Session 1: Session title



|Session 5: Blood and the Heart |

|Science curriculum area: |Content: |

|Animals, incl. humans |i. identify and name the main parts of the human circulatory system, and describe the |

| |functions of the heart, blood vessels and blood |

|Working Scientifically |i. planning different types of scientific enquiries to answer questions, including recognising and controlling |

| |variables where necessary |

| |ii. taking measurements, with increasing accuracy & precision, taking repeat readings |

| |iii. reporting and presenting findings from enquiries, including conclusions, causal relationships, in oral and |

| |written forms such as displays and other presentations |

| |iv. identifying scientific evidence that has been used to support or refute ideas or arguments |

|Teaching Objectives |Name the components of blood & the 3 types of blood vessel (Yr5&6) |

| |Explore the structure and function of the human heart (Yr5&6) |

| |Investigate, explain and recreate heart rates for different levels of exertion (Yr5&6) |

|Key Vocabulary: blood, blood vessels, arteries, veins, capillaries, heart, pump, oxygen, carbon dioxide, circulation |

|Resources |Weblinks |

|Blood cards & blood facts, heart images, | - What’s in your blood? BBC; |

|diagrams, blood challenge (incl. | - How does a healthy heart |

|ingredients & resources), heart sculpture|work? British Heart Foundation (BHF); |

|images, clay techniques, clay & tools, | - The heart and how it works, BBC; |

|heart rate sheet & stopwatches, and heart| - Animation and 3D echocardiogram of heartbeat, |

|rate challenges, blood smoothie |Wikipedia |

|ingredients (see recipe), drums. | - Heartbeat, Science Museum of Minnesota. |

|Whole class: Have ingredients for blood smoothies ready and clay and tools prepped. Explain that today chn are going to explore blood and the heart. Ask |

|chn what blood is pumped round the body through? Blood vessels: arteries (carry blood away from the heart); veins (carry blood back towards the heart); |

|and capillaries (tiny blood vessels that carry blood to the individual cells - they join the arteries to the veins). Watch the video on blood and give |

|chn the electron microscope images and get them to link these with the description cards. Ask why chn think blood is important – it has many functions: |

|transports oxygen (RBC), hormones (chemical messengers), nutrients & water to the cells; transports waste (e.g. CO2) away from the cells; helps protect |

|the body from infection (WBC); and helps keep the body at 37ºC. Ask chn how they think scientists know all this - they have observed blood under a |

|microscope and deduced what it might do from this (e.g. RBC have no nucleus which allows more space to transport haemoglobin. They also study & track |

|blood within the body (using stains) and note how it ‘behaves’ when a person has a specific illness or ailment. Show chn the heart images and ask them to|

|describe it. Look at the diagrams and point out that it is divided into 4 chambers. Explain that the heart is an organ made of powerful muscles and blood|

|vessels (arteries, veins and capillaries) that pump blood round the body to give it energy and oxygen. Ask chn to make a fist and hold it close to their |

|chest in the correct position, just to the left of centre – that is the size of their heart (an adult heart is the size of 2 fists). Watch the BBC & BHF |

|videos on the heart and ask why it is such an important organ. What would happen if it stopped working? Watch the beating heart animation and 3D |

|echocardiogram then listen to the heartbeat (see links) - this is what the doctor hears with a stethoscope. It is a ‘lub-DUB’ sound made by the heart |

|valves as they open and close. Now look at the list of heart rates from different animals as well as different ages and levels of fitness of humans. Ask |

|chn to decide why they think the heart beats are different (basically, the bigger the heart the less it needs to beat to pump enough blood around the |

|body, and the healthier the heart the less it tends to beat as each beat is more powerful due to the heart being stronger and so pumps a larger volume of|

|blood each time). Note that the average adult pumps between 60 & 90 ml of blood per heartbeat. |

|Year 5 Explain that chn need to complete all three challenges (see |Year 6 Explain that chn need to complete all three challenges (see guidance) |

|guidance), starting with the blood smoothies and blood challenges, |starting with the heartbeat and heart sculpture challenges, to be completed |

|completed with teacher. Chn to complete the heart beat and heart |independently. Once completed work with chn to complete the blood smoothies and|

|sculpture independently. |blood challenges. Chn to complete additional challenges. |

|Plenary |Ask chn if they think scientists will ever be able to make synthetic blood, and if so what would the benefits be? (Already being |

| |trialled.) Look at the heart rate findings noting that exercise requires more blood to increase O2 and remind them that the more exercise |

| |the stronger the heart muscle becomes. Complete heart rate challenges then explore the notions of CPR and pace makers as ways to keep a |

| |heart pumping (see resources/links) then finish off by exploring the animal heart facts. H/W – investigate family heart rates. |

|Outcomes |Identify, describe and note the functions of the main components of blood (Yr5&6) |

| |Create an anatomically correct sculpture of the heart from clay (Yr5&6) |

| |Investigate & recreate heart rates for varying levels of exertion, explaining observations (Yr5&6) |

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download