Double circulation

1. Innovative Lesson plan
Name of the Teacher : Radhika M.L.
Name of the School : BNV VHSS For Girls Thiruvallam
Name of the Subject : Biology
Unit : Circulatory pathway
Topic : Double circulation
Date: 2-11-2015
Class: IX
Division:B
Strength:30
Duration 45 Minutes.
Curricular Statement
Through observation, communication and discussion the child learns about double circulation
Terms:
Facts:
Content analysis
Double circulation, pulmonary circulation, systemic circulation, pulmonary artery, aorta
 Blood reaches every part of the body through double circulation.
 Blood enters into the arteries through the contraction of ventricles.
 Blood from the right ventricle enters into the lungs through pulmonary artery.
 The excess carbon dioxide in the blood is replaced by oxygen in the lungs. Thus the blood get
oxygenated.
 There are two pulmonary veins from each lung which empty into the left atrium. This is
pulmonary circulation.
 During the next atrial contraction the blood is passed into the left ventricle from which blood
is pumped into the aorta
 The blood reaching the left ventricle by pulmonary circulation enters into systemic circulation
through the aorta.

2. Concept:
Learning
outcomes in
terms of
specification
 Through aorta blood goes to different parts of the body.
 Blood then reaches back to right atrium of heart. This is systemic circulation.
 When one blood circulation completes, fixed quantity of blood passes through the heart twice.
This is double circulation.
 Simple factors reach every organ of the body through blood
 Through blood circulation blood reaches every part of the body.
Enables the pupil to develop
 Factual knowledge about double circulation.
i) Recalling new terms such as double circulation, pulmonary circulation, systematic
circulation, pulmonary artery, aorta etc. Terms and facts are indicated in the content
analysis.
 Conceptual knowledge about double circulation.
i) Recalling the functions of double circulation
ii) Recognizing the importance of double circulation
iii) Explaining the importance and function of double circulation.
 Procedural knowledge about double circulation
i) Categorizing the blood circulations such as systemic circulation and pulmonary circulation.

3. Pre-requisite:
Teaching
Learning
resources:
 Meta cognition knowledge about double circulation
i) Recognizing the importance of double circulation in day to day life.
ii) Predicting the importance of the function of blood circulation.
 Scientific attitude towards double circulation
i) Curiosity in knowledge the important role of double circulation in our day to day life.
ii) Showing interest to collect more information about double circulation.
 Process skills on double circulation
i) Categorizing the blood circulations such as systemic circulation and pulmonary circulation.
ii) Finding the function of blood circulation.
iii) Explaining double circulation with evidence from medias and publications.
Simple factors reach every part of the body through blood.
 Image showing details of pulmonary circulation.
 Image showing details of systemic circulation

4. Classroom interaction procedure Pupil response
Introduction
What is the organ when it stops its function results in the end of our lives?
Is blood always flow through this much important heart?
Are simple factors reaching every part of the body through blood?
How many times fixed quantity of blood passes through our heart when
one blood circulation completes in our body?
What is called for this type of blood circulation?
Teacher succeeded in knowing the previous Knowledge.
Double circulation (B.B)
Presentation
Activity –I
Teacher shows the students an image showing details of pulmonary
circulation and asks the students to answer the given indicators in their
science diary.

5. Indicators
1. How blood enters into the arteries?
2. How blood reaches the lungs?
3. Where goes the pure blood from lungs? What is called for this blood
circulation?
Group discussion lead by teacher.
Blood reaches every part of the body through double circulation.
Blood enters into the arteries through the contraction of ventricles.
Blood from the right ventricle enters into the lungs through
pulmonary artery. From the lungs the blood then reaches into the left
auricle of heart. In short we can say that the course of blood from the
right ventricle through the lungs to the left atrium is called pulmonary

6. circulation.
Activity –2
Teacher shows the students an image showing details of systemic
circulation and asks their students to answer the given indicators to
their science diary.

7. Indicators
1. From which chamber of heart blood flows to different parts of the
body?
2. Which type of blood reaches in the right atrium?
3. What is called double circulation?
Group discussion lead by teacher.
Through aorta blood goes to different parts of the body from the left
ventricle. Blood then reaches back to right atrium of heart. The
blood that reaches to the right atrium is impure blood. In short we
can say that the course of blood from the left ventricle through the
different parts of the body into the right atrium is called systemic
circulation. When one blood circulation completes, fixed quantity of
blood passes through heart twice.
This is double circulation

8. Review
1. What is double circulation?
2. How blood reaches the lungs?
3. Which type of blood reaches in the right atrium?
Follow up activity
Prepare a flow chart of double circulation in your science diary
Black Board Summary
Date Class:IX
Division:B
Strength:30
Biology
Circulatory Pathway
Double circulation
Pulmonary Circulation
Systemic Circulation
Pulmonary artery
Aorta