Differentiated Lesson by Interest/Learning Profile

Name and Student Number: Stephanie Rodert- 2073206Topic: The Circulatory SystemCurriculum Area: AREA OF STUDY 2: Physiology ‘Physiology is the study of the structure and function of living organisms,’ (SACE, 2013, p.15).Year Level: Year 11 Human Biology

Brief description: This lesson fits into a 5 week unit on ‘The Circulatory System’ which is part of the physiology section in Year 11 Human Biology. This unit covers the blood, the heart as a muscle and blood vessels including; arteries, capillaries and veins (SACE, 2013). This lesson is a double lesson and would be the introductory lesson on the blood and students would receive an initial handout to introduce the topic (view Appendix A). Within this lesson students will become familiar with the different functions of the blood depending on what interests them most. They will also present their findings depending on their learning profile, styles and preferences. In the following lessons students would investigate further into the composition of the blood and the different cellular components, the heart, the cardiac cycle and how blood is pumped around the body through different blood vessels.

This lesson is differentiated by:

InterestLearning Profile

Learning Objectives.

Understand that (Concepts, principles, ‘big ideas’)The blood has a liquid composition to carry out its various functions.The structure of blood determines its function (SACE, 2013).‘Big Ideas’ Function follows form/ Structure determines function (therefore ask students what would happen if the blood was thicker within lesson)

Know (e.g. facts, vocabulary, dates, information)Blood is a tissue that consists of plasma, cells, platelets and plasma proteins, (Ruthven, 2010)The different functions of the blood and the different components responsible.The function of blood is to transport the following:• oxygen -from the lungs to the cells of the body• carbon dioxide -from the cells of the body to the lungs• food molecules -from the intestines to the cells of the body• waste (urea) -from the liver to the kidney• hormones -from glands to the target organs• heat -from where it is produced to the internal organs or the skin The different components of the blood including; cellular components-red blood cells (rbc), white blood cells (wbc) and platelets, and non-cellular components- water, mineral ions and plasma proteins. This is the foundational knowledge and vocabulary whereas, more advanced vocabulary includes; cellular components-lymphocytes, neutrophils, eosinophils and basophils.

Be able to (do) (Skills, processes)Explain to their classmates one function of the blood in detail, and how the structure determines the function. (They are able to choose their presentation method depending on their learning profile, preferences and learning styles and topic depending on interest)Present information in an engaging way.Work collaboratively with class mates.Use reliable websites and resources, and use ICT safely and effectively (AITSL, 2011).Essential Questions:Why does the blood have a liquid composition?

