Teacher(s)
Craig Tilly
Subject group and discipline
Sciences, Biology
Unit title
The Heart and Lungs
MYP year
5
Unit duration (hrs)
Inquiry: Establishing the purpose of the unit
Key concept
Related concept(s)
Global context
Systems
Movement and Function
Globalization and Sustainability
Statement of inquiry
Bodysystemsworktogethertoprovidemovement.
Inquiry questions
Factual
• What is the function of the blood?
• How is oxygen used by the body?
Conceptual
• How is lactic acid production different in athletes?
Debatable
• How has globalization affected the breathing of humans around the world?
7 wks
Objectives
Summative assessment
A: Knowing and Understanding
I. Explain scientific knowledge
A: The Heart and Lungs
II. Apply scientific knowledge and understanding to solve
problems set in familiar and unfamiliar situations.
A: Students will be tested about a variety concepts
about the heart and lungs.
III. Analyse and evaluate information to make scientifically
supported judgements.
B: Inquiring and Designing
B: Heart Rate Lab
I. Explain a problem or question to be tested by a
scientific investigation.
B: Students design an experiment to measure how
heart rate is affected by different activities.
II. Formulate a testable hypothesis and explain it using
scientific reasoning.
III. Explain how to manipulate the variables, and explain
how data will be collected.
C: Heart Rate Lab
IV. Design scientific investigations.
C: Processing and Evaluating
I. Present collected and transformed data.
II. Interpret data and outline results using scientific
reasoning.
III. Evaluate the validity of a prediction based on the
outcome of the scientific investigation.
IV. Evaluate the validity of the method.
V. Explain improvements or extensions to the method.
C: Students organize their findings and come to a
conclusion.
Approaches to learning (ATL)
Thinking
VIII – Critical Thinking Skills
- Interpret data
Action: Teaching and learning through inquiry
Content
•
•
•
•
•
•
•
•
•
•
•
•
•
Discuss the various functions of blood.
Describe the path of blood through the body.
List the differences between veins and arteries.
Explain gas exchange within the capillary beds.
Correctly label the human heart.
Identify the relationship between heart rate and
athletic performance.
Describe the role for the different parts of blood.
Describe the composition of air that is inhaled and
exhaled through the lungs.
Discuss how respiration changes during exercise.
Explain how the rate of respiration is different between
fit and unfit individuals.
Outline the differences between aerobic and
anaerobic respiration.
Describe the role of lactic acid and how it changes
during a workout.
Explain the role pollution is playing in healthy lungs.
Learning Experiences
Differentiation
Collaborate with SST
•
•
•
•
•
•
•
•
•
•
•
•
Review the structure of the heart.
Each student dissects a sheep heart.
Heart rate lab
Lactic acid presentation from a distance runner.
Measure blood pressure.
Air pressure demonstration
Lung lab
Heart rate and breathing lab
Create artificial lungs
Spirometer demonstration
Heart and lungs test
Pollution activity
Activities varied and address
different ways of learning
(kinesthetic, written, verbal,
nature, etc.)
Resources
Class website: mrtillygrade10science.weebly.com
Reflection: Considering the planning, process and impact of the inquiry
Prior to teaching the unit
During teaching
After teaching the unit
The students are very interested in sports and
physical exercise. Which is the reason I would like to
work with the PHE department to work on an inter
disciplinary unit.
Students are having difficulty with some of the
vocabulary because they have a low understanding
of human anatomy.
The sheep heart worked well, but a fresh cow or pig
heart from a butcher would show more realistic detail.
The heart rate monitors the school has are
cumbersome and not accurate enough for the labs
the students were attempting.