Grade Level: 11 Date: Nov 22 Time: 12:25-1:40

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1 1. Lesson Plan Information: Subject/Course: SBI3U Name: Natalie Proracki Grade Level: 11 Date: Nov 22 Time: 12:25-1:40 Topic: Cardiac Cycle 2. Expectation(s): Expectation(s) - Directly from The Ontario Curriculum: Length of Period: 75 min e2.1 use appropriate terminology related to animal anatomy, including, but not limited to: systolic, diastolic, diffusion gradient, inhalation, exhalation, coronary, cardiac, ulcer, asthma, and constipation [C] e3.3 explain the anatomy of the circulatory system (e.g., blood components, blood vessels, the heart) and its function in transporting substances that are vital to health Learning Strategies (where applicable): Collaboration as the students work in pairs to complete the textbook questions. 3. Content What do I want the learners to know and/or be able to do? To understand how the heart pumps blood. To understand the following note: The cardiac cycle: - The cardiac cycle refers to one complete heartbeat, where the heart contracts and relaxes each chamber of the heart. - Typically, the cardiac cycle takes about 0.8 seconds. There are two phases of the cardiac cycle, diastole and systole. Diastole: When the heart is relaxed and fills with blood Systole: When the muscles contract and empties the heart. Let s look at a graph showing the pressure of the atria and ventricles throughout a heartbeat. This diagram can be found on page 497 of the textbook. 1 Schulich School of Education Practice Teaching Handbook

2 First phase: the heart is relaxing and the atria fill with blood. This is part of the diastole phase. Second phase: Blood fills atria and opens the atrioventricular valves, the ventricles begin to fill Third phase: The walls of the atria contract, filling the ventricles completely with blood. Fourth phase: The ventricles begin to contract, atrioventricular valves close (making lubb sound) Fifth phase: The ventricles contract, forcing the blood into the arteries. First phase: the ventricles relax and the atria fill with blood. The semilunar valves snap shut, creating the dubb sound Regulation of heart rhythm: The heart does not require stimulation by the nerve muscles in order to beat (a heart removed from a live animal would continue to beat for a few seconds). The heart muscle is stimulated by myogenic muscle within the heart itself. The beat is initiated in a cluster of cells called the sinoatrial node (SA node) in the right atrium. The sinoatrial node acts as the pacemaker of the heart. The electrical signal passes through the heart in a wave, hitting the atriovetricular node (AV node) next. The AV node stimulates Purkinje fibres which run down the septum and through the ventricles. The Purkinje fibres stimulate the contraction of the ventricles, forcing the blood to the lungs or the body. Although the heart has it s own method of maintaining a heartbeat, it can also be regulated by the sympathetic (stress) and parasympathetic (no stress) nervous systems. In stressful situations, the increased heart rate increases the flow of oxygenated blood to areas in the body that need it. An electrocardiograph measures the electrical signals from the heart and record them on an electrocardiogram (ECG). The ECG shows the strength and duration of each electrical signal from the heartbeat. ECG waves are analyzed in order to detect heart abnormalities. A normal ECG contains a P wave, a QRS complex and a T wave. P: contraction of the atria QRS complex: the electrical signal moves down the septum and causes the contraction of the ventricles. T: the recovery of the heart 2 Schulich School of Education Practice Teaching Handbook

3 Today leaners will: Learn about the cardiac cycle 4. Assessment (collect date) / Evaluation (interpret data) (Recording Devices (where applicable): Anecdotal Records, Checklist, Rating Scale, Rubric, Etc.) Based on the application, how will I know students have learned what I intended? The students will be quizzed on this subject on Friday. This content is also likely to be in the unit test. 5. Learning Context A. The Learners: (i) What prior experiences, knowledge and/or skills do the learners bring with them to this learning experience? Students have learned about the digestive system, the respiratory system, the circulatory system and the structure of the heart. (ii) How will I differentiate the instruction (content, process, and/or product) to ensure the inclusion of all students? (Must include, where applicable, accommodations and/or modifications for learners identified as exceptional). There are no identified students who require specific accommodation or modification. B. Learning Environment: - Desks in rows (design of desks) - Students will complete their labs on the counterspace around the room. - during note taking, the students will be sitting in rows with the lights dimmed - Lights will be turned back on while the students are working on questions. - Student pairs can move their desks together while doing questions C. Resources/Materials: - Laptop - Smartboard - smartboard connection cable - Students will need their textbooks (Nelson biology 11) 3 Schulich School of Education Practice Teaching Handbook

