Subject Area Biology

Grade Level 11
Unit Assessment Plan Topic Circulatory System
Length of Unit (days) 10

Stage 1 – Desired Results

Established Goals – GLO(s):

GLO 2. Explain the role of the circulatory and defense systems in maintaining an internal equilibrium

Understandings: Essential Questions:

Students will understand…
- The major structures of the circulatory
system
- The structure and function of blood
vessels
- The action of the heart and the
circulation of blood through the body
- Heart rate and blood pressure and their
relationship to lifestyle
- Disorders of the circulatory system
- The components of the blood
- The relationship between blood and
body temperature
- The cellular and non-cellular
components of the immune system and
their function
What is the structure and function of the circulatory
system?
-What are the structures and functions of arteries, viens and
capillaries?
- To what extent does lifestyle affect the circulatory system?
-How is the human body designed to protect itself?
What is blood anyways?
-Why is it important for us to know about blood?
What is the structure and function of the heart?
-How important is the heart in maintaining life?
-Is it important for your heart to keep beating?
How can studying a pig heart further our understanding of the
human heart?

Prior understandings… Students will be able to…(Knowledge)

20–D2.1k -identify the principal structures of the heart and
 Grade 8 Science, Unit B: Cells and Systems associated blood vessels; i.e., atria, ventricles, septa, valves,
 Science 10, Unit C: Cycling of Matter in aorta, venae cavae, pulmonary arteries and veins, sinoatrial
Living Systems node, atrioventricular node, Purkinje fibres
20–D2.2k -describe the action of the heart, blood pressure and
the general circulation of blood through coronary, pulmonary
Where does this lead? and systemic pathways
20–D2.3k -describe the structure and function of blood
vessels; i.e., arteries, veins and capillaries
Biology 30 – Unit B
20–D2.4k -describe the main components of blood and their
Biology 30 – Unit A
role in transport, clotting and resisting the influence of
pathogens; i.e., plasma, erythrocytes, platelets, leucocytes
20–D2.5k -explain the role of the circulatory system at the
Students will… (STS) capillary level in aiding the digestive, excretory, respiratory
and motor systems’ exchange of energy and matter with the
20–D2.1sts -explain how Canadian society supports environment
scientific research and technological development to 20–D2.6k -explain the role of blood in regulating body
facilitate a sustainable society, economy and temperature
environment 20–D2.7k -describe and explain, in general terms, the function
of the lymphatic system
Miss Gunderson

Unit Assessment Plan
20–D2.2sts -explain that decisions regarding the
application of scientific and technological
developments involve a variety of perspective,
including social, cultural, environmental, ethical and
economic considerations
Students will… (Skills)
20–D2.1s -formulate questions about observed
relationships and plan investigations of questions,
ideas, problems and issues design procedures to
investigate factors affecting heart rate and blood
pressure; e.g., physical activity, emotion, gender
and chemicals such as caffeine
20–D2.2s -conduct investigations into relationships
between and among observable variables and use a
broad range of tools and techniques to gather and
record data and information
 measure blood pressure and observe blood
flow in capillaries in an organism or through 
demonstration in a virtual laboratory (PR–
NS2, PR–NS3) 
 determine the morphology and abundance of
cellular components in a prepared human 
blood slide (PR–NS2, PR–NS3) 
 select and integrate information from
various sources to observe the principal
features 
of a mammalian circulatory system and the
direction of blood flow, and identify 
structures from drawings; e.g., valves,
chambers (PR–NS1) 
 research and design a simulation or model
of the functioning of the main components
of 
the human immune system (PR–NS1, PR–
ST2) [ICT C6–4.4] 
 compile and display information on blood
pressure, heart rate and blood composition 
(PR–NS1, PR–NS4) 
 carry out a heart dissection to identify the
major parts and to determine the directional
flow of blood through the organ (PR–NS3). 
Miss Gunderson
Subject Area Biology
Grade Level 11
Topic Circulatory System
Length of Unit (days) 10
20–D2.8k -list the main cellular and non-cellular components
of the human defense system and describe their role; i.e., skin,
macrophage, helper T cell, B cell, killer T cell, suppressor T
cell, memory T cell
20–D2.9k -describe the ABO and Rh blood groups on the
basis of antigens and antibodies.
(Skills)
20–D2.3s -analyze data and apply mathematical and
conceptual models to develop and assess possible solutions
 determine, from available data, the relationship
between blood pressure and exercise 
(AI–NS2) [ICT C7–4.2] 
 investigate lifestyle behaviour, physical fitness and
heart rate recovery, using available data, and account
for discrepancies (AI–NS2, AI–NS3) [ICT C7–4.2] 
 identify the limitations and evaluate the dependability
of devices used to measure blood pressure (AI–NS4)
[ICT C6–4.5] 
 explore solutions to practical problems associated
with the circulatory system, such as organ and tissue
transplants and artificial blood (AI–ST2) [ICT C1–
4.1] 
 determine blood groups from samples of artificial
blood or electronic resources (AI–NS6) 
 predict compatibility of ABO and Rh blood types
between donor and recipient (AI–NS6). 
20–D2.4s -work collaboratively in addressing problems and
apply the skills and conventions of science in communicating
information and ideas and in assessing results
work cooperatively with team members to measure and
record blood pressure, heart rate or any other factor relating
to the circulatory system )

