Heart Functions

Overview

In this lesson, you will learn what the heart does and how blood moves through the body. You will use an interactive diagram and a simple model to show heart parts and explain their role in keeping us healthy.

Learning intentions

• WALT learn about the heart and what it does.
• WALT explain how the heart helps move blood through the body.
• WALT recognise simple ways to care for our cardiovascular health.

Success criteria

• I can draw a heart and label main parts (for example, chambers and blood vessels).
• I can tell a simple “because” explanation (the heart pumps so blood can carry oxygen and nutrients).
• I can point to where blood enters and leaves the heart on a model or diagram.
• I can describe one healthy habit that helps keep the heart strong.

Curriculum links

• Health learning in the New Zealand Curriculum Refresh: understanding body systems and making connections to healthy choices.
• Learning through science concepts (using models to understand how body parts work).
• Developing health-related knowledge, with a focus on wellbeing and safe, healthy living.

Lesson structure (45 minutes)

1. 3 min – Hook (Feel your heartbeat)

• Students find a partner, gently place two fingers on their wrist (with teacher reminder: light touch only) or notice their breath and heart rate.
• Ask: “What do you think is happening inside your body right now?”

2. 7 min – Teach with visuals (Heart jobs)

• Show an age-appropriate picture of the heart and a simple “pump” explanation: the heart squeezes to move blood around the body.
• Introduce key terms students can handle: heart, blood, pump, lungs (as a place oxygen comes from), and body.

3. 10 min – Interactive diagram work (Whole class)

• Use a large classroom heart diagram. Guide students to trace the path (entry, inside, exit).
• Teacher prompts: “What does blood carry?” and “Why do we need it everywhere in our body?”

4. 10 min – Model exploration (Hands-on groups)

• In small groups, students use a simple heart model or cut-out pieces to show where blood “goes in” and “goes out.”
• Students take turns explaining their group’s model using sentence starters: “The heart helps by…” and “Blood travels to…”

5. 10 min – Draw and label (Independent/targeted)

• Students complete a heart diagram on paper.
• Provide word bank support and sentence starters. Include labelled tracing options for students who need extra structure (pre-printed outlines with arrows or tracing lines).

6