Tuesday, August 11, 2015

Cardiovascular System Lesson Plan (3-Day)


           STEM Cardiovascular System Lesson

Author(s): Robert Jackson - Anne Arundel County Public Schools – Mary Moss at J. Albert Adams Academy

Key Words: Heart, Cardiovascular, Blood, Atria, Ventricles, Valves, Vena Cava, Arteries Veins, Aorta, Pulmonary


Lesson Title: Anatomy of the Heart (Blood Flow)
Content Area(s): The Cardiovascular System Lesson is appropriate for Biology and Anatomy & Physiology
Estimated Time: 50 minutes
Lesson Overview
This is a summary of what students will learn in the lesson.  It explains the lesson’s focus and real world connection.
Students will investigate and become knowledgeable with the cardiovascular system. They will learn how blood flows through the heart and what anatomical terms are associated with the heart. Students will then create a 3-dimensional model of the heart illustrating the correct chambers and valves within the heart. STEM integration occurs within this course. The 5E model for integrated STEM instruction will focus on curricular Anatomy and Physiology (Biology) goals. Students will be applying Common Core English Language Arts skill as well as making STEM connections.





Content Standards
This section will list Maryland State Curriculum content standards from multiple disciplines that are addressed in the unit.
BIOLOGY CONTENT STANDARDS:
·         Indicator 1.5.2: The student will explain scientific concepts and processes through drawing, writing, and/or oral communication.
·         Indicator 1.5.7: The student will use, explain, and/or construct various classification systems.
·         Indicator 1.5.8: The student will describe similarities and differences when explaining concepts and/or principles.
·         Indicator 1.7.5: The student will investigate career possibilities in the various areas of science.


Connections to the Maryland State STEM Standards of Practice
This section identifies the STEM Standards of Practice essential skills and knowledge that will be addressed in the lesson.
1) Learn and Apply Rigorous Science content in
Biology.
                       -Anatomy & Physiology – Cardiovascular System
                       -Anatomy of the Heart
                       -Flow/Pathway of Blood through the Heart
2) Integrate content from Science (Anatomy & Physiology) discipline as appropriate in order to answer complex questions.
                        -Utilize illustrations, text support, and visualizations in order to answer list of Lesson Plan’s “Essential Questions”
3) Interpret and communicate information from Science (Anatomy & Physiology) in order to answer complex questions.
                         -Utilize illustrations, text support, and visualizations in order to answer list of Lesson Plan’s “Essential Questions”
4) Engage in inquiry to conduct research to refine questions and develop new questions.
                         -Further questions about anatomical and physiological components will be asked, in regards to blood flow and the
                              Heart.
5) Engage in logical reasoning to answer complex questions.
6) Collaborate as a STEM team to answer complex questions.
7) Apply Technology appropriately to answer complex questions.
                         -Powerpoint presentations and online-interactive learning to aide in understanding of the anatomy and physiology.

Suggested Student Outcomes
These are the specific student outcomes for the lesson and are aligned with but not limited to Maryland State Curriculum in science, technology, engineering, mathematics, and other disciplines.  They describe the transferable knowledge and skills that students should understand and be able to do when the unit is completed.  The outcomes are often components of more broadly-worded standards and sometimes address knowledge and skills not necessarily related to the standards.  The lists of outcomes are not exhaustive, and the outcomes should not supplant the standards themselves.  Rather, they are designed to help teachers “drill down” from the standards and augment as necessary, providing added focus and clarity for lesson planning purposes.
-Upon completion of this unit, students should:
                           -Know the anatomical terms related to the heart.
                                    - Four chambers of the heart.
                                    - Major valves of the heart.
                           -Know the physiological importance of the heart in the human body
                           -Know the pathway of blood through the heart.
                           -Know the purpose/function of blood
                           -Know the major components of the cardiovascular system.
                           -Know how the heart and cardiovascular system work with other major
                            organs and organs system (lungs, brain, etc.)

