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|Student book links |Specification links |Link to GCSE specification |Suggested time allowed: |Lesson time allocated: |

|1.2.9 |1.2.2 (c), (i)–(n) |Structure and function of blood vessels |Five hours | |

|1.2.10 | |Haemoglobin and red blood cells | | |

|1.2.11 | |Effect of exercise | | |

|1.2.12 | | | | |

| | | |Suggested teaching order |

| | | |Structure and function of veins, arteries and capillaries |

| | | |Composition of blood |

| | | |Formation of tissue fluid and lymph |

| | | |Role of haemoglobin, dissociation curves and fetal Hb |

| | | |Transport of carbon dioxide and the Bohr effect |

|Weekly learning outcomes | |

|Students should be able to: | |

|Explain the meaning of the terms open circulatory system and closed circulatory system, with reference to the circulatory systems of | |

|insects and fish. | |

|Describe, with the aid of diagrams and photographs, the structures and functions of arteries, veins and capillaries. | |

|Explain the differences between blood, tissue fluid and lymph. | |

|Describe how tissue fluid is formed from plasma. | |

|Describe the role of haemoglobin in carrying oxygen and carbon dioxide. | |

|Describe and explain the significance of the dissociation curves of adult oxyhaemoglobin at different carbon dioxide levels (the Bohr | |

|effect). | |

|Explain the significance of the different affinities of fetal haemoglobin and adult haemoglobin for oxygen. | |

|Key words |How science works |

|Constrict. Tissue fluid. Single circulatory system. Endothelium. Elastic tissue. Smooth muscle. Lumen. Collagen. Diffusion. Leucocyte. |HSW 6 Reactions to Harvey’s ideas about the circulatory system. You could ask students to |

|Erythrocyte. Plasma protein. Platelets. Hydrostatic pressure. Facilitated diffusion. Lymphatic system. Water potential. Osmosis. Solute |write a storyboard for a discussion between Harvey and a sceptic. |

|potential. Lymphocyte. Haemoglobin. Oxygenated. Oxyhaemoglobin. Haem. Affinity. Polypeptide. Diffusion gradient. Diffusion. Respiration.|HSW 5 Investigative work |

|Dissociation. Partial pressure. Oxygen tension. Dissociation curve (oxyhaemoglobin). Bohr effect. Carbaminohaemoglobin. Chloride shift. | |

|Haemoglobinic acid. Buffer. Tissue. | |

| | |

|Learning styles (S = Starter activities, M = Main activities, P = Plenary activities) |ICT activities |

|Kinaesthetic |Interpersonal |Auditory |Visual |Animation: Transportation of carbon dioxide through the bloodstream |

|Activity S2 |Activity S1&S2 |Activity S1&S2 |Activity S2&S3 |Activity: The circulatory system |

|Activity M1–M3 |Activity M2&M3 |Activity M2&M3 |Activity M1–M3 |Use of Excel and word processor to record results |

|Activity P2 |Activity P1–P3 |Activity P1–P3 |Activity P1–P3 | |

|Suggested starter activities |Equipment |Teacher notes |

|1. Describe Harvey’s work on circulation. The second link in the notes provides |Internet access, projector, computer |Notes: The life and work of William Harvey, including activities |

|background to extend to HSW 6 – science in social context. | |Notes: Early reactions to William Harvey's circulation theory |

|2. Play Complete the story. On the board, write a list of words about blood vessels | |Each student is only allowed to add one word to the story, but will get points for|

|or blood. Begin the story yourself. | |correctly using and ticking off a word on the board. |

|3. On the board, give a selection of key words. Students then write questions with | | |

|the key words as answers. | | |

|Suggested main activities |Equipment |Teacher notes |

|1. Activity 14: Make annotated diagrams of blood vessels. |See Activity 14 |See Activity 14 |

|2. Investigate the elasticity and strength of vein and artery sections. |Clamp stand, boss, rings of arteries and veins, masses |Relatively easy to secure major arteries and veins from local butchers. Students |

| | |should devise a way of measuring the extension using different masses. Good |

| | |opportunity for HSW 5. |

|3. Students devise an oxygen transport game which must cover particular learning |Resources to make a board game |You can provide a template board if you want to, but often students make the |

|objectives. | |design of the board integral to the functioning of the game. |

|Suggested plenary activities |Equipment |Teacher notes |

|1. On the board, draw a concept cartoon with the prompt question: “How does |Examples: Concept cartoons online |Use cartoon as stimulus for discussion. Include one response on the cartoon: “It’s|

|haemoglobin know where to deliver its oxygen?” | |like hormones – there must be membrane receptors”. |

|2. Students role-play oxygen and carbon dioxide binding to haemoglobin. | | |

|3. Word hangman. Give pictures of O2 and CO2 binding to Hb in different circumstances| |Students guess the words in a hangman scenario. Those in a lower-attaining group |

|with a blanked-out sentence underneath. | |may guess the letters first. |

|Homework suggestions |

|Questions on partial pressures and O2 and CO2 |

|Research the lymphatic system |

|Compare and contrast arteries, veins and capillaries |

|Cross-curriculum links |

|Chemistry – equilibria and biochemistry of proteins and acids |

|Extension ideas |

|Explain why fetal Hb has a higher affinity for O2. |

|Devise a concept map to explain how the transport of O2 and CO2 impact on each other. |

|Potential misconceptions |

|The term partial pressures can confuse students, given the gases are in solution. Animation: Gas laws, clarifying the meaning of the term 'partial pressures' |

|It is worth recapping equilibria as a concept before starting. |

|Students often don’t appreciate the role of the elastic arterial walls in circulating blood. |

|Students are very unlikely to have met the lymphatic system before. |

|Notes |

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Transport in animals 2

The web links referred to here are some that the author has found personally helpful but are not intended to be a comprehensive list, many other good resources exist.

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© Pearson Education Ltd 2008

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Weekly Plan 9

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