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2. 'The persistence of misconceptions - The circulatory system' 

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2. 'The persistence of misconceptions - The circulatory system' 

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The Persistence of Misconceptions about the Human Blood Circulatory System

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Are all hands-on activities equally effective

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•Modelling of blood flow in arteries:  https://youtu.be/A0FuVMHMyZE 

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•Modelling of blood flow in arteries:  https://youtu.be/A0FuVMHMyZE 

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This video explains how to create models of blood flow through the arteries using simple everyday materials such as plastic cups, straws, water, and food colouring. The teacher can have the materials prepared beforehand and carry out a demonstration for the students. Students will observe the blood flow (water and red food colouring) through two different size straws, a large straw acting as a healthy artery while a smaller sized straw resembling an artery that is blocked. The experience of seeing the visual impact of blocked arteries can have a lasting effect on students’ memories. The teacher can also hold a class discussion following the experiment regarding the effects of disease and unhealthy lifestyles on the heart which again brings the science to life, all of which benefits students learning.

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There was a 3D anatomy model of the heart used as a science resource in the school. This two-piece model was vividly coloured, life sized and divided in half to show its inner chambers and valves. Pupils could examine the structure of the heart in detail before carrying out the dissection of a sheep’s heart. The use of the 3D model helped students become familiar with its size, shape and structure which supported students learning.

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This animation projects a graph of heart rate after exercise. This resource can be shown to students after completing the investigation ‘the effect exercise has on heart rate’. Students will be required to analyse their own data collected and recorded from this investigation. Students can refer to this animated graph to help them present their own data in a clear and accurate manner.

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I used tealight candles without their wicks to represent models of arteries. I also used the caps of Lucozade sport bottles to represent models of veins and to demonstrate the valves and one directional blood flow in veins. These resources were used as an aid to compare the different blood vessels and their structures. Students were engaged as the use of a popular sports drink bottle gained their interest which resulted in them in gaining a deeper understanding as to how valves work.

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This animation goes through a step by step process of the blood flow through arteries, veins, and capillaries. This resource brings to life the workings of the different blood vessels. Students can access this website from home to aid them in their revision.

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This two-minute video clip is a summary of how the heart works. It explains the hearts main function, its structures, location, and blood flow. It uses student friendly language, simplified explanations and provides useful tips for students to help them remember the hearts structure.   This resource acts as both an audio and visual aid and makes the complex workings of the heart memorable and clear. This video can be shown to students when the learning outcome has been achieved to summarise the chapter or it can be broken up into segments and shown after the different sections have been covered to aid student learning.

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This is a very short video clip which shows the workings of white blood cells under a microscope in real life. This video clip acts as a visual aid for visual learners and supports the explanation of white blood cells for all students. Showing a short video clip can increase student engagement with the content being covered and helps many students process and retain the information given.

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Modelling of blood flow through arteries 

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Modelling of blood flow through arteries 

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Laboratory experiment

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Theory

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How does the Heart work? Human Body Parts - Science for Kids | Educational Videos by Mocomi

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- Managing information and thinking
- Working with others
- Staying well
- Managing myself
- Communication

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Starting Planning - Contextual Strands (1)

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Nature of Science: 1, 3, 10
Biological World: 1, 4

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Biological Word 4: Students should be able to describe the structure, function, and interactions of the organs of the circulatory system.