Page 114 - John Fawkner College SIPP Booklet V1

Unit: Cardiovascular system

Week 1

Session 1: Session 2: Session 3: Session 4:

Structure of the Components of blood and basic genetics Circulation of blood CV System responses to Exercise/Training

Cardiovascular (CV) system

Learning intentions: Learning intentions: Learning intentions: Learning intentions:
To identify and describe the different structures associ- • Identify the COMPONENTS of blood and their FUNCTIONS • Identify the two areas of circulation in the body. Identify, describe and explain ACUTE responses to the CV
ated with the CV system. • Understand how our blood types are determined. • Describe the fow of blood through the body. system due to exercise or training.

Key Vocabulary: Key Vocabulary: Key Vocabulary: Key Vocabulary:
Artery, Vein, Capillary, Atrium, Ventricle, Valve Component, RBC, WBC, Platelets, Plasma, Function, Dominant, Structure, Function, Systemic Circulation, Pulmonary Hypertrophy, Resting Heart Rate (RHR), Stroke Volume
Recessive, Gene Circulation (SV), Cardiac Output (Q), Systolic and Diastolic Blood Pres-
sure, Immediate (Acute) Long Term (Chronic)
Focus Question: Focus Question: Focus Question: Focus Question:
N/A N/A N/A N/A

Starter: Starter: Starter: Starter:
What is the name of the wall that separates the left Which blood vessels take blood AWAY from the heart? What If hair colour was decided by the following genes R = Create a fowchart of blood fow in the pulmonary and
and right side of the heart? TYPE of blood do all but ONE carry? Brown r = Red what colour hair would these children systemic circulation 1. with notes... 2. without
have: 1. RR 2. rr 3. Rr
Main activity Main activity Main activity
• Label diagram of heart with knowledge from yes- • Go through Answers to “Heart Workout” worksheet Main activity • Review Homework
terday. • Video • Notes on circulation • Defne ACUTE responses
• Notes on blood vessels • Summarise Video’s info • Practical Demonstration of circulation of blood • Match up envelope
• Beat it (Jac Plus) • More info on Components and Types of Blood • FLOWCHART debrief • Record ACUTE responses from match up activity
• Genotypes • Write a story that identifes CHANGES to the body due
Example Strategies to teach ‘below level’ students to PA
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Strategies to teach ‘above level’ students: Strategies to teach ‘above level’ students N/A
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Resources: Resources N/A
N/A Strategies to teach ‘above level’ students N/A
N/A Strategies to teach ‘above level’ students
Success Criteria: Success Criteria N/A
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Success Criteria
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