Suggested Materials
This section identifies materials needed to complete the lesson.
·         Colored Pencils (or other coloring utensils)
·         Paper diagrams, labeled illustrations
·         Cut Apples
·         Toothpicks with labels.
·         Provided Biology Textbook and Worksheets
·         Computers / Chromebooks


5E Components

Activity


Maryland State STEM Standards of Practice
Engagement

Did you design an activity that…
captures students’ attention?
activates students’ prior knowledge?
connects to a complex question, global issue, challenge, or real world problem?

















Students will:
·         Color a diagram/illustration of a dissected heart.
·         Read about the functions of the heart and of blood.
·         Create a 3-dimensional model of a heart using an apple, toothpicks, and label-flags
·         Create an illustrative story-book (online or realistic) of a heart explaining the pathway of blood through the heart.
Learn and Apply STEM Content
Integrate STEM Content
◙ Interpret and Communicate Information from STEM
Engage in Inquiry
Engage in Logical Reasoning
Collaborate as a STEM Team
Apply Technology Strategically

5E Components


Activity

Maryland State STEM Standards of Practice
Exploration

Did you design an activity that allows students to…
◙  analyze the science, technology, engineering, mathematics, or other disciplines as appropriate in a complex question, global issue, challenge, or real world problem?
apply a systematic approach (e.g.: engineering design process, scientific and engineering practices) to address the real world connection?
◙  select and employ technological tools that are relevant to answering a complex question, investigating a global issue, or developing solutions to a challenge or real world problem?









Students will read a detailed text in order to gather and acquire information on the anatomy and physiology of the heart and blood

Students will be able utilize and explore online web-source “Glogster” or other similar sources in order to create a story-book illustrating the anatomy of the heart and how blood travels through the heart

Students will explore the functions of the heart and blood and be able to correlate apply them to a real world connection (similarities to either a city, household, amusement park, school, obstacle course, or vacation spot).
◙  Learn and Apply STEM Content
◙  Integrate STEM Content
◙  Interpret and Communicate Information from STEM
Engage in Inquiry
Engage in Logical Reasoning
Collaborate as a STEM Team
◙  Apply Technology Strategically

5E Components


Activity


Maryland State STEM Standards of Practice
Explanation

Did you design an activity that allows students to…
analyze data/information and draw conclusions?
communicate understandings and possible solutions?
use technology appropriately for analysis and communication?
















Students will:
·         Present illustrative story-book of the heart and blood to the class.
·         Explain why they chose the story they did and how it correlates to the pathway of blood through the heart.
·         Engage in peer reviews on their presentations.
Learn and Apply STEM Content
Integrate STEM Content
◙ Interpret and Communicate Information from STEM
Engage in Inquiry
Engage in Logical Reasoning
Collaborate as a STEM Team
Apply Technology Strategically


5E Components


Activity


Maryland State STEM Standards of Practice
Extension/Elaboration

Did you design an activity that allows students to…
modify/refine procedures, prototypes, models, solutions, arguments, essays, etc.?
analyze STEM careers that relate to the learning activity?

















Students will:
·         Brainstorm possible consequences of having a malfunctioning heart (blood and heart diseases).
·         Discuss various diseases/conditions related to blood and the heart.
·         Learn of careers related to the field of cardiology and pathology.
Learn and Apply STEM Content
Integrate STEM Content
◙ Interpret and Communicate Information from STEM
Engage in Inquiry
Engage in Logical Reasoning
Collaborate as a STEM Team
Apply Technology Strategically


5E Components


Activity

Maryland State STEM Standards of Practice
Evaluation

Did you design an activity that allows students to…
demonstrate understanding of concepts through performance-based tasks?
participate in peer reviews?
reflect on answers or solutions to the complex question, global issue, challenge or real world problem?