Why does the blood have cellular and non-cellular components?Pre-Assessment for Students’ Interests and Learning Profiles: Creating a caring, respectful learning environment is an essential component in creating a successful differentiated classroom. Students must feel that they are in a safe environment where their uniqueness will be respected (Turville, 2007). Therefore, teachers need to make a conscious effort to celebrate differences in students’ interests and learning profiles. These differences can include students’ preferred learning styles, literacy levels, preferred ways of expression, preferred ways to work in the classroom and their natural ways of reasoning. However to do this teachers need an understanding of what their students’ interests are and what their learning profile is at a given point in time. There are many techniques and tools that can be used to assess students’ interests. Students who are very verbal and confident will often talk about themselves, what interests them, and how they spend their time outside of school. Other students, however, will be reluctant to share information about themselves. Nonetheless, there are a variety of techniques teachers can use to get to know all of their students. One of these techniques is the ‘Interest Inventory’ (Tomlinson, 2001). Interest inventories can be used as a pre-assessment to be completed by all students in a variety of ways depending on their literacy levels (ability to read and write). Students could be given cross-age partners, parent-volunteer readers and scribes, tape-recorded/phone recorded responses, drawn responses with scribed descriptions etc. For students in high school a simple ‘Interest Inventory Survey’ could be completed at the beginning of the year and modified to give to students at other times during the year to assess their interests at a specific point in time (view Appendix A for some examples). I have also included an Interest Inventory of my own that I would give to students before this lesson to assess what other subjects students in my Biology class are studying and therefore what their other interests are. This will allow me to group students to research one function of the blood in detail depending on their interests. For example, students who are also studying P.E. are more likely to take an interest in researching the bloods ability to carry oxygen from the lungs to the cells of the body because in the P.E. curriculum students learn the energy systems and when oxygen is used in the muscles to create energy for muscle contraction and movement. Furthermore, students studying Health or Nutrition may be more interested in looking at how the blood transports food molecules from the intestines to the cells of the body to maintain healthy bodies. Similarly, Physics students may be more interested in how the blood transports heat from where it is produced to the internal organs or the skin depending on the outside temperature. I aim to group students’ dependant on their personal interests which is something that a student is internally motivated to learn. It makes sense that students like to learn about things that they are already personally interested in or are related to some goal they have set for themselves. Interests can also exist when students have some knowledge in an area, but perceive that there is some gap between what they know and a larger body of knowledge (Turville, 2007). Therefore, learning more in Biology on a specific topic can help them with their other subject areas and therefore students are more likely to be motivated to learn it if they can see the cross-curriculum link. Teachers can also group students dependent on their situational interest which is something that grabs the learner’s attention. Some factors that influence situational interest include the use of humor, novelty, social interaction, and hands-on activities (Bergin, 1999). Therefore, I will also group students depending on how they like to work in the classroom and how they like to present information. This is dependent on their learning profile which can also be found out through the Interest Inventory survey below (see Appendix A). I have asked questions like ‘When given an assessment task to do how do you like to present it? And if given the choice to present something as a role-play, song, story, poster or oral presentation what would you choose? Depending on students answers to these questions I can group students depending on how they like to present information. For example it is a good idea to put students who like to perform role-plays in one group, because if the group has a member who really dislikes performing role-plays then they are likely to be disengaged with the task and not motivated to participate. Furthermore, as a teacher I can provide students with different resources depending on how they like to research and find out information. This relates to another question on the Interest Inventory. If a majority of students comment that they like to use internet resources then I would provide students with reliable websites to search. If students prefer to read information from books I would go to the library and borrow books for them. Also if students like to watch and learn I would borrow a documentary on the blood for them to watch or provide them with relevant links to YouTube clips to watch. Another example of a pre-assessment to understand students learning profiles is to get students to do an online survey to find out their preferred learning styles. This is something I would do at the beginning of the year to get an idea of how students learn and what they enjoy doing. View: http://www.edutopia.org/multiple-intelligences-learning-styles-quiz. While the idea that students have fixed, specific learning styles is not supported by scientific research, providing students with multiple ways to learn content has been shown to

improve student learning, (Hattie, 2011).

LESSON 1/2- The BloodTime Teaching Strategy / Explanatory Notes Student Activity / Resources5mins ‘Question & Answer’ to introduce the topic.

Teacher asks-‘What do you know about blood?’ The teacher tells students to write down a few points first and then respond to the question.

Students actively participate and answer the question given by the teacher. Students write notes in their workbooks. (Could mention its colour, blood types, blood diseases, donating blood, depending on students’ prior knowledge and interests etc.)

5mins ‘Read Aloud’ the teacher then hands out the introductory notes on the blood (view Appendix A) and reads it out to the class. The teacher will also explain as they go along and give time for questions as they arise.

Students receive the sheet and then are able to follow along as the teacher reads. This is good for students with low literacy levels. This task takes the pressure off them to read and write to learn. They can listen instead.

5mins ‘Watch and Note’‘Animation’ The teacher will play the YouTube clip. After watching the teacher will ask if the students found out anything new or interesting. The teacher will also ask students why the blood has a liquid composition and ‘what would happen if the blood was thicker?’ ‘Big Idea’

Students will watch the clip and note anything that adds to what is already on the handout. https://www.youtube.com/watch?v=CRh_dAzXuoUStudents will answer the teacher directed questions.Students will think about the big ideas. This leads on well to thinking about the heart and if blood was thicker it would be harder to pump the blood around the body. This is why the blood is liquid.Essential Qsn

10mins ‘Chalk & Talk’ (view what the teacher will write on the board in the table below) There is time for the teacher to discuss a few ideas for each point before students move onto the ‘Jigsaw Activity’

Students are to copy down notes from the board so that they have a detailed collection of notes for revision. Students could add points or ask any questions to clarify what is to be done for the next activity.