 Subject Area Biology
Grade Level 11
Unit Assessment Plan Topic Circulatory System
Length of Unit (days) 10

Stage 2 – Assessment Evidence

Pre-Assessment

Vocab Game

Quizzes, Tests, Assignments Performance Tasks, Projects

Mid-Unit Quiz (Summative) Heart Dissection (Formative)

Mini-Unit Test (Quiz) (Summative) Immune System Comic Strip/Picture Book/1 Frame
Cartoon (Summative)

Other Evidence (observations, work samples, Student self-assessment

dialogues)
Exit Slips (Formative) in the form of:
Jeopardy Review Game (Formative)
-Green, yellow, red cards (Formative)
Kahoot Review Game – Filler after lab
(Formative) -Heads Down Thumbs Up Activities (Formative)

Exit Slips (Formative)

Worksheets (Formative)
Other
Unit Rationale (POS) Teaching Strategies

Maintenance of metabolic equilibrium in o Direct Instruction

organisms involves a number of physical and o Student Directed (guided independent
biochemical processes. The human organism study/indirect instruction)
is used in this unit as a model system to o Cooperative Learning/Interactive instruction
examine how energy and matter are (Jig-saw)
exchanged with the environment through the o Graphic Organizer (T-Charts, Flow Charts)
processes of circulation. A defense system o Game-Based Learning (Review Games)
contributes to equilibrium by eliminating o Utilizing Technology into the classroom
pathogenic organisms. o Lab-based learning (AKA experiential
learning)
Program Rationale (POS)
Science programs provide opportunities for
students to develop the knowledge, skills and
attitudes they need to become productive
and responsible members of society. The
programs also allow students to explore
interests and prepare for further education
Miss Gunderson
 Subject Area Biology
Grade Level 11
Unit Assessment Plan Topic Circulatory System
Length of Unit (days) 10

and careers. Students graduating from

Alberta schools require the scientific and
related technological knowledge and skills
that will enable them to understand and
interpret their world. They also need to
develop attitudes that will motivate them to
use their knowledge and skills in a
responsible manner.
To become scientifically literate, students
need to develop a knowledge of science and
its relationship to technologies and society.
They also need to develop the broad-based
skills required to identify and analyze
problems; to explore and test solutions; and
to seek, interpret and evaluate information.
To ensure relevance to students as well as to
societal needs, a science program must
present science in a meaningful context—
providing opportunities for students to
explore the process of science, its
applications and implications, and to
examine related technological problems and
issues. By doing so, students become aware
of the role of science in responding to social
and cultural change and in meeting needs for
a sustainable environment, economy and
society.

Miss Gunderson
 Subject Area Biology
Grade Level 11
Unit Assessment Plan Topic Circulatory System
Length of Unit (days) 10

Vocab Kahoot Performance Mini-

Jeopardy Dissection Mid-Unit
Learning Title Game Worksheets Review Exit Slips Task Unit Test
Review Lab Quiz
(Quiz)
Outcomes
Type P F F F F F S S S
(Formative/Summative)

Weighting 0% 0% 0% 0% 0% 0%
20–D2.1k -identify the principal
structures of the heart and
associated blood vessels; i.e.,
atria, ventricles, septa, valves, X X X X X X
aorta, venae cavae, pulmonary X X
arteries and veins, sinoatrial
node, atrioventricular node,
Purkinje fibres
20–D2.2k -describe the action of
the heart, blood pressure and the
general circulation of blood X X X X X X X
through coronary, pulmonary
and systemic pathways
20–D2.3k -describe the structure
and function of blood vessels; X X
X X X X X
i.e., arteries, veins and
capillaries
20–D2.4k -describe the main
components of blood and their
role in transport, clotting and
resisting the influence of X X X X X
pathogens; i.e., plasma,
erythrocytes, platelets,
leucocytes
20–D2.5k -explain the role of
the circulatory system at the X X X
capillary level in aiding the X

Miss Gunderson
 Subject Area Biology
Grade Level 11
Unit Assessment Plan Topic Circulatory System
Length of Unit (days) 10

digestive, excretory, respiratory

and motor systems’ exchange of
energy and matter with the
environment
20–D2.6k -explain the role of
blood in regulating body X X X X X
temperature
20–D2.7k -describe and explain,
in general terms, the function of X X X X
the lymphatic system
20–D2.8k -list the main cellular
and non-cellular components of
the human defense system and
describe their role; i.e., skin, X X X X X
macrophage, helper T cell, B
cell, killer T cell, suppressor T
cell, memory T cell
20–D2.9k -describe the ABO
X X X X X
and Rh blood groups on the
basis of antigens and antibodies.

