Name of Teacher: Year: 5th

Class:

Subject: Biology

Topic: Blood and the Blood Vessels.

Introduction: The circulatory system is a fundamental system in the human body along with the bodies of other living organisms. The function of a circulatory system is to transport nutrients, oxygen and other essential components for a healthy life, as well as transports waste substances so that they can be eliminated from the body. A circulatory system is found in higher up organisms such as humans, plants and other multi-cellular organisms, whereas single celled organisms such as Ameoba lack a circulatory system as nutrients, oxygen and waste materials simply diffuse out of their system. When it is said that plants have a circulatory system, this is in fact true. However, it does vary from a human’s circulatory system. Plants contain xylem and phloem vessels in their vascular tissue which enables them to transport water, minerals and nutrients. Humans contain veins, arteries and capillaries which transport materials. It is vital that students understand the functioning of the circulatory system as well as learn about the different components of blood along with the vessels. Before the students understand the makeup of the circulatory system, students must first understand the components of blood and the blood vessels. Blood is a vital liquid in our bodies that transports oxygen and waste materials in the body. The vessels need to be known in detail and the direction of flow for veins, arteries and capillaries. This introduction to the direction of flow in the vessels can help students in the future to understand the direction of flow of blood through the heart and the chambers of the heart. Previous Knowledge: It is to be assumed that the students have a general knowledge of blood and the circulatory system; however no great detail is to be expected. Perhaps students may believe that blood is no more than water and have little knowledge on the composition of blood. According to the Junior Certificate Science Syllabus, students are required to know the following about the topic of the circulatory system: the composition and function of the blood, structure and function of the heart, passage of blood through the heart and main body organs and factors effecting pulse rate. It is to be assumed that students have a general knowledge to a Junior Certificate level; however, it is required to go into more depth into the topic of the blood and blood vessels. (Department of Education and Sciences, 2008) It is to be assumed that students do not have a detailed knowledge of the red blood cells and their unique shape. Students may have never heard to haemoglobin before and those that have may be unaware of what its role is in the blood. Students may know that blood flows through vessels in our bodies. However they may not know what the vessels are and what characterizes them as different to one another. Students may believe that the blood is composed of just red and white blood cells suspended in water, however, they may be unaware that this ‘liquid’ is plasma which is made up of water, proteins and dissolved materials. There are many new words in this topic that students may never have heard of before, theses may cause students difficulties in understanding the topic. It is to be expected that students have never heard of the terms serum, corpuscle, haemoglobin, capillaries before for example. Great care will have to be taken when explaining these words to the students so that they understand completely what these terms mean and so that there is no misconceptions going to form.

Aims: •

To raise awareness of student’s misconceptions in the topic of blood and blood vessels and counteract these misconceptions to help students understand the concept and terminology of blood and blood vessels better.

Objectives: ¾ Pupils should be aware of their misconceptions towards the area of blood vessels and identify these errors. ¾ Pupils should explore the topic of blood using a scientific approach and overcome any misconceptions they have previously had. ¾ Pupils will gain appreciation of the topic of blood and realise the significance that they have in our lives and also the importance they have in the natural environment for all organisms. ¾ Pupils will improve their communication skills, writing skills and group work skills as they will undertake and engage in activities that will help develop these skills as well as understanding into the topic of the lesson. Subject Matter: In this lesson the topic of blood will commence. Students will discover the components of blood and will look at the two types of blood cells: red and white. The white blood cells will not be looked at in detail until a future time in class. A general overview of the cells will be given as well as a detail description of red blood cells and their function. Platelets and their function will be identified. Plasma, the golden liquid suspension will be looked at and what is it composed of. Resources: White Board, Word Bank, PowerPoint, Activity Sheets, Mini White Boards, Concept Cartoons. YouTube, experimental apparatus. Assessment:At the beginning of the lesson, previous knowledge will be assessed by questioning of what the students already know. This can be an identification source of student misconceptions on the subject matter. Throughout this lesson the pupils will be assessed by questioning and observation of understanding. Both higher and lower order questioning will be used throughout the lesson and questions will vary in levels according to Bloom’s taxonomy. “Bloom's Taxonomy is a classification of learning objectives within education that educators set for students” (Omar, 2011). Therefore, throughout the class, content will be assessed for understanding. The students will also be assessed at the end of the lesson by questions and activities which will confirm their understanding and any misconceptions that the students previously had have been addressed. Literacy and Numeracy: Literacy is very much accounted for here, there are many new words. With this in mind, it is a good idea to have individual wordbanks where problematic words are highlighted and placed on the board. Students can then fill them into their wordbanks with explanations if they do wish to do so. Numeracy doesn’t really creep up in this lesson. The only reference to numbers is the percentages of components of the blood. Also there is reference to numeracy in the size of the cells in comparison to one another. Students should understand the units and this may be the first time they come across something so small as µm. Teaching Sequence: **-Extra link outside of topic syllabus.