40mins ‘Jigsaw Activity’ The teacher will group the class depending on their other subject areas/interests and learning profiles (determined from the pre-assessment Interest Inventory). Each group will research a function of the blood. Groups are named: P.E.-this group will look at the function of the blood to carry oxygen to the cells of the body.Health/Nutrition-this group will look at the function of the blood to transport food molecules from the intestines to the cells of the body.Physics- this group will look at the function of the blood to transport heat from where its produced to the internal organs or the skin.Chemistry- this group will look at the function of the blood to transport carbon dioxide from the cells of the body to the lungs.Poster- this group will look at the function of the blood to transport waste (urea) from the liver to the kidney.Role-Play- this group will look at the function of the blood to transport hormones from glands to target organs.The teacher will also provide resources depending on what student said they liked to

Students in groups will research one function of the blood to teach to the class. Students will find out information on ‘how’ and ‘why’ the blood has a particular structure to carry out its function. Students could choose to use their textbooks, internet or other resources to research. Only a small 3minute presentation is necessary.Resources:

YouTube- Blood Function Overviewhttps://www.youtube.com/watch?v=0RkAQgL3qnk -Oxygen Transport https://www.youtube.com/watch?v=WXOBJEXxNEo - Food Molecule Transporthttps://www.youtube.com/watch?v=JCA9HQ795i8 - Heat Transporthttps://www.youtube.com/watch?v=f-rEgaoyoKI - Carbon Dioxide Transporthttps://www.youtube.com/watch?v=PdGDAvpcM6Q - Waste (urea) Transporthttps://www.youtube.com/watch?v=8Jqlq4FsXBA - Hormone Transporthttps://www.youtube.com/watch?v=kIPYVV4aThMhttps://www.youtube.com/watch?v=FTftmC_eDTs

Websites:http://www.fi.edu/learn/heart/blood/blood.htmlhttp://science.howstuffworks.com/life/human-

use. (The group names ‘poster’ and ‘role-play’ could be changed depending on how the students want to present their information, which would have been found out from the Interest Inventory pre-assessment)

biology/blood.htm

Worksheets/Information: (view Appendix A)Images: (view Appendix A)

20mins ‘Presentations’ The teacher is the scribe, adding notes to each dot point for students to note later.

Students present their findings to the class, 3mins each group. They will be provided with templates depending on their choice of presentation method (Appendix A).

10mins ‘Read & Write’ Teacher already noted a few important points from each presentation.

Students copy down the notes off the board into their note books so that they all have a comprehensive set of notes for revision.

5mins ‘Exit Card’ The teacher will hand out a 3-2-1 exit card for students to fill out (view Appendix A)

Students will fill out an exit card stating 3 things they learnt, 2 things enjoyed most about the lesson and 1 thing they would change about the lesson.

FOLLOW UP- The teacher will need to check next lesson whether students did in fact write down all of the notes off the board. Also depending on their answers in the exit card teaching strategies can be modified and certain content re-taught.

Notes teacher writes on Board:The Circulatory SystemBloodThe function of blood is to transport the following: oxygen -from the lungs to the cells of the body carbon dioxide -from the cells of the body to the lungs food molecules -from the intestines to the cells of the body waste (urea) -from the liver to the kidney hormones -from glands to the target organs heat -from where it is produced to the internal organs or the skin (modified from Cornerstone, 2013)

Handout for Jigsaw ActivityJigsaw Activity on the Blood

As a group you are to research information on ‘how’ and ‘why’ the blood has a particular structure to carry out its function. You have all been allocated a group and therefore you will be working on your particular function of the blood together.

Task:Explain to your classmates one function of the blood in detail and how the structure of blood determines the function, i.e. How the blood carries out this function.In relation to what the blood is transporting explain; why the body needs it, how the body uses it and what the body would do without it.As a group you are to decide how you are going to present the information that you find. (Take a vote) You could choose to present your findings through a role-play, song, story, poster, oral-presentation etc.Just be sure to present your information in an engaging way.

Assessment:You will be marked on your ability to work collaboratively with class mates.Use reliable websites and resources, and use ICT safely and effectively (AITSL, 2011).Present information on ‘how’ and ‘why’ the blood has a particular structure to carry out its function.The importance of what the blood is transporting. Answer the question: ‘What if the blood had a different composition?’

