80 minutes

Before beginning this lesson, students understand that the function of the circulatory system is two-fold: (1) transport oxygen rich blood to the cells of the body and (2) carry waste away from the cells of the body.

• The overall structure of the human heart
• The major components and corresponding functions of the human heart
• The direction of blood flow through the heart and lung
• The condition (oxygen level) of the blood in each chamber and vessel

• Students identify the 4-chambers and major blood vessels of the heart
• Students construct a model of a 4-chamber heart
• Students understand the direction of blood flow through the heart and lung
• Students understand how this blood flow aids in the overall function of the circulatory system

• Four (4) Plastic Cups (bathroom size)
• Four (4) Straws
• Two (2) Paper plates (dessert size is fine)
• Tape
• Scissors
• Hole punching tool
• Labels
• Red & Blue markers

Procedure

Opener
1. As a DO NOW activity, the students sketch the flow of blood throughout the body using a text book as a reference.
2. Review the function of the circulatory system
3. Students identify what they already know regarding the anatomy of the heart (components/function)

Development
1. Instructor presents new material (anatomy/function of the heart) as students follow using a guided worksheet
2. In small groups (or if possible, individually), construct a model of a human four-chamber heart following the directions of the handout.

Closure
1. Once the model is complete, the students use labels to correctly identify the 4 chambers of the heart and the major blood vessels.
2. Using the red and blue markers, the students color the straws to indicate the condition of the blood when it is passing through the vessel (red = oxygenated; blue = deoxygenated)
3. In their lab notebooks; the students sketch their model, identify the chambers/vessels, state the condition of the blood in each chamber/vessel, and sketch the flow of blood through the model.

There was no formal evaluation tool used in this lesson. However, each student’s final product was checked off by an instructor and the students were briefly questioned to ensure they understood the function of each chamber and the direction of blood flow in the heart. All work is documented in the lab notebook, which is graded periodically.

Amphibians, such as frogs, have a three-chamber heart and fish have a two-chamber heart. Using their knowledge of the anatomy of a four-chamber heart and the flow of blood in a four-chamber heart, the students suggest (and sketch in notebook) what the heart anatomy and blood flow might look like in one of these animals.

Biology: The Living Science. Prentice Hall (1998).
(Text Book and Lab Manual)