#-Students will be given individual word banks for each topic. Therefore, with the topic of the blood, any new words that are come across will be written down and explained on the board and students will have their own copy of the word bank. Important words should be highlighted and emphasised. Throughout the lesson, PowerPoint will be used as an aid for the lesson, showing detailed pictures of structures and videos. Time Teacher Activities Student Activities Misconception/References Set Induction: Students will be introduced to the composition of blood. Here is where an initial misconception is identified. Misconception: Students may not be aware of the composition of blood and may think that it is just red water that flows through our bodies without a purpose. Correct Conception: Blood is composed of Plasma (water, proteins and dissolved materials), and red and white blood cells, and functions in transport of materials needed for life. Students will be presented “New concepts cannot be learned if Teacher will hand 5 with individual mini out individual white alternative models that explain a mins whiteboards. Here, they boards to all phenomenon already exist in the learner’s mind” (National Research can write down the students. Here Council 1996). answers to the questions questions will be that are asked. Students posed to the The use of the mini white boards is will identify their own students to try and an assessment process to assess misconceptions. Students identify some what students already know about will be asked to call out common the topic and also can identify any some of the answers that misconceptions in they have for the questions misconceptions they have at an initial relation to the level. in an orderly manner. introduction to the Mini-whiteboards are a great way of Here, students can listen composition of actively involving students in the to their peers thoughts as blood. learning process and a terrific tool for well as the teacher being Some questions immediate feedback and assessment able to pin point posed to the (Education World, 2014) misconceptions that may students include: • What is blood be looming.These questions will be answered Sanders (1993) suggests that made up of? assessment strategies used by in a sequence after each • What is the biology teachers could be a factor question has been dealt function of influencing the development of with. i.e: student answers blood? misconceptions in their students. question, misconception • What is the "Teachers should not only assess to replaced with correct blood in our get marks for the pupils. They need concept. bodies used to listen to what their pupil tell them, for? as it can provide information about • Where would pupil’s understanding or lack thereof. we find blood Pupils require constant feedback in our bodies? about their correct and incorrect • How is blood ideas" (Sanders 1993). transported? Etc. 5 mins

Composition of blood: Teacher will bring out a “jar of blood”. This is a stimulus to engage for the students. This jar is composed of red and white

Students will be introduced to the jar of blood. This is their stimulus to engage. Students will be asked later in the class to create their own jar in small groups. From looking at the large

Engage: Students will be attentive in listening and ask questions. The resource should demonstrate interest in the lesson. Teacher should respond to questions and demonstrate students’ own entry point of understanding.