FURTHER FOLLOW UP- Before moving onto the heart the teacher would need to check that students are keeping up with the content and some suggested questions for revision are included below and could be used

to start the next lesson...This is a ‘Pre-Assessment’. There is also an example of a Unit test (View Appendix B)Some questions for revision:

1. Complete the table below which summarises the components of blood.Component Structure Functionplasma

red blood cells

white blood cellsplatelets

2. The blood main role is “transport”. What sort of “things” are transported by the blood?

3. Red blood cells contain the pigment haemoglobin. What is the function of haemoglobin?

4. What is the significance of the shape of a red blood cell?

5. Why do cells require oxygen?

6. Explain why carbon dioxide must be removed from cells.

Explanatory Notes for the Teaching Strategies Used :‘Question and Answer’- It is important to pose questions to students before starting a new topic, at

the start of a lesson and throughout to increase their engagement, so that they are active participants in creating knowledge, rather than passive receivers of information. In answering a question, the students have to think, recollect and communicate what they know. Their response can provide the teacher with some important information as to students’ levels of readiness, interests and learning profiles. This can be particularly helpful in starting a new unit to find out what the students already know and therefore what level to start the unit and from what angle to go from. This also justifies the use of a pre-assessment. Question and answer can be used as a part of any lesson, but not the entirety. Teachers need to be aware of the types of questions they ask their students and they need to vary them. Some questions asked should be simple closed questions that only require one word answers. There is also a need to ask students open-ended questions which require them to use their knowledge and apply it to a problem-solving like question or a question with multiple answers. There are advantages of using this method, including; using questioning as a pre-assessment to gauge what students know about a certain topic; and questioning aloud can suit the verbal and auditory learner and learners with low literacy levels who struggle to read and interpret written questions (Goos, Stillman & Vale, 2007). However there are also disadvantages including the fact that some students may not be confident to answer the question but this does not necessarily mean that they do not have an answer to the question. Therefore, students should be given the opportunity to write their answers in their books. This teaching strategy can be used to either consolidate students’ knowledge, or find out what they already know about a topic which was done in this case. A question is asked at the start of this lesson to immediately engage students in the content and to get them in the Biology mind-set.

‘Read Aloud’- It is important for teachers to read aloud in class while students follow along. This allows students with low literacy levels to gain access to the content and they are not put under extra strain in the lesson. If students are given big slabs of information to read on their own they can easily become distracted and disengaged. Therefore, if the teacher reads out the handout students can follow along. This reduces the demands of reading and writing. If some particular students are not listening then they could be asked to read the handout so that they are not distracting other students from learning. This is a behaviour management technique as well as a teaching technique.

‘Watch & Note’ This technique allows students to develop the skills needed to be successful in higher education facilities such as universities and TAFE’s where lectures are the main form of receiving and learning information. Watching a clip and being able to pick out the important information is also a necessary skill for students to gain practice in, and note taking is also an essential skill.

‘Animations’ can be used to engage students because they are interactive and fun to watch. They can also be used as a revision tool to go over content that has already been explicitly taught, or as an introduction to gain students attention and focus. The use of animations in this lesson provides students with a visual grasp of complex ideas and they can gain an insight into what the blood might look like. Animations are beneficial for aural and visual learners and student who struggle to grasp the more detailed processes when reading or just listening. In this lesson it means the class can do a quick revision of some key concepts which leaves time to complete tasks which help to develop the knowledge they have just learnt. The animation is available on YouTube-a website which does not require any form of membership. Therefore, the students can access it at any time if they wish.

‘Chalk and Talk’- Is a necessary teaching strategy so that students have the opportunity to write down notes in their books so that they have a comprehensive set of notes for revision purposes. Talking and explaining is an example of explicit teaching that is required in teaching science because discovery learning is not always possible or practical. Many students also benefit from being shown and told what they need to know. In this lesson ‘chalk and talk’ was used to introduce the students to some key points that they were then told to research further for themselves. ‘Chalk and talk’ as a method of teaching provides students with the foundations and knowledge to do further research and develop deeper understandings. However, it should not be used excessively in the classroom because many students can become bored and disengage with the lesson. The advantages are that a lot of content can be covered in a short time; however students also need more hands on activities to consolidate and apply their understandings.

