Sample Unit Plan for Junior Cycle:

The Human Circulatory System

Aim

This unit aims to provide the learner with the knowledge and skills relating to blood and the human circulatory system. This unit will explore aspects relating to 3 Learning Outcomes associated with the Nature of Science Strand and 2 Learning Outcomes from the Biological World Strand respectively.

Student Context

This unit of learning has been designed for a first year mixed ability class as an introduction to body systems. The active teaching and learning strategies within the unit have been developed to suit the learning requirements of these students. However, the learning activities within this unit can be adapted to allow for variation in learner experiences.

Prior Learning

A background knowledge of some aspects would aid learning in this unit, but not essential. Students may already have some prior knowledge relating to blood and the function of the heart perhaps from primary school and informal education via sporting activities (effect of exercise on the heart). This unit has been designed so that students with limited prior knowledge can develop such knowledge and skills as they progress through the unit.

Learning Outcomes

Nature of Science

• NoS1 - Appreciate how scientists work and how scientific ideas are modified over time.

• NoS2 - Recognise questions that are appropriate for scientific investigation, pose testable hypotheses, and evaluate and compare strategies for investigating hypotheses.

• NoS4 - Produce and select data (qualitatively/quantitatively), critically analyse data to identify patterns and relationships, identify anomalous observations, draw and justify conclusions.

Biological World

• BW4 - Describe the structure, function, and interactions of the organs of the human digestive, circulatory, and respiratory systems.

• BW6 - Evaluate how human health is affected by: inherited factors and environmental factors including nutrition; lifestyle choices; examine the role of micro-organisms in human health.

Key Learning from the Learning Outcomes

At the end of this unit students will be able to:

1. Identify & explain keywords associated with the circulatory system (BW4)

2. Describe the composition of blood (BW4)

3. Describe the structure and function of blood vessels (BW4)

4. Demonstrate the structure and function of the heart (BW4)

5. Dissect, display and label a mammalian heart (BW4)

6. Investigate the effect of exercise on the heart rate (NoS2, NoS4)

7. Improve their research skills via lesson tasks (NoS1, NoS2)

8. Demonstrate an overview of heart health (BW6)

9. Analyse their learning as scientists (NoS1)

Action Verbs

• Appreciate

• Pose

• Identify

• Produce

• Select

• Analyse

• Draw

• Justify

• Describe

• Evaluate

Evidence of Learning

• Modelling the blood (KL 2)

• Creating blood flow pathway using human body map (KL 3, KL 4)

• Writing detailed account of blood flow pathway (KL 3, KL 4)

• Exploring the structure and function of the heart (KL 4)

• Researching heart disease, heart attacks and strokes (KL 3)

• Create a model of the heart using household materials (KL 4)

• Dissecting a mammalian heart (KL 5)

• Modelling the function of the heart (KL 4)

• Showcasing practical activities digitally (KL 6)

• Creating poster/infographic to showcase learning (KL 7)

• Develop a hypothesis relating to the investigation of effect of exercise on the heart (KL 6)

• Summarizing learning and reflections by writing a reflective log (KL 8)

Learner Experience

Learning will be demonstrated both formally and informally through:

• 3-2-1 Activities

• Classroom discussions

• Showcasing research activities

• Creating model of the blood

• Writing a guideline based on research

• Conducting an investigation

• Student learning reflection tasks

• Questioning and answering

Cross-Curricular links

• English

• Technology

• Mathematics

• Digital Media Literacy (DML)

• ICT

• Art

• Wellbeing

• CSPE

• Physical Education

Keywords

• Blood

• Composition

• White Blood Cells

• Red Blood Cells

• Platelets

• Plasma

• Artery

• Vein

• Capillary

• Heart

• Atrium

• Ventricle

• Vena Cava

• Pulmonary

• Oxygenated

• Deoxygenated

• Valve

• Circulation

• Aorta

• Dissection

• Heart Disease

• Heart Attack

• Stroke

• Pulse

• Blood Pressure

• Investigate

• Hypothesis

• Smoking

• Diet

Links to Statements of Learning

• SOL 9 - The student understands the origins and impacts of social, economic, and environmental aspects of the world around her/him.

• SOL 11 - The student takes action to safeguard and promote her/his wellbeing and that of others.

• SOL 13 - The student understands the importance of food and diet in making healthy lifestyle choices

• SOL 16 - The student describes, illustrates, interprets, predicts and explains patterns and relationships.

• SOL 18 - The student observes and evaluates empirical events and processes and draws valid deductions and conclusions.

• SOL 19 - The student values the role and contribution of science and technology to society, and their personal, social and global importance.

• SOL 24 - The student uses technology and digital media tools to learn, communicate, work and think collaboratively and creatively in a responsible and ethical matter

Key Skills

• All Junior Cycle key skills are embedded in the learning outcomes.

Wellbeing Indicators

• All wellbeing indicators are reflected in this unit of learning.