Students will create a poster (online or realistic) of an animal or plant cell explaining the structure and function of each organelle and relate the organelles to a city, household, amusement park, school, obstacle course, or vacation spot. The poster will be evaluated using an appropriate grading rubric with criteria graded on:
·         Neatness/Organization
·         Creativity
·         Accurate information of functions/structures of organelles
·         Explanation of relationship between organelle’s functions with specific real world place.

Students will complete a quiz on “the cell” and “Cell Theory” and be evaluated.
Learn and Apply STEM Content
Integrate STEM Content
◙ Interpret and Communicate Information from STEM
Engage in Inquiry
Engage in Logical Reasoning
Collaborate as a STEM Team
Apply Technology Strategically



Differentiation
This section describes ways to modify the lesson for diverse learning styles.
-Students may not have a home computer or internet access in order to utilize “Glogster” and other similar sources to create their story-book, so the option of creating a poster by hand will be an option.
-Students who do not have their own coloring pencil/utensils can use their neighbors or some provided in class.
-Students may find it difficult to correlate structure to function of blood and the heart through reading the textbook. A powerpoint presentation and oral explanation of the structures and function with visualizations will also be given.






Resources
This section contains links to materials that are intended to support content instruction in this lesson.
-Biology Reference Book
-Notes on the Structure of the Heart: http://www.biologycorner.com/anatomy/chap13.html
-Coloring Diagram of the Heart: http://www.questgarden.com/27/14/3/070202080214/files/Cardiologist_Clay_Heart_Diagram.jpg










Accommodations/Modifications for students with reading disabilities:
-          Provide students with set of list of cardiovascular/heart/blood vocabulary terms before text reading.
-          Provide the students with a lighter synopsis/summary of the text before reading the text.
-          Provide the student with a taped audio version of the textbook
-          Have teacher aide read and scribe for the student through text reading and assessment
-          Provide student with an alternative form of the text that is easier to read.
-          Have the students use less spaces/pages to make their story-book
-          Allow students to create a more basic image/diagram of the heart
-          Allow more room for spelling/grammatical errors in grading rubric

               



















           STEM Cardiovascular System Lesson


Author(s): Robert Jackson - Anne Arundel County Public Schools – Mary Moss at J. Albert Adams Academy

Key Words: Heart, Cardiovascular, Blood, Atria, Ventricles, Valves, Vena Cava, Arteries Veins, Aorta, Pulmonary


Lesson Title: Anatomy of the Heart (Blood Flow)
Content Area(s): The Cardiovascular System Lesson is appropriate for Biology and Anatomy & Physiology
Estimated Time: 50 minutes
Lesson Overview
This is a summary of what students will learn in the lesson.  It explains the lesson’s focus and real world connection.
Students will read and comprehend a research article associate with the cardiovascular system. They will then be assessed with a series of questions to answer related to the article. STEM integration occurs within this course. The 5E model for integrated STEM instruction will focus on curricular Anatomy and Physiology (Biology) goals. Students will be applying Common Core English Language Arts skill as well as making STEM connections.





Content Standards
This section will list Maryland State Curriculum content standards from multiple disciplines that are addressed in the unit.
BIOLOGY CONTENT STANDARDS:
·         Indicator 1.5.2: The student will explain scientific concepts and processes through drawing, writing, and/or oral communication.
·         Indicator 1.5.7: The student will use, explain, and/or construct various classification systems.
·         Indicator 1.5.8: The student will describe similarities and differences when explaining concepts and/or principles.
·         Indicator 1.7.5: The student will investigate career possibilities in the various areas of science.