‘Jigsaw Activity’- This strategy is effective because the teacher can get students to research in more detail one aspect of the topic and then share this with the class. This enables the class to cover a large amount of content in a short time. Therefore, by the end of the lesson the whole class has a broader knowledge base. Using this activity is positive because it can allow students to research one aspect that they are more interested in, for example PE students might be more interested in how the blood carries oxygen to the muscles. It also allows students to use resources that they can connect with and they can present the information in any mode they choose. Allowing students to make choices with their learning also raises motivation and self-efficacy in students. This method is also good because it allows students to gain a greater and deeper understanding in one specific area. It is also known that if one has to teach something to someone else, then they must know it themselves, so students are more likely to be making connections with the content in this way. Using a jigsaw activity is a great way to differentiate the curriculum because you can provide students with different information depending on their reading level as well (Gargiulo & Metcalf, 2010). While students are doing their research the teacher is able to circulate the classroom and help individual students and groups with the task. This way the teacher is able to ensure that all groups are on task and understand what they are expected to do. The teacher can also assess whether students are working collaboratively which is something they are being assessed on.

‘Presentations’- When students are given a task to present to the class they are more likely to be engaged because they are to present something to their peers. It has been well researched that when assessments of any kind have a product and a purpose, students will perform better. Therefore, I have used this technique in my lesson to help the students to get the most out of their learning and research.

To be able to ‘Read and Write’- are important literacy skills needed across all learning areas, and therefore students will benefit from getting practice in performing these skills. Having students copy notes off the board also helps to keep the class on track and focused. Using this technique at the end of the lesson allows students to process what they learnt and writing it down can reinforce the ideas taught so that they remember them. This is a good lesson closure because students are refreshing what they learnt and getting a copy of the information for themselves.

‘Exit Cards’- Are a good way for students to reflect upon their learning within the lesson and they provide a good lesson closure. Students are given a chance to not only reflect upon, but consolidate their learning at the end of the learning task, which in this lesson was the jigsaw activity.

I have also included different resources to assist different students with different learning needs. Some may need to view images to make connections with the content while others might prefer to see the information in a clear table form (view Table Appendix A). I have also provided links to websites and YouTube clips for students who like to view online resources and an information worksheet for students who do prefer to read and note take. Therefore, I have taken into account different students learning profiles. This is so that all students are able to work at appropriate levels of challenge, but also receive appropriate support to access high quality curriculum.

The different ways that I have allowed students to present their findings also meets the needs of different learners; from kinesthetic learners who like to move and could therefore perform a role-play, to logical/mathematical students who like to note the important points and could therefore make a poster. Students are able to be creative.

References

Australian Institute for Teaching and School Leadership. (AITSL). (2011). Accreditation of Initial Teacher Education Programs in Australia: Standards and Procedures. Retrieved from: http://www.teacherstandards.aitsl.edu.au/

Bergin, D (1999). Influences on Classroom Interest. University of Toledo. Retrieved from: http://www.unco.edu/cebs/psychology/kevinpugh/motivation_project/resources/bergin99-s2.htm

Cornerstone College. (2013). Year 12 Biology-Human Biology. Mt Barker: Cornerstone College Press.

Edutopia (2013). What is your Learning Style? What works in Education. The George Lucas Education Foundation. Retrieved from: http://www.edutopia.org/multiple-intelligences-learning-styles-quiz

Gargiulo, R, & Metcalf, D. (2010). Creating literacy-rich environments for all learners. In Teaching in today's inclusive classrooms: A Universal Design for Learning approach (2nd ed., pp. 347-383). Belmont, CA: Cengage Learning.

Goos, M., Stillman, G., & Vale, C. (2007). Teaching students with diverse learning needs. Teaching Secondary School Mathematics: Research and practice for the 21st century. NSW Australia: Allen & Unwin.

Hattie, J (2011). Visible Learning for Teachers: Maximizing Impact on Learning. London & New York: Routledge-Taylor and Francis Group.

Heart Health Centre. (2005). Image Collection: Human Biology. Retrieved from: http://www.webmd.com/heart/anatomy-picture-of-blood

May, J (2010) Measuring Attitude Towards Reading. The Reading Teacher, p.630-635.

