Circulatory System

Image source

  • Science Understanding “Cells are the basic units of living things and have specialised structures and functions. Multi-cellular organisms contain systems of organs that carry out specialised functions that enable them to survive and reproduce.”
  • Science Inquiry Skills – “Construct and use a range of representations, including graphs, keys and models to represent and analyse patterns or relationships, including using digital technologies as appropriate.”

Learning Intention and Success Criteria: Students will be able to identify the structure and function of organs in the circulatory system and be able to name and describe the components of blood. Students will complete a labelled diagram of the heart and circulatory system and be able to describe how it works.

The Circulatory System is also called the “Cardiovascular System” and consists of the heart, arteries, veins, capillaries and the five litres of blood (approximately) that flows through this system.

1. Work your way through the National Geographic – Heart Interactive. Label the blank heart diagram with the names of each structure, including the atria, ventricles, aorta and valves.

2. Watch the National Geographic Video – Cardiovascular system and then colour the cardiovascular diagram showing oxygenated (red) and deoxygenated (blue) blood.

3. Access the Blood Buddies – the Australian Red Cross Blood Service website and find out how you are tested for your blood type. Do you know what blood group you belong to? Create a graph (bar graph or pie chart) showing the different blood groups:

  • O positive – 40%
  • O negative – 9 %
  • A positive – 31%
  • A negative – 7 %
  • B positive – 8%
  • B negative – 2%
  • AB positive – 2 %
  • AB negative – 1%

Other information:

Student graph showing percentages of each blood type from Australian Red Cross data using “Create-a-graph”.

Year 7: The Solar System

observable_universe

Learning Intention: To understand how technology has contributed to our knowledge of our solar system and beyond and to be able to describe the characteristics of planets and other objects in space.

Success Criteria: You will be able to list and describe our sun and it’s terrestrial planets and gas giants, as well as asteroids, comets, meteorites and other space objects. You will be able to list and describe some of the inventions and equipment that has enabled us to probe space and gather and send back data.

We are starting a new unit of work, looking at our Solar System, which consists of our nearest star (the Sun) and the eight planets that orbit it. Your first task is to list as many different space-related objects from the picture above, that you know the names of. Then go to this scavenger hunt and download the questions. You will find the answers at the Solar Systems and Planets page at the Science.spot KidZone. You may also find some answers at The Nine Planets; “Our Solar System” and “Amazing Space
When you have finished these directed questions, you are asked to produce a digital product that answers one of the following open-ended questions:

1. How has technology contributed to human understanding of how the earth formed and our planet in relation to the solar system? Make sure you describe some of the inventions that have helped us to discover more about the planets.
2. What do you think would be required to make it possible for humans to survive on other planets? Make sure you describe the environmental conditions on at least two different planets.

Your work can be presented as a slideshow, video, e-poster or magazine article. Please leave a comment on this post with a link to your blog where you have embedded your Slideshow using Slideshare.

Jade’s blog post
Jasmine’s blog post
Elektra’s blog post
Sophie’s project
Jobe’s blog post
Tobie’s blog post
Sam’s blog post
Messiah’s blog post
Tayla’s blog post
Chris G.’s blog post
Emalee’s blog post
Helen’s blog post
Alex’s blog post