SHS2 Biology · Semester 2 Week 12: Mammalian Systems

Lesson notes

Learning Objectives

Indicator: 2.4.1.LI.1 - Discuss the cardiovascular system of humans and relate the parts to their functions.

By the end of the lesson, learners can:

Identify and name the main parts of the human cardiovascular system, including the heart chambers, major blood vessels and blood components.
Describe the function of each part of the heart and major blood vessel in the transport of blood.
Trace the pathway of blood through the pulmonary and systemic circulations, stating whether the blood is oxygenated or deoxygenated at each stage.
Explain how the structure of the heart (valves, thick muscular walls) supports its pumping function.
Discuss common cardiovascular health issues and relate them to the proper functioning of the system.

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Curriculum details

Strand: Systems of Life (Strand 4)
Sub-strand: Mammalian Systems (4.1)
Content standard: 2.4.1.CS.1 - Demonstrate knowledge and understanding of the cardio-vascular and excretory systems in humans. 2.4.1.LO.1 Explain how the cardiovascular and excretory systems of humans, function to ensure good health.
Indicator: 2.4.1.LI.1 - Discuss the cardiovascular system of humans and relate the parts to their functions
Suggested placement: Semester 2, Week 12 (Week 32 of the year)
Our suggestion, laid out in curriculum order across three terms of twelve weeks. NaCCA does not fix the week, so follow your school's scheme of learning.
Curriculum reference: NaCCA curriculum document, p. 82

Exemplars (from the NaCCA curriculum)

Collaborative Learning: in small, mixed-ability, all-inclusive groups, watch videos, or study charts on the human heart, and relate its structures to their functions, and design a mind map on the cardiovascular system, its parts and the functions of these parts; learners learning in teams and groups are exposed to learners from diverse backgrounds, helping them to support one another culturally, socially and emotionally.
Observational/Experiential Learning: obtain a small mammal (e.g. the guinea pig, rabbit, etc.), and carefully dissect it at the ventral part to observe its internal organs and examine them. Practices such as examining biological specimens in academic exercises remove certain cultural, social and religious barriers as learners from some backgrounds are forbidden to touch some organisms. This is effective in liberating the learner from the enslavements of ignorance. Learners also connect to real-world scenarios and experiences to broaden their knowledge. Talk for Learning: in mixed-ability groups, learners discuss their presentation on the morphology and physiology of mammalian organs.
Teaching and Learning Materials:
- * Dissecting kit * Board * Pins
- * Water * Cotton wool * A small mammal (albino rat, guinea pig rabbit, etc.)
- * Models of * LCD
- the cardiovascular system projector/TV/mobile phone
Assessment (2.4.1.AS.1). The document marks these depth-of-knowledge levels for this indicator: Level 2 Skills of conceptual understanding; Level 3 Strategic reasoning; Level 4 Extended critical thinking and reasoning.