Unit D - Assessment Breakdown (28% of Biology 20 Overall Grade)

Labs, Daily Quizzes, Daily Formative 0%
Assignments
Quizzes Summative 16.8%
Unit D Exam Summative 11.2&
Note: The circulatory system is only one GLO in Unit D, making up only a small amount of the overall grade. The summative portion of this
mini-unit will fit in to the 16.8% once it is combined with the other quizzes done during Unit D before my arrival and after this mini-unit.

Miss Gunderson
 Subject Area Biology
Grade Level 11
Unit Assessment Plan Topic Circulatory System
Length of Unit (days) 10

Assessment Tool Overview

Assessment
Assessment Assessment
Assessment Tool Brief Description FOR
AS Learning OF Learning
Learning
This is a pre-assessment that is meant to
introduce the unit to the students and get
them thinking about what they will be soon
learning. It is meant to bring their prior
knowledge on the topic to the surface and
explore what they already know. This
assessment tool is used FOR my learning. It
will inform me of where the students are at,
Vocab Game what prior knowledge is really strong and X X
which needs to be reviewed. It also informs
me of how I may need to differentiate
instruction for which students. It is used AS
learning for the students since they will be
learning what they will be exploring and will
be able to set personal goals for what they
want to leave the unit knowing/succeeding
at.
This review game is played on the
whiteboard with students split into 2 teams,
answering questions that we talked about
throughout the unit, earning points for each
one they get right. It will used FOR learning,
demonstrating to me what the students
Jeopardy Review
know well going into the test and what X
Game (F)
should maybe be reviewed quickly if the
majority of the class cannot answer it. It is
also FOR the students learning as it will help
inform them of what the important points
were, what needs to be studied before the
test (quiz) and what they already know.
This review game is played on the
whiteboard and students phones with
students answering individually and
Kahoot Review anonymously to questions posted on the
X
Game (F) board. They have a time limit and receive
points and ranking for their answers. It will
used FOR learning, demonstrating to me
what the students know well going into the
 Subject Area Biology
Grade Level 11
Unit Assessment Plan Topic Circulatory System
Length of Unit (days) 10

test and what should maybe be reviewed

quickly if the majority of the class cannot
answer it. It is also FOR the students learning
as it will help inform them of what the
important points were, what needs to be
studied before the test (quiz) and what they
already know.
Exit slips are usually done on cue cards at the
end of the class when students answer 1-3
questions that you give them, reflecting on
what they have just learnt, their performance
and focus in the class or what they want to
learn more of going forward or need to
review. Exit slips may be handed in so they
Exit Slips (F) are FOR learning, informing me of how X X
students are grasping the concepts. It also
informs students of what they feel like they
know, or do not know yet by having them
reflect. They may not be handed in and
rather may be used AS learning, having
students set personal goals after reflecting
on the lesson.
Worksheets will be comprised of questions,
charts and fill in the blanks. They will be done
after the notes/learning portion of (almost)
each class. Worksheets are not marked. They
Worksheets (F) are used FOR learning to judge where the X
students are at, what most of the students
are able to grasp, and what may need to be
reviewed as a class again if most students are
struggling.
The mammalian heart dissection is done as a
class by having students work to dissect the
hearts and identify the parts we learned
about in class. This is used FOR learning by
demonstrating where the students are
Dissection Lab (F) currently at and if they are able to apply their X X
knowledge to a hands on, practical
experience and correctly identify parts of the
heart. It is also used AS learning by having
students follow a check-list and self-reflect
on what they are able to identify and what
 Subject Area Biology
Grade Level 11
Unit Assessment Plan Topic Circulatory System
Length of Unit (days) 10

they may need to review because they

cannot identify it.
The mid-unit quiz is done on the first
outcomes covered as a class. It will be short
and relatively easy, not meant to trick the
students. The id-unit quiz is used to be OF
Mid-Unit Quiz (S) X
learning, giving students the opportunity to
demonstrate what they know. This is done
after multiple forms of formative
assessment.
The performance task is done on the immune
system, having students creatively represent
the components in a comic strip/cartoon etc.
This is done summatively after formative
assessment tools have been used to check
understanding of the lines of defense. The
Performance Task
performance task is OF learning as it is taken X
(S)
for grades, giving an opportunity for students
to show their knowledge on the topic. This is
an alternative modality to tests, so it gives
the artistic students a chance to demonstrate
their knowledge in a way that is more
comfortable to them.
The mini-unit test/quiz will be a longer test
covering the entire circulatory system unit. It
will be traditionally styled with MC,
Matching, Short Answer and Long answer
Questions. The test will be timed but there
will be enough time that students do not
Mini-Unit Test (S) have to feel rushed. Additional time can be X
given to students who need such
accommodation. Other accommodations
may be given as well if needed (ex: reader).
This assessment is OF learning as students
are meant to demonstrate their
understanding.