Connections to the Maryland State STEM Standards of Practice
This section identifies the STEM Standards of Practice essential skills and knowledge that will be addressed in the lesson.
1) Learn and Apply Rigorous Science content in
Biology.
                       -Anatomy & Physiology – Cardiovascular System
                       -Anatomy of the Heart
                       -Flow/Pathway of Blood through the Heart
2) Integrate content from Science (Anatomy & Physiology) discipline as appropriate in order to answer complex questions.
                        -Utilize illustrations, text support, and visualizations in order to answer list of Lesson Plan’s “Essential Questions”
3) Interpret and communicate information from Science (Anatomy & Physiology) in order to answer complex questions.
                         -Utilize illustrations, text support, and visualizations in order to answer list of Lesson Plan’s “Essential Questions”
4) Engage in inquiry to conduct research to refine questions and develop new questions.
                         -Further questions about anatomical and physiological components will be asked, in regards to blood flow and the
                              Heart.
5) Engage in logical reasoning to answer complex questions.
6) Collaborate as a STEM team to answer complex questions.
7) Apply Technology appropriately to answer complex questions.
                         -Powerpoint presentations and online-interactive learning to aide in understanding of the anatomy and physiology.

Suggested Student Outcomes
These are the specific student outcomes for the lesson and are aligned with but not limited to Maryland State Curriculum in science, technology, engineering, mathematics, and other disciplines.  They describe the transferable knowledge and skills that students should understand and be able to do when the unit is completed.  The outcomes are often components of more broadly-worded standards and sometimes address knowledge and skills not necessarily related to the standards.  The lists of outcomes are not exhaustive, and the outcomes should not supplant the standards themselves.  Rather, they are designed to help teachers “drill down” from the standards and augment as necessary, providing added focus and clarity for lesson planning purposes.
-Upon completion of this unit, students should:
                           -Know the anatomical terms related to the heart.
                                    - Four chambers of the heart.
                                    - Major valves of the heart.
                           -Know the physiological importance of the heart in the human body
                           -Know the pathway of blood through the heart.
                           -Know the purpose/function of blood
                           -Know the major components of the cardiovascular system.
                           -Know how the heart and cardiovascular system work with other major
                            organs and organs system (lungs, brain, etc.)

Suggested Materials
This section identifies materials needed to complete the lesson.
·         Pencil/Pen
·         Highlighter
·         Research Article and Related Questions


5E Components

Activity


Maryland State STEM Standards of Practice
Engagement

Did you design an activity that…
captures students’ attention?
activates students’ prior knowledge?
connects to a complex question, global issue, challenge, or real world problem?

















Students will:
·         Read to understand the research done to prove relationship between music and cardiovascular health.
Learn and Apply STEM Content
Integrate STEM Content
◙ Interpret and Communicate Information from STEM
Engage in Inquiry
Engage in Logical Reasoning
Collaborate as a STEM Team
Apply Technology Strategically

5E Components


Activity

Maryland State STEM Standards of Practice
Exploration

Did you design an activity that allows students to…
◙  analyze the science, technology, engineering, mathematics, or other disciplines as appropriate in a complex question, global issue, challenge, or real world problem?
apply a systematic approach (e.g.: engineering design process, scientific and engineering practices) to address the real world connection?
◙  select and employ technological tools that are relevant to answering a complex question, investigating a global issue, or developing solutions to a challenge or real world problem?









Students will read a detailed text in order to gather and acquire information on the anatomy and physiology of the heart and blood

Students will be able to see if the research done was based upon the use of the Scientific Method

◙  Learn and Apply STEM Content
◙  Integrate STEM Content
◙  Interpret and Communicate Information from STEM
Engage in Inquiry
Engage in Logical Reasoning
Collaborate as a STEM Team
◙  Apply Technology Strategically

5E Components


Activity


Maryland State STEM Standards of Practice
Explanation

Did you design an activity that allows students to…
analyze data/information and draw conclusions?
communicate understandings and possible solutions?
use technology appropriately for analysis and communication?
