Rosner, J (2005). Helping Children Overcome Learning Difficulties. New York: Walker and Company.

Ruthven, S (2010). Biology-SACE 1 Key Ideas (1st ed.). Adelaide, SA: Essentials education series.

SACE. (2013). Biology 2013 Subject Outline-Stage 1 and Stage 2. Wayville SA: SACE Board of South Australia.

Tomlinson, C (2001). The How To’s of Planning Lessons Differentiated by Interest. In How to Differentiate Instruction in Mixed-Ability Classrooms (2nd ed., pp. 52-58). Upper Saddle River, NJ: Pearson.

Turville, J (2007). Differentiating By Student Interest: Strategies and Lesson Plans. Larchmont, NY: Eye on Education, Inc.

APPENDIX A

Example 1 (Rosner, 2005)

More Literacy Specific Interest Inventory (May, 2010)

My Interest Inventory

Student: Date:

1. What is your favourite subject at school?

2. Why is this your favourite subject?

3. What other subjects are you studying?

4. What do you enjoy most about school?

5. What do you dislike the most about school?

6. When given an assessment task to do how do you like to present it?

7. In what ways do you like to research and find out information?

8. If given the choice to present something as a role-play, poster, song, story or oral presentation what would you choose?

9. Do you enjoy working in a group? Explain your answer.

10. What are your hobbies?

11. What do you like to do in your spare time?

12. If given the choice to research something the blood transports what would you choose out of the following: (Circle one)• oxygen -from the lungs to the cells of the body• carbon dioxide -from the cells of the body to the lungs• food molecules -from the intestines to the cells of the body• waste (urea) -from the liver to the kidney• hormones -from glands to the target organs• heat -from where it is produced to the internal organs or the skin

Handout 1Components of blood

Blood consists of: -red blood cells (rbc, red corpuscles, erythrocytes)-white blood cells (wbc, white corpuscles, leucocytes)-platelets

plus all of these cellular components are suspended in a liquid called plasma

Plasma: non-living (acellular) component makes up approx. 60% of the blood’s volume contains -mainly water

-dissolved salts-food molecules (monosaccharides, amino acids, lipid

droplets, nucleotides, vitamins)-waste molecules (urea)-hormones-various proteins (albumin

antibodies -to protect the body from invading germs and cells fibrinogen -for blood clotting)

Red blood cells: the most numerous component of the blood ~200,000 million made and destroyed each day (1% of the total) made in the spleen and bone marrow (mainly in the skull, spine, ribs, sternum, femurs, humeri) each cell survives about 120 days or 4 months before it is broken down structure: -biconcave disc

-no nucleus-cytoplasm packed with red pigment (haemoglobin)

function: to carry oxygen and some carbon dioxide

White blood cells:structure: -no set shape

-do have a nucleusfunction: -defence against invading germs or toxins or foreign cellsa large variety of cell types which fit into two main groups: -phagocytes which engulf and digest germs

-lymphocytes which make antibodies

Platelets: fragments of special blood cells made in the bone marrow involved in blood clotting

Worksheet/Information (Cornerstone College, 2013)

Table: The functions of the different components of the blood (Modified from Ruthven, 2010).The Component Function

Plasma To transport the products of digestion, minerals, vitamins, carbon dioxide, hormones, urea and heat

Red blood cells To transport oxygenWhite blood cells To destroy pathogensPlatelets To clot blood when skin is pierced to minimize

blood loss and entry into the body of pathogensPlasma proteins To destroy pathogens, and to clot blood

To transmit ‘chemical messages’ from one part of the body to another

Images to help visual learners

Blood maintaining heat

Blood cell types/ Components (Heart Health Centre, 2005).

Red Blood Cells (How Stuff Works, 2013)

White Blood Cells (How Stuff Works, 2013)

Gas Exchange

Respiratory Membrane

Gas Exchange Diagram

Oxygen Transport in the Blood

Hormone Transport in the Blood

Hormones and Target cells

Hormones the Liver and the Blood

Transport of materials into and out of blood

Transport of substances in the Blood

Templates for Presentations:

Role-play-role cards so that the other students in the class know what/who you are i.e. a red blood cell, a food molecule, carbon dioxide, capillaries, the lungs etc.