jar, students must identify blood cells different components of Students will engage in the topic by (playdough) the jar. It is ok if they using a fun, innovative method to suspended in plasma (oil) with red cannot identify them as red capture their attention. blood cells, white blood food dye, with Models and representations are speckles of platelets cell etc., but as red (glitter). Teacher will playdough, white fantastic ways of showing students paydough etc., because how things that they can’t see work. show this to the here is where the students students and go can identify if they are Resource of the jar (Galvin, 2014) through all the unaware of the structures. shows a very good example of a individual parts of the jar. Students will working model of blood and its components. need to pay attention as they will be asked to create their own jars in small groups. As the jar is introduced to the students, each component will be shown and explained to the class. Misconception: Plasma is the red liquid that is found in blood. Correct Concept: Plasma is a golden coloured liquid; the red colour of blood comes from the concentration of red blood cells that are suspended in the plasma. Blood appears red because of the large number of red blood cells, which get their colour from the haemoglobin. Starting with the red Students will look at Explore: Pupils will be hearing terms 5 oil: #-Plasma. plasma to begin with. They for the first time and they will be mins will look at its consistency Teacher will building onto the information they emphasise that the from the oil. They will also already know. cells are suspended see that the other in the oil. Therefore, materials are suspended in According to Garnett and Treagust, a it is a thick solution the plasma. What they misconception is any conceptual idea composed of 90% should be aware of is that that is different from the common, water, 7 % proteins the red dye was only accepted scientific consensus and 3% dissolved added to the oil for effect (Garnett, 1990). Here, students’ may and that in truth, plasma is have the misconception that the materials(sugars, a golden solution, who’s colour of plasma is red, however it is amino acids, red colour comes from the golden/ straw yellow. Concept vitamins, minerals). red blood cells. cartoons will help to over-rule this misconception. Misconception: Plasma contains dissolved materials such as all nutrients, gases, urea and hormones. Correct Conception: Plasma transports most nutrients except fats. Plasma is composed of 90% water therefore cannot hold fats in suspension, which is why they are carried in a different transport system: the lymphatic system. Teacher will pose Students will be asked Elaborate: Pupils will use previous 5 question to class: what kind of dissolved knowledge to help them answer mins What kind of materials they think are questions posed to them. dissolved materials transported in the plasma. are carried in the Think, pair, share activity Think, pair, share is an active plasma? to follow question. learning methodology that Think, pair, and Student’s ideas will be incorporates peers teaching into a share: students will placed on the board. Each lesson. Students will be given a term,

be asked to think idea will be looked at to question or task where they are to about the question see if it is correct or think individually at first, then in pairs themselves first, incorrect. Misconceptions and finally to share their ideas with then pair with their will be identified. the group. neighbour and finally The benefits are to develop thinking share ideas with the skills, give the learner feedback and class. These ideas improve communication (Petty, will be written on the 2014). board. Here, it must be emphasised that digested fats are not transported in the plasma!! (They cannot be suspended in water). Misconception: There are only two proteins in plasma. Correct Concept: There are many plasma proteins, however we are looking at only two in detail.-antibodies and clotting proteins. Explore: Pupils will be hearing terms Teacher will explain Students will begin to 5 understand that there are for the first time and they will be that there are two mins two main types of proteins building onto the information they main plasma in plasma; however there already know. proteins, however there are many more are many more that they do not need to know but they are not needed to be known about. Students will learn what for the Leaving antibodies and clotting Certificate course. proteins are used for. They These are will be asked if they know antibodies and a medical condition in clotting proteins. #which people may not be Antibodies help to able to clot blood. Also, fight infections and can they name any are produced in the white blood cells. #- historical character that has suffered from this Clotting proteins condition? help clot the blood, so that excessive bleeding does not occur. **link to life: if someone can’t clot blood, they are said to be haemophilic. #-Serum: Plasma which does not contain the plasma proteins. Back to the jar Students asked to identify Spatial literacy can be defined “as a 5 again: what else is in the red circles of person's perception and mins the jar: red circles of playdough. understanding of spatial objects and playdough. Students Note size comparison to relationships” (de Lange, 2003). To are asked could they the white circles. Note be spatially literate, “a person must make a guess of they’re unusual shape. visualize spatial objects, reason what they are. Red They will then be identified about properties of and relationships blood cells will be and the other name for between spatial objects, and send

identified. Here the other name for the red blood cell will be introduced: #-red blood corpuscle.

them will be introduced.

(and receive) communication about spatial objects and relationships” (Moore-Russoa, 2012). This can be imputed here because students can see the relationship between the components of blood in the blood through the concept of the blood in the jar and how the models are acting like the blood components.