Students will:
·         Complete assessment-based questions on the scientific article.
·         Explain how the researchers utilize the Scientific Method in their research.
Learn and Apply STEM Content
Integrate STEM Content
◙ Interpret and Communicate Information from STEM
Engage in Inquiry
Engage in Logical Reasoning
Collaborate as a STEM Team
Apply Technology Strategically


5E Components


Activity


Maryland State STEM Standards of Practice
Extension/Elaboration

Did you design an activity that allows students to…
modify/refine procedures, prototypes, models, solutions, arguments, essays, etc.?
analyze STEM careers that relate to the learning activity?

















Students will:
·         Brainstorm and research other factors and lifestyle characteristics that may affect health of the cardiovascular system.
Learn and Apply STEM Content
Integrate STEM Content
◙ Interpret and Communicate Information from STEM
Engage in Inquiry
Engage in Logical Reasoning
Collaborate as a STEM Team
Apply Technology Strategically


5E Components


Activity

Maryland State STEM Standards of Practice
Evaluation

Did you design an activity that allows students to…
demonstrate understanding of concepts through performance-based tasks?
participate in peer reviews?
reflect on answers or solutions to the complex question, global issue, challenge or real world problem?















Students will complete a worksheet with a series of question directly related to the research article on the cardiovascular system.

Learn and Apply STEM Content
Integrate STEM Content
◙ Interpret and Communicate Information from STEM
Engage in Inquiry
Engage in Logical Reasoning
Collaborate as a STEM Team
Apply Technology Strategically



Differentiation
This section describes ways to modify the lesson for diverse learning styles.
-Students may not have a highlighter in order to appropriately read and highlight important information in the article. I will have additional highlighters to provide them with this.
-Different versions of the article (less verbiage, bigger bolder print, etc.) will be provided as needed.






Resources
This section contains links to materials that are intended to support content instruction in this lesson.
-Research Article on Cardiovascular System: http://umm.edu/news-and-events/news-releases/2008/joyful-music-may-promote-heart-health












                Accommodations/Modifications for students with reading disabilities:
-          Provide students with a simpler version of the article and less words.
-          Provide students with an article that has bigger, bolded print.
-          Provide the student with a taped audio version with my voice of the article.
-          Have teacher aide read and scribe for the student through reading and assessment
-          Have the students answer less questions on the worksheet
-          Have the students answer the series of questions orally.
-          Allow more room for spelling/grammatical errors

Below are the questions that will be on the worksheet:
1) Describe the experimental design performed by the scientists.
2) The study used 70% males and 30% females. What is wrong with this?
3) A majority of the participants were between ages 30-40. Is this appropriate for the study? Why or why not?
4) How many total participants were used in this study? Is this a good amount? Explain why or why not.
5) Explain the components of the Scientific Methods used by the researchers in this study.
6) What would the control group be for this study?
7) Where is the brachial artery located?
8) What were the results of the study?
9)Based on Dr. Miller’s background, mentioned in the study, is he qualified to perform this type of research?

(Students with modifications will omit questions 7, 8 and 9).

               








           STEM Cardiovascular System Lesson


Author(s): Robert Jackson - Anne Arundel County Public Schools – Mary Moss at J. Albert Adams Academy

Key Words: Heart, Cardiovascular, Blood, Atria, Ventricles, Valves, Vena Cava, Arteries Veins, Aorta, Pulmonary


Lesson Title: Anatomy of the Heart (Blood Flow)
Content Area(s): The Cardiovascular System Lesson is appropriate for Biology and Anatomy & Physiology
Estimated Time: 50 minutes
Lesson Overview
This is a summary of what students will learn in the lesson.  It explains the lesson’s focus and real world connection.
Students perform a dissection on a sheep heart to note the similarities to the human heart. They will make comparisons to gain an understanding of the three-dimensional structure of the human heart. STEM integration occurs within this course. The 5E model for integrated STEM instruction will focus on curricular Anatomy and Physiology (Biology) goals. Students will be applying Common Core English Language Arts skill as well as making STEM connections.