Song-your song must have at least three verses and a chorus

1. Let us know what the function of the blood is.....2. Explain the function in detail.....3. Sing how the structure of blood determines the function, i.e. How the blood carries out this function.4. In relation to what the blood is transporting explain; why the body needs it, how the body uses it and

what the body would do without it.5. Sing an answer to this question: ‘What if the blood had a different composition?’

Story- your story/analogy must include the following elements

BEGINNING-Set the scene/IntroductionMIDDLE-A plot/Something that happensEND- Conclusion/Wrap-up

You must still include:1. What the function of the blood is?2. How the structure of blood determines the function, i.e. How the blood carries out this function.3. In relation to what the blood is transporting explain; why the body needs it, how the body uses it and

what the body would do without it.4. An answer to the question: ‘What if the blood had a different composition?’

CHARACTERS-could include the blood (Post Man), the thing it is transporting (Letter) etc..

BE CREATIVE!!!!!

Poster-template

TITLE-‘The Blood’

Introduction

Structure and Function

How

Importance

‘What if the blood had a different composition?’

Oral-presentation-cue cards

Exit Card: 3-2-1

State 3 things you learned in the lesson

1.

2.

3.

2 things enjoyed most about the lesson

1.

2.

1 thing they would change about the lesson

1.

APPENDIX B

Formative Unit TestYear 11 Biology

Circulation

Circle your choice of answer for the first five questions:

1. If a small blood clot breaks from an artery in the leg, it is most likely to get stuck in and block up:J. a capillary in the legK. the coronary artery (in the heart)L. a small artery of the lungsM. a blood vessel supplying the brain

2. Which of the following describes a possible path of a red blood cell through the human body?J. heart, kidney, heart, lung, heart, intestineK. heart, lung, kidney, intestine, heartL. heart, lung, heart, kidney, liverM. heart, kidney, lung, intestine, liver

3. Which of the following is a true statement?J. the semilunar valves are closed during systoleK. the left ventricle relaxes during systoleL. arteries contain pocket valvesM. the bicuspid valve closes during systole

4. Deoxygenated blood is found in the:J. vena cava and pulmonary vein K. aorta and pulmonary arteryL. vena cava and the pulmonary arteryM. aorta and pulmonary artery

5. People living at high altitudes have certain features of their circulatory system which help them to cope with the lower levels of oxygen.Which of the following would not help their bodies cope with low oxygen levels:J. increased number of red blood cellsK. increased number of white blood cellsL. increased volume (amount) of bloodM. increased amount of haemoglobin in the blood

(5 marks)6. Answer the following “True” or “False”?

Arteries carry blood away from the heart _________

The smallest blood vessels are veins _________

Most veins carry oxygenated blood _________

Capillaries carry blood between arterioles and venules _________

Veins have thin walls and contain valves _________

(5 marks)7. Complete the following sentences:

The circulatory system is made up of _________________________________________

________________________________________________________________________ (3 marks)

The walls of the heart are made up of ________________________________________ (1 mark)

The function of the circulatory system is to ____________________________________

________________________________________________________________________ (2 marks)

The nonliving, yellow (straw) coloured portion of the blood is called ________________ (1 mark)

The function of platelets is to _______________________________________________ (1 mark)

8. Name the parts indicated by arrows in the following diagram of the heart:

(6 marks)9. On the diagram above draw arrows to show the flow of oxygenated blood through the heart. (1 mark)

10. What is happening to the blood in the structure indicated by a during systole?

_____________________________________________________________________________ (2 marks)

11. Why is the wall of the left ventricle thicker than the wall of the right ventricle?

_____________________________________________________________________________ (2 marks)

12. Name the following:

a cell in the blood involved in fighting germs ____________________________

the valve at the entrance to the pulmonary artery ____________________________

a blood vessel through which food molecules can pass ____________________________

red chemical involved in carrying oxygen in the blood ____________________________ (4 marks)TOTAL= / 42

Explanatory Notes: This is a formative test and therefore contains different types of questions including; multiple choice,

true false answers and short answer questions. If it was a summative test I would also include some long answer questions and depending on what stage they are at in the year I would give them an extended response question so that they gain experience in what is expected in answering these types of questions. This is in preparation for year 12.