of the heart
and get students to label the various
parts
Ensure all students can see the
diagram clearly
Ensure all students can hear and see
you clearly
Help students if they are stuck,
prompt and encourage them and
praise them for effort

This is the diagram of the heart


shown to the class

For example
T ‘ Can anyone tell me where the
right Atrium is?
S ‘It is the chamber located in the
top left hand side of the heart on the
poster
6 mins Discuss the heart chambers which
carry oxygenated blood (red) and
deoxygenated blood (blue). Point this
out on the poster

This is the diagram of the heart


shown to the class

Once again students help each


6 mins Discuss how oxygenated blood and
other to state the chambers which
deoxygenated blood is transported,
carry the oxygenated blood (red)
whether it’s through arteries or veins.
and deoxygenated blood (blue),
Point this out on the poster
and which veins and arteries carry
it into and out of the heart

For example
T ‘Can anyone tell me what colour
represents the oxygenated blood?
S ‘The chambers in the red colour’
T ‘Can anyone tell me the artery
which carries oxygenated blood
out of the heart?’
S ‘The aorta’

5 Next deal with the components of For example


mins blood, what they are and the functions T ‘Can anyone tell me the
of each components of blood?’
Ensure all students can see the diagram S ‘1) plasma 2) red blood cells 3)
clearly white blood cells 4) platelets

Ensure all students can hear and see


you clearly T ‘Can anyone tell me what the

Help students if they are stuck, prompt function of white blood cells?’

and encourage them and praise them for S ‘To fight disease and foreign

effort cells’

Also deal with where the various blood For example


4 components are produced T ‘Can anyone tell me where the
mins red blood cells are produced?’
S ‘In the red bone marrow’
4 mins State the composition of blood by
showing students a diagram of the
blood’s composition

This is the diagram of the


composition of blood shown to the
class

5 mins Split students into pairs of two and get Students measure each others
students to measure each other’s pulse heart rates at the various parts
rates on the various spots which you which you can. This exercise helps
can on your body students to learn skills of co-
operation, communication and
teamwork

Ask students the different places T ‘Where did you measure your

where they measured their heart rates heart rate?’


S ‘My pulse located under my
palm on my wrist’

Tell students all the appropriate places


where you can measure your heart rate T ‘Other places where you can
measure your heart rate is your
neck’
6 Next deal with how a healthy diet and For example

mins lifestyle help keeps your heart healthy T ‘What food is healthy for the

Help students if they are stuck, prompt heart?’

and encourage them and praise them S ‘Adequate intake of minerals and

for effort vitamins’


S ‘Your five fruit and vegetables
intake a day’
S ‘Good intake of protein such as
fish and meat’

T ‘What is unhealthy for the heart’


S ‘Drinking and smoking’
S ‘ Eating unhealthy food such as

Closure fatty foods and sweets’

Assess student learning by handing


out student’s assessment sheets Every student will receive an
6 containing a diagram of the heart assessment sheet containing a
mins diagram of the heart.
Get students to fill in the diagram with
the main parts of the heart Students will fill in the main parts
of the heart
Get students to draw arrows for the
blood flow of oxygenated and Students will attempt draw in

deoxygenated blood flow, blue pen for arrows for the blood flow of

deoxygenated blood and red pen for oxygenated blood (red pen) and

oxygenated blood deoxygenated blood (blue pen)

On this assessment sheet there will be Students will also answer the

a number of lower order and higher questions in it

order questions to challenge students The assessment sheet can be found


attached with the lesson plan