4 6. Teaching/Learning Strategies INTRODUCTION How will I engage the learners? (e.g., Motivational Strategy, Hook, Activation of Students' Prior Knowledge, Activities, Procedures, Compelling Problem, etc.) Hook: Video of heart pumping ( Questions: - How does this relate to what you have learned in class so far? 4 Schulich School of Education Practice Teaching Handbook

5 MIDDLE Teaching: How does the lesson develop? How we teach new concepts/processes (e.g., Gradual Release of Responsibility Modelled, Shared, & Guided Instruction) First phase: the heart is relaxing and the atria fill with blood. This is part of the diastole phase. (the heart is unclenching from its last pump) Second phase: Blood fills atria and opens the atrioventricular valves, the ventricles begin to fill Third phase: The walls of the atria contract, filling the ventricles completely with blood. (the atria squeeze/pump the blood into the ventricles) Fourth phase: The ventricles begin to contract, atrioventricular valves close (making lubb sound) Fifth phase: The ventricles contract, forcing the blood into the arteries. (How might the heart ensure that it is moving blood as efficient as possible while beating? When the ventricles contract, they twist wringing the blood out) First phase: the ventricles relax and the atria fill with blood. The semilunar valves snap shut, creating the dubb sound (again, the heart unclenches from it s last pump) Regulation of heart rhythm: - The heart does not require stimulation by the nerve muscles in order to beat (a heart removed from a live animal would continue to beat for a few seconds). - The heart muscle is stimulated by myogenic muscle within the heart itself. - The beat is initiated in a cluster of cells called the sinoatrial node (SA node) in the right atrium. - The sinoatrial node acts as the pacemaker of the heart. - The electrical signal passes through the heart in a wave, hitting the atriovetricular node (AV node) next. - The AV node stimulates Purkinje fibres which run down the septum and through the ventricles. - The Purkinje fibres stimulate the contraction of the ventricles, forcing the blood to the lungs or the body. Although the heart has it s own method of maintaining a heartbeat, it can also be regulated by the sympathetic (stress) and parasympathetic (no stress) nervous systems. In stressful situations, the increased heart rate increases the flow of oxygenated blood to areas in the body that need it. An electrocardiograph measures the electrical signals from the heart and record them on an electrocardiogram (ECG). The ECG shows the strength and duration of each electrical signal from the heartbeat. ECG waves are analyzed in order to detect heart abnormalities. - A normal ECG contains a P wave, a QRS complex and a T wave. - P: contraction of the atria - QRS complex: the electrical signal moves down the septum and causes the contraction of the ventricles. - T: the recovery of the heart Consolidation and/or Recapitulation Process: How will I bring all the important ideas from the learning experiences together for/with the students? How will I check for understanding? In three sentences, describe what you have learned today: - Four phases of the heartbeat - How the muscles of the heart are stimulated - The waves of an ECG. 5 Schulich School of Education Practice Teaching Handbook

6 Application: What will learners do to demonstrate their learning? (Moving from guided, scaffolded practice to gradual release of responsibility) Textbook Questions: Why is there a difference in thickness? (Ventricles must have the strength to pump blood to the rest of the body) 2. Importance of coronary blood vessels? (The heart requires 10% of oxygen, the heart is impervious to the oxygen it is holding) 3. Why to AV valves have CT but not SL valves? (AV is larger, two flaps instead of three, subjected to higher pressure) 4. Diastole, heart at rest, versus systole, heart pumping. 5. lubb: AV valves closing, dubb: SL valves closing 6. heart regulates it s own beat, but is affected by the nervous system when stressed 7. transmits electric pulse which causes contraction of the ventricles. 8. CONCLUSION How will I conclude the lesson? - Questions? - remind them of heart structure quiz tomorrow 7. My Reflections on the Lesson What do I need to do to become more effective as a teacher in supporting student learning? 6 Schulich School of Education Practice Teaching Handbook

Cardiac Cycle. Each heartbeat is called a cardiac cycle. First the two atria contract at the same time.

Cardiac Cycle. Each heartbeat is called a cardiac cycle. First the two atria contract at the same time. The Heartbeat Cardiac Cycle Each heartbeat is called a cardiac cycle. First the two atria contract at the same time. Next the two ventricles contract at the same time. Then all the chambers relax. http://www.youtube.com/watch?v=frd3k6lkhws