Misconception: Red blood cells do not have a nucleus, which means the cell is dead. The biconcave shape means that it can hold more haemoglobin. Correct Concept: Red blood cells do not have a nucleus, however they are still alive but don’t live for long (they lose their nucleus after a few days). The shape of the cells is constantly changing to fit in small vessels. They also lack some cell organelles to allow more space for haemoglobin. This gives the cell its red colour. This misconception comes from Teacher will give out Students will create their 10 own red blood cell with Sungur. (Sungur et al 2001). playdough to the mins playdough. They will be students. Each Misconceptions may originate from student must create asked what the shape will certain experiences that are a biconcave shaped allow. Ideas will be presented. commonly shared by many students. red blood cell. Students will be introduced Some of them rooted in everyday Students will be experiences. Misconceptions also asked why they think to haemoglobin and anaemia. arise when students combined a the cell has an newly learned concepts (plants unusual shape make their own food) with his compared to all previously held, more primitive other bodily cells. concept (plants get their food from Student’s ideas will soil). Such situation creates be written on the conceptual conflict in the students' board. mind (Tekkaya, 2002). Teacher will explain the correct concept It has been shown that teachers of why the cell is could play a role in the formation of shaped as it is. misconceptions held by their #-Haemoglobin will students(Sanders,1993; Yip, 1998). be introduced: a protein that carries oxygen in the red blood cells. **link: Anaemia. 10 Assessment on Students will be placed Concept cartoons are a really good mins what was learnt so into pairs where they will method of analysing student far. Concept work on a series of understanding. Not only do they cartoons to see if concept cartoons. Here identify student misconceptions, but misconceptions are they will be approached they also give the student options to still looming and if so with some concepts that think themselves about what may be they will be are true and false. They the correct answer and allows the corrected. Students must identify the correct students to think for themselves in a will be placed into one and give a reason for colourful and entertaining way. pairs and will identify their answer. “Students had a positive view about the correct concept. the effects of concept cartoons in They will give assisting their learning process of reasons for their problem based learning” (Inel, 2013). answers. Back to the jar of Identify the white blood Activity: Students will write answers 5

mins

10 mins

5 mins

blood: what else can we see? White circles of playdough. These are white blood cells. Does anyone know what the functions of white blood cells are? Mini white boards. Antibodies were mentioned earlier as plasma proteins. It was mentioned that they were produced by white blood cells. Explain the function of the white blood cells, however, emphasise that they are complex and will be returned to at a later stage when the class reach the topic of the immune system. White blood cell function: fights infection. Not as numerous as RBC’s and live for a few days. Teacher will introduce the next activity: Students will do out table comparing and contrasting RBC’s and WBC’s. They can do this in groups of three. Teacher table will be presented on the PowerPoint so that students can compare their answers. Jar of blood: Glitter= Platelets. Students may know what they are. If not, identify the platelets and explain their function. The function of the platelets is to clot

cells in the jar. Students asked where they heard of them before. Any ideas will be presented on their mini white boards. They may link it back to the plasma proteins; if not just hint it to them. Students will learn what the function of WBC’s are and some facts about them.

or linking terms to the topics on the min-white boards however many children dislike answering questions with words, therefore, drawings can be completed quickly, easily and in an enjoyable way (Kose, 2008). Drawings may allow students to express their thoughts on the topic through a non verbal, non text method, as students may not know the words that they are trying to get across that is already in their knowledge on the topic.

Explain: Students formally provided with definitions to concepts. Aiming to introduce correct conceptions.

Students will work in groups of three and create tables comparing and contrasting the RBC’s and the WBC’s. Students can compare their tables with the one on the PowerPoint.

Elaborate: Pupils use what they have learned to explain stage to solve problems in nature.

Students will listen to the teacher.

Explain: Students formally provided with definitions to concepts. Aiming to introduce correct conceptions.

the blood. The clots help to reduce the loss of blood and to prevent the. entry of micro-organisms Misconception: Clotting proteins found in plasma are the only things that are used to clot blood. Correct Concept: Platelets along with clotting proteins are used in blood clotting. Blood clotting in unhealthy vessels can cause strokes or heart attacks. http://www.hematology.org/Patients/ Teacher will explain Students will see that 5 clotting proteins and Basics/ to students how mins Videos can help to overcome clotting proteins and platelets both clot blood. misconceptions, provided that they platelets work are correct and do not lose their together to clot impact by being too full of irrelevant blood and how information. The videos can help clotting can be both positive and students visualize the topic and how things work. negative in the body. Teacher will show a short video on the components of the blood in the body, what they look like in relation to each other and what their functions are. Students will be able to follow as they have previously learnt what the functions of the parts are. Teacher will give out Students, in groups of 10 Elaborate and Evaluate. resources so that three, will create their own mins students in their jar of blood based on what groups of threes can they know now on the produce their own topic of blood. jars of blood based on the knowledge that they have received. The teacher will go around and ask students why things are a particular way and what the functions of each part are. What are the benefits of using digital Task: Homework: Project- Students must create a Students must video story showing the video storytelling? create a video story different components of “Students will leave school as showing the different blood and their functions. capable, independent learners, able components of Students will have a week to use ICT confidently, creatively and blood and their to create the story to use productively, able to communicate functions. as a revision guide for effectively, able to work Students will have a them. It is created collaboratively and to critically

week to create the story to use as a revision guide for them. It is created personally however, the teacher must watch them all to make sure that there is no incorrect information or misconceptions included in the students’ videos.

personally. Students must plan the video before proceeding with creating it.

evaluate, manage and use information” (NCTE ICT Vision, 2011). It is necessary for the teacher to view all the stories belonging to the students to make sure that there is no incorrect material present in the videos. This can also be used as a tool to identify if students still have misconceptions on the topic.

The 5 E’s of Instruction: http://www.wisd.org/users/0001/docs/GVC/5E%20Model.pdf

Reference List:

American Society of Haematology, (2014) The Components of Blood and Their Importance, available: http://www.hematology.org/Patients/Basics/ [accessed 8th April 2014]. CSCOPE Targeted Success With Quality Curriculum (2002) The 5E Model of Instruction, available: http://www.wisd.org/users/0001/docs/GVC/5E%20Model.pdf[accessed 9th of April 2014]. de Lange, J., (2003) ‘Mathematics for literacy in Madison’, B.L., Steen, L.A., eds., Quantitative literacy: Why numeracy matters for schools and colleges, Princeton, New Jersey: The National Council on Education and the Disciplines, 75–89. Department of Education and Science, (2008) Junior Certificate Science Syllabus, Dublin: Government of Ireland. Education World (2014) ‘Whiteboards Stimulate Student Learning’, available: http://www.educationworld.com/a_lesson/lesson/lesson251.shtml[accessed 9th April 2014]. Galvin, E. (2014) ‘Lecture 2’, SE4006: 3rd Year Science Ed. Pedagogy, 24 March, University of Limerick, unpublished. Garnett, P. J.; Garnett, P. J.; Treagust, D. F., (1990)‘Implications of research on students' understanding of electrochemistry for improving science curricula and classroom practice’,International Journal of Science Education 12(2): 147-156. Inel, D., Balim, A. G.,(2013) ‘Concept Cartoons Assisted Problem Based Learning Method in Science and Technology Teaching and Students’ Views’, Procedia - Social and Behavioural Sciences, 93 ( 2013 ) 376 – 380.

Kose, S., (2008) ‘Diagnosing Student Misconceptions: Using Drawings as a Research Method’ World Applied Sciences Journal, 3 (2): 283-293. Moore-Russo, D., Viglietti, J.M., Chiu, M.M., Bateman, S.M., (2012) ‘Teacher’s’ spatial literacy as visualizations, reasoning and communication’, Teaching and Teacher Education, 29 (2013) 97109. National Research Council, (1996) National Science Education Standards., Washington, D.C: National Academy Press. NCTE ICT Vision, (2011) Creating ICT Resources Module 3 with Digital Storytelling, Dublin: National Centre for Technology in Education. Omar, N. et al (2011) ‘Automated Analysis of Exam Questions According to Bloom’s Taxonomy’, Procedia - Social and Behavioural Sciences, 59 (2012) 297 – 303. Petty, G (2014) ‘Improve your teaching and that of your team’, Active Learning, available:http://geoffpetty.com/for-teachers/active-learning/ [accessed 9th April 2014]. Sanders, M. (1993) ‘Erroneous Ideas about Respiration: The Teacher Factor.’Journal of Research in ScienceTeaching, 30(8), 919-934. Sungur, S., Tekkaya, C. & Geban, Ö. (2001) “The Contribution of conceptual change texts accompanied by concept mapping to students' understanding of the human circulatory system", School Science and Mathematics 101 (2), 91-10 1.

Tekkaya, C., (2002) “Misconceptions AsBarrier To Understanding Biology” Hecettepe Universitesi Egitim Fakulttesi Dergisi, 23:259-266. Yip, D. Y. (1998)“Teachers' Misconceptions of the Circulatory System.” Journal of Biological Education, 32(3), 207-216.