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Teaching the Concept of the Circulatory System: Animals vs. Plants

By: Janet Vaz and Debra Fabian. Teaching the Concept of the Circulatory System: Animals vs. Plants. Introduction. We all know that animals, humans included, have a circulatory system made up of blood, blood vessels and a heart.

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Teaching the Concept of the Circulatory System: Animals vs. Plants

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  1. By: Janet Vaz and Debra Fabian Teaching the Concept of the Circulatory System: Animals vs. Plants

  2. Introduction • We all know that animals, humans included, have a circulatory system made up of blood, blood vessels and a heart. • But what if we told you that plants also have a similar circulatory system? How is this possible?

  3. Lesson 1: Cell Specialization - An Overview Cells differentiate to become tissues and organs Lesson 2: Circulatory System of Animals Heart, Blood, Blood vessels Lesson 3: Circulatory System of Plants Vascular tissue system, Xylem, Phloem Lesson 4: Plant Circulatory System Lab Lesson 5: Circulatory System of Animals vs. Plants Lesson 6-8: Culminating Task – Research Assignment Lesson Sequence

  4. Grade 10 - Biology: Tissues, Organs and Systems of Living Things B3.3 Explain the links between specialized cells, tissues, organs, and systems in plants and animals B3.4 Explain the primary functions of a variety of systems in animals B3.5 Explain the interaction of different systems within an organism and why such interactions are necessary for the organism's survival B2.7 Use a research process to investigate a disease or abnormality related to tissues, organs, or systems of humans or plants Curriculum Expectations

  5. Video on Cell Specialization found at: http://www.brainpop.com/health/geneticsgrowthanddevelopment/cellspecialization/preview.weml Teaching Strategies: Overview

  6. Teaching Strategy: Circulation in Animals Activity http://www.explorelearning.com/index.cfm?method=cResource.dspDetail&ResourceID=662&ClassID=0 • Gizmos interactive activity used to develop an understanding of the parts, and pathways of the circulatory system • Students must complete this visual lab by using the student worksheet provided to work through each section • Extensions are provided for students who are able to move beyond the expectations, and for those who require more support, they will be provided with a vocabulary sheet

  7. Teaching Strategy: Circulatory System of Plants Demonstration • Place a white carnation in water • Ask: "What do you think is happening when the flower is in the water?". Discuss ideas as a class. • Ask: "What do you think will happen if I add blue dye to the water?". • Allow students to come up with a hypothesis. • Place the flower in the water and discuss results.

  8. Teaching Strategy: Circulatory System of Plants Activity • In pairs, students complete a mind map (or other graphic organizer) of the plant transport system using textbook & additional online resources • Vocabulary list is provided to ensure students include all necessary components

  9. Teaching Strategy: Circulatory System of Plants - Lab • For the lab component, students observe a cross section of a vascular plant cell under the microscope, create a labelled diagram, and communicate their findings • Communication section focuses on comparing similarities and differences between plant and animal circulatory systems including form and function

  10. Teaching Strategy: Comparison GameCreate a Jeopardy game full of comparison questions between the circulatory system of plants and animals: http://exchange.smarttech.com/details.html?id=1903b709-c359-4676-a6e2-44aee90b032c

  11. Teaching Strategy: Research-based Assignment • Students choose from a list of potential diseases/conditions affecting the circulatory system of either plant or animal cells • Information can be communicated in a variety of ways such as PowerPoint presentation, Wiki, research paper, etc. • Groups must create a handout for the class that includes disease description, symptoms, treatments, preventative measures, consequences to other systems connected to the circulatory/transport system

  12. Potential Student Difficulties • CONTENT DIFFICULTIES • Many terms – students must learn parts of heart and plant cell • Transport direction – which way does blood flow within the heart? Which vessels carry oxygen and in what direction? Differences between Xylem and Phloem contents and direction

  13. Potential Student Difficulties • PROCESS DIFFICULTIES • Mind map is time consuming and requires a strong understanding of how things fit together • Students must have a good cross section and must focus the microscope accurately in order to see the necessary components • Communication section of microscope • lab is individually written and • application-based

  14. Potential Solutions to Student Difficulties • Encourage students to develop acronyms/phrases to help remember details ie. Blood through heart chambers • Include a vocabulary/terms list and examples of mind maps to refer to as students work through the graphic organizer • Provide images of plant cross sections as students work through microscope section • Refer students to additional resources that provide information on similarities and differences between plant and animal circulatory systems for the communication section of lab

  15. Safety Considerations • Computer components for the Gizmo activity and research sections of various assignments must be conducted in a responsible manner, including using the internet for educational purposes • Microscope and related lab equipment must be used in accordance with the code of conduct agreed upon at the start of the year • Classroom must be safely organized so nothing is in the way while groups are working at microscope stations

  16. Practical Applications • Use of Nanotechnology in Vascular Cell Research • Looking into new ways of tracking bacterial/viral movement in • plant cells • Medical Advancements in Circulatory System Technology • Assessing how heart condition treatment has changed over the last few decades, and how it could change in the years to come

  17. Differentiated Assessment • SUMMATIVE ASSESSMENT • 1) Both practical applications are related to the research-based assignment which has rubrics provided to explain how it will be assessed in the following ways: • PowerPoint, poster, or other visual method displaying • information on chosen condition • Student-designed handout and oral presentation • 2) Unit test will check student understanding of the concepts of: • parts of plant/animal circulatory system • pathways of nutrient transfer • similarities and differences among plants and animals

  18. Differentiated Assessment FORMATIVE ASSESSMENT 1) Interactive Gizmo activity as process learning of animal circulatory system 2) Mind map as a visual learning tool to connect vascular components in plants 3) Ongoing class discussions based on demonstrations, labs, and online activities

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