Content Standards
This section will list Maryland State Curriculum content standards from multiple disciplines that are addressed in the unit.
BIOLOGY CONTENT STANDARDS:
·         Indicator 1.5.2: The student will explain scientific concepts and processes through drawing, writing, and/or oral communication.
·         Indicator 1.5.7: The student will use, explain, and/or construct various classification systems.
·         Indicator 1.5.8: The student will describe similarities and differences when explaining concepts and/or principles.
·         Indicator 1.7.5: The student will investigate career possibilities in the various areas of science.


Connections to the Maryland State STEM Standards of Practice
This section identifies the STEM Standards of Practice essential skills and knowledge that will be addressed in the lesson.
1) Learn and Apply Rigorous Science content in
Biology.
                       -Anatomy & Physiology – Cardiovascular System
                       -Anatomy of the Heart
                       -Flow/Pathway of Blood through the Heart
2) Integrate content from Science (Anatomy & Physiology) discipline as appropriate in order to answer complex questions.
                        -Utilize illustrations, text support, and visualizations in order to answer list of Lesson Plan’s “Essential Questions”
3) Interpret and communicate information from Science (Anatomy & Physiology) in order to answer complex questions.
                         -Utilize illustrations, text support, and visualizations in order to answer list of Lesson Plan’s “Essential Questions”
4) Engage in inquiry to conduct research to refine questions and develop new questions.
                         -Further questions about anatomical and physiological components will be asked, in regards to blood flow and the
                              Heart.
5) Engage in logical reasoning to answer complex questions.
6) Collaborate as a STEM team to answer complex questions.
7) Apply Technology appropriately to answer complex questions.
                         -Powerpoint presentations and online-interactive learning to aide in understanding of the anatomy and physiology.

Suggested Student Outcomes
These are the specific student outcomes for the lesson and are aligned with but not limited to Maryland State Curriculum in science, technology, engineering, mathematics, and other disciplines.  They describe the transferable knowledge and skills that students should understand and be able to do when the unit is completed.  The outcomes are often components of more broadly-worded standards and sometimes address knowledge and skills not necessarily related to the standards.  The lists of outcomes are not exhaustive, and the outcomes should not supplant the standards themselves.  Rather, they are designed to help teachers “drill down” from the standards and augment as necessary, providing added focus and clarity for lesson planning purposes.
-Upon completion of this unit, students should:
                           -Know the anatomical terms related to the heart.
                                    - Four chambers of the heart.
                                    - Major valves of the heart.
                           -Know the physiological importance of the heart in the human body
                           -Know the pathway of blood through the heart.
                           -Know the purpose/function of blood
                           -Know the major components of the cardiovascular system.
                           -Know how the heart and cardiovascular system work with other major
                            organs and organs system (lungs, brain, etc.)

Suggested Materials
This section identifies materials needed to complete the lesson.
·         Sheep Heart
·         Dissection Pans
·         Dissecting Tools
·         Gloves
·         Goggles
·         Lab Coats


5E Components

Activity


Maryland State STEM Standards of Practice
Engagement

Did you design an activity that…
captures students’ attention?
activates students’ prior knowledge?
connects to a complex question, global issue, challenge, or real world problem?

















Students will:
·         Perform a dissection on a sheep heart
Learn and Apply STEM Content
Integrate STEM Content
◙ Interpret and Communicate Information from STEM
Engage in Inquiry
Engage in Logical Reasoning
Collaborate as a STEM Team
Apply Technology Strategically

5E Components


Activity

Maryland State STEM Standards of Practice
Exploration

Did you design an activity that allows students to…
◙  analyze the science, technology, engineering, mathematics, or other disciplines as appropriate in a complex question, global issue, challenge, or real world problem?
apply a systematic approach (e.g.: engineering design process, scientific and engineering practices) to address the real world connection?
◙  select and employ technological tools that are relevant to answering a complex question, investigating a global issue, or developing solutions to a challenge or real world problem?









Students will follow a set list of procedures/protocols upon dissecting the sheep heart and note various structures of the heart.

◙  Learn and Apply STEM Content
◙  Integrate STEM Content
◙  Interpret and Communicate Information from STEM
Engage in Inquiry
Engage in Logical Reasoning
Collaborate as a STEM Team
◙  Apply Technology Strategically

5E Components


Activity


Maryland State STEM Standards of Practice
Explanation

Did you design an activity that allows students to…
analyze data/information and draw conclusions?
communicate understandings and possible solutions?
use technology appropriately for analysis and communication?
















Students will:
·         Explain the comparisons of the sheep heart to the human heart.
Learn and Apply STEM Content
Integrate STEM Content
◙ Interpret and Communicate Information from STEM
Engage in Inquiry
Engage in Logical Reasoning
Collaborate as a STEM Team
Apply Technology Strategically




5E Components


Activity

Maryland State STEM Standards of Practice
Evaluation

Did you design an activity that allows students to…
demonstrate understanding of concepts through performance-based tasks?
participate in peer reviews?
reflect on answers or solutions to the complex question, global issue, challenge or real world problem?













Students will complete a worksheet with a series of question directly related to the dissection of the sheep heart and human heart

Learn and Apply STEM Content
Integrate STEM Content
◙ Interpret and Communicate Information from STEM
Engage in Inquiry
Engage in Logical Reasoning
Collaborate as a STEM Team
Apply Technology Strategically



Differentiation
This section describes ways to modify the lesson for diverse learning styles.
-Students may be squeamish or against the practice of dissecting a sheep heart. A 3-D online simulation will be an alternative option for them.



Resources
This section contains links to materials that are intended to support content instruction in this lesson.














               
Accommodations/Modifications for students with reading disabilities:
-          Provide students with step by step picture instructions on the dissection of the sheep heart
-          Demonstrate the dissection for those students and have them copy
-          Have teacher aide read instruction allowed for student.
-          Have teacher aide read and scribe for the student through reading and assessment
-          Have the students answer less questions on the worksheet
-          Have the students answer the series of questions orally.
-          Allow more room for spelling/grammatical errors

Below are the questions that will be on the worksheet:
1) Describe the overall shape and feeling of the sheep heart.
2) What similarities are there between the sheep heart and human heart?
3) What differences are there between the sheep heart and human heart?
4) Why do we choose to dissect the sheep heart compared to the hearts of other mammals?


(Students with modifications will omit question 4).

               











Assessment:
In order to assess if students understand and comprehend the content taught, I will analyze and grade their answers on the previous two lesson worksheet as well as give them a quiz below.
The quiz will consist of 5 multiple choice questions, and a labeling portion.
For students needing modifications, they will omit questions 2 & 3 and will have two less answers on the labeling portion.
1) In order for blood to become oxygenated, it travels from the heart to the ____________.
A. Brain                                B. Lungs               C. Liver                 D. Kidney

2) Which valve is located between the right atrium and right ventricle?
A. Bicuspid Valve              B. Mitral Valve                   C. Right Semilunar Valve               D. Left Semilunar Valve

3) What is the largest artery in the body that sends blood away from the heart?
A. Superior Vena Cava   B. Inferior Vena Cava     C. Common Carotid Artery           D. Aorta

4) _____________ carry blood towards the heart.
A. Veins                               B. Arteries                           C. Capillaries                       D. Arterioles

5) Which is the largest chamber of the heart?
A. Right Atrium                 B. Left Atrium                    C. Right Ventricle             D. Left Ventricle


               









Match the following labels of the heart with the corresponding part listed below:

1. Left Ventricle ______                               2. Inferior Vena Cava ______                     3. Aorta ______                                              
4. Left Atrium ______                   5. Superior Vena Cava ______                   6. Right Ventricle ______
7. Pulmonary Trunk ______        8. Right Atrium _____