Transport - SCS

• Biology
• 12th Grade

TRANSPORT

The blood system

Give students a short Introduction to LessonUp and how to use a digital device during your lessons. It's recommended students also use pen and paper to write notes.

An average adult human contains roughly ... litres of blood

See Notes

010

An average adult human contains roughly 5 – 6 litres of blood (approximately 77 mls per kilogram)

b.socrative.com

https://b.socrative.com/teacher/#import-quiz/59042426

The socrative quiz is as a formative test, so students can see how much they already know. And also on which part they should focus today. This helps with differentiation. For example, as a teacher you can decide to give a student who already knew a lot about the human system but nothing about the plants system, to sent him to work with a separate assignment about plants. 

If you prefer to have some students to work independently and in their own speed on this topic? Select the "Share with students" option in LessonUp or give them extra material or a lesson link

Why do we need a transport system?
And why has an Amoeba no need for a transport system?

Tip: An Amoeba is a unicellular organism

Human

Transport

system

If you prefer to have some students to work independently and in their own speed on this topic? Select the "Share with students" option in LessonUp.

Transport system = the road of your body

The blood system is like a road network trough the entire body. All ‘roads’ are one way roads.
Transport of partials, like:

- Nutrients

- O2 and CO2

- Hormones

- Waste products

Which part of your blood is (mainly) fighting infections?

1. Plasma
2. Red Blood Cells
3. White blood cells
4. Platelets

Relate the structure of the components of blood to their function

Blood has many different functions, including:

• transporting oxygen and nutrients to the lungs and tissues.
  
• transporting waste products to the kidneys and liver, which filter and clean the blood.
• forming blood clots to prevent excess blood loss.
  
• carrying cells and antibodies that fight infection.
• regulating body temperature.

Differentiate on instruction and process. For example: Use different ways for your instruction, question based instruction, use of drawings, stories and use a wide variety of examples

Differentiate on instruction and process. For example: Pause the video, when you feel some students need extra instruction give other students a small assignment. eg. Make a table or drawing of the types of blood cells and their function

Which part of your blood is involved in blood clotting?

1. Plasma
2. Red Blood Cells
3. White blood cells
4. Platelets

relate the structure of the components of blood to their function

Which part of your blood is responsible for transporting oxygen around the body?

Oxygen is bound to haemoglobin

1. Plasma
2. Red Blood Cells
3. White blood cells
4. Platelets

relate the structure of the components of blood to their function

What is the main component of Plasma?

Composition of Blood Plasma

Bloodvessels

• With O2 = Oxygenated blood
  
• Without O2 = Deoxygenated blood
• In rare case a mix of these two (half-half) eg, embryo

Arteries

Capillaries

Veins

thick walls

exchange materials

Tvalves

high pressure

narrow lumens

Mostly Deoxygenated blood

Differentiate on instruction and learning environment For example: if you feel some students need to move a bit, turn the classroom into 3 zones, and students can run to the right zone, when you ask them the question.

Differentiate on instruction and Level. 
This is a very basic but theoretical image/drawing, some students might prefer a more challenging or more lifelike structure of the blood vessels.

Differentiate on instruction and Level.

This is a very basic but theoretical image/drawing, some students might prefer a more challenging or more lifelike structure of the heart.

Differentiate on instruction and Level. 

This is video contains a lot of side information, which will help some students, for others it might be to much of a distraction, in that case explain the function of the heart yourself to them. 

 Immunization

The principle in immunization is to introduce a harmless preparation of the antigens from an infectious agent into the body of a person, who becomes immune to the infectious agent as a result.

 Immunization

White blood cells 'remember' what to do in case of a real infection.

Differentiate on instruction and process. For example: Use different ways for your instruction, question based instruction, use of drawings, stories and use a wide variety of examples

Checklist:

Are you able to:

4.1 explain the need for transport systems in multi-cellular organisms;

4.2 identify the materials which need to be transported in animals

4.3 describe the structure and function of the circulatory system in humans;

4.4 relate the structure of the components of blood to their function;

4.5 describe the role of blood in defending the body against disease;

4.6 explain how the principles of immunisation are used in the control of communicable diseases;

Check if all the students individually achieved the objectives.

Based on this you can decide to differentiate in groups.

0

Differentiate on instruction and Level.

This is video contains a lot of side information and difficult words , however it also connects all the dots. which will help some students, for others it might be to much of a distraction, in that case you might want to give the students a shot version of the video, or explain it with an assignment.

PLANT TRANSPORT

If you prefer to have some students to work independently and in their own speed on this topic? Select the "Share with students" option in LessonUp.

Options:

1. follow group instruction

2. self learning + test with BBC

Differentiate on content, process and product. Students can decide how they want to continue this lesson on different levels. Ensure there is a save classroom environment for the students to chose what they individually need.

www.bbc.co.uk

Self study + test

The video, had automatic question stops.

01:11

Why is the position of bundles different in the roots, stem and leaves?

02:14

Xylem in plants transport:

1. sugars
2. minerals
3. water
4. amino acids

Transport in plants

Xylem moves water and minerals from roots to the leaves (up).

Phloem moves food (Sucrose and amino acids) from the leaves to the rest of the plant (up and down). 

During transpiration water evaporates from the leaves and draws water from the roots. [EXPLAIN]

Differentiate on instruction and process. For example: Use different ways for your instruction, question based instruction, use of drawings, stories. Especially drawings will help students here.

Explain how the structure of xylem and phloem vessels are suited for their function

See Notes

Name adaption in plants
to conserve water

Leaves reduced to spines: Reduces the surface area for transpiration

Reduced number of stomata: Reduces the transpiration rate

Waxy leaf cuticle: Impermeable to water, which stops evaporation

Rolled leaves, leaf hairs, and stomata sunk in pits: Traps moist air, which increases the humidity and reduces the diffusion of water vapour

Differentiate on instruction and process. For example: Use different ways for your instruction, question based instruction, use of drawings, stories and use a wide variety of examples. If you have the chance bring two different plants to the lessons and show them the difference

Checklist:

Are you able to:

4.2 identify the materials which need to be transported in plants;

4.7 explain how the structure of xylem vessels is suited for their function;

4.8 discuss the role of the process of transpiration in plants;

4.9 describe the effect of external factors on transpiration;

4.10 discuss adaption in plants to conserve water;

4.11 explain how the structure of the phloem is suited to its function;

4.12 identify the products stored in plants and animals and the sites of storage;

4.13 discuss the importance of food storage in living organisms.

Check if all the students individually achieved the objectives.

Based on this you can decide to differentiate in groups.

What did you think of today's lesson?
(don't forget to fill in te evaluation)

😒🙁😐🙂😃

What to do...?

1. self practice with Human transport Questions

2. self practice with Plant transport Questions

3. I need more help with these topics

4. challenge me more on these topics on a higher lvl

Differentiate on content, process and product. Students can decide how they want to continue this lesson on different levels. Ensure there is a save classroom environment for the students to chose what they individually need.

docs.google.com

The evaluation is part of the test lessons, to examine is differentiation with IT on SCS is improving or not.

Differentiate on content and level.

This gives an option for students who would like to understand why and how the environment has an impact on plants.