Subject: Integrated Science

Topic: Transport Systems

Grade: 10 (15-17 years)

Duration: Four weeks (12 lessons)

Rationale

Multicellular organisms are not as fortunate as their unicellular counterparts, to have cell membranes that are in direct contact with the
external environment. However the cells that comprise them possess the same need to exchange materials with the external
environment and have the added burden of exchanging with the internal environment. There must be some mechanism in place to
ensure that desirable materials arrive at the tissues that need them, and undesirable ones depart the organism. That mechanism is a
transport system of some sort operated biologically in animals and both biologically and by the laws of physics, in plants.

An understanding of how transport systems function, lays the foundation for students to better grasp even more challenging concepts.
They would for example better understand how materials are brought to tissues for respiration to occur and how metabolic waste is
brought to excretory organs. They would appreciate the battle to defeat infectious diseases, and the fascinating ability of the body to
repair damaged tissue. They would also develop an appreciation for the fact that perceived simple plants can transport substances,
even though they are heartless.

Objectives

Students should be able to:

1. Understand the need for transport systems in living organism.

2. Understand the relationship between the structure and function of the circulatory system.

3. Appreciate the body’s ability to control infectious diseases.

4. Develop the knowledge and ability to measure heart and pulse rate.
Subtopic 1 Objectives Summary of Skills Teaching Material Teaching/Learning Assessment
content Strategies Resources activities
Blood and Students should be Blood has Observing Whole class Charts Teacher would Short oral
its able to: four discussion show students quiz at the
components 1. Identify the components Manipulating Sample of charts of blood cells end of each
components which are Demonstration animal followed by a lesson.
2 lessons of blood. plasma, Drawing blood from whole class For
erythrocytes, Small group butcher discussion of example:
2. State the leucocytes Investigating discussion concept. State two
function of and Chalkboard substances
each thrombocytes. drawn Students would transported
component Plasma the diagrams observe these charts by plasma.
of blood. liquid and make structural
component, comparisons and Grading of
3. Compare functions to contrasts. Following drawings.
and contrast transport this they will draw
the structure various and label the cells
of substances. as seen on the
leucocytes Erythrocytes, charts. The teacher
and red blood would guide this
erythrocytes cells, are the process.
. body’s main
transporter of
4. Draw simple oxygen.
labelled Leucocytes,
diagrams of white blood
blood cells. cells, are the
body’s main
defenders
against
infectious
pathogens.
Thrombocytes
or platelets
play a
significant
role in the
clotting of
blood and in
scab
formation
during the
healing of
wounds.

Lymphocytes
and
phagocytes
are the two
types of
leucocytes.
Even though
they perform
the same
function they
do so in
different
ways. As a
result they
have
structural
differences in
terms of
cytoplasm
and nucleus
 Subtopic Objectives Summary of Skills Teaching Materials/Resources Teaching/Learning Assessment
2 content Strategies Activities
Blood Students should The three Observing Whole class Charts Teacher would draw Students’
vessels be able to: types of discussion and label sectional drawings
1. Identify blood vessels Analyzing Chalkboard drawn diagrams of arteries would be
2 lessons the three are arteries Demonstration diagrams and veins. While graded and
types of veins and Drawing drawing, a step by commented
blood capillaries. Small group step explanation of upon.
vessels Arteries Comparing discussion the process will be
transport communicated so Oral quizzes
2. State the oxygenated that students will would be
characteris blood from know how to draw administered
tics of the heart, them. at the end of
each blood while veins each lesson.
vessel transport Students would then For example,
deoxygenated try to draw and label What is one
3. Compare blood to the diagrams of their structural
and heart. own, under close difference
contrast Capillaries observation. between a
the penetrate vein and an
structure organs and Teacher would then artery?
of one tissues and ask students to
blood act as compare and
vessel to linkages contrast the
another between their structures of the two
4. Draw larger vessels, and
simple counterparts. entertain oral
sectional responses.
diagrams Structurally
of veins speaking Teacher would as
and veins and students to work in
arteries arteries are pairs locate one
similar. another’s pulse and
Arteries attempt to count
though, have pulse beats for a
thicker walls minute.
and narrower
lumen than
veins. Veins
are
distinguished
by their
pocket
valves, which
limit the
chances of
blood back
flowing as it
travels
through
them.
Subtopic Objectives Summary of Skills Teaching Materials/Resources Teaching/Learning Assessment
3 content Strategies activities
Heart Students should be The heart is a Drawing Small group Teacher would Observations
Structure able to: biological practical Charts briefly state the of role play
and 1. Relate the pump that Demonstrating activity general function of exercise,
function structure of the provides the Exaggerated model the heart. Then grading of
human heart to force to Manipulating Demonstration of the heart. using the model of drawings
2 lessons its function. circulate the heart the teacher done for
blood around Role playing Whole class Stethoscope would point out and home work.
2. Recall the the body. It is discussion name each of the
major responsible Stop clocks heart’s important
components of for two types structures.
the human of
heart. circulation, The students would
pulmonary observe the teacher
3. Draw, label and systemic and repeat the
and annotate a circulation. names of the main
diagram of the In pulmonary structures. Various
human heart. circulation students would then
the heart be asked to stand
4. Discuss pumps before the class,
circulatory deoxygenated perform the role of
diseases. blood to the the teacher and
lungs to educate the class
5. Manipulate a become about the heart’s
stethoscope oxygenated. structure.(Using the
In systemic model as the
circulation teacher did)
the heart
pumps After receiving an
oxygenated explanation and
blood to all demonstration of
organs and how to use the
systems of stethoscope,
the body students would be
including its placed into groups
own tissue. of two and attempt
to listen to one
The heart another’s heart beat.
consists of
four
chambers.
The two
upper
chambers are
known as
atria while
the two lower
chambers are
known as
ventricles.
The septum
divides the
heart into a
left side and
a right side.
The
structures on
the right side
include vena
cava,
tricuspid
valve, right
atrium and
ventricle. The
structures on
the left side
include the
left atrium
and ventricle,
bicuspid
valve,
pulmonary
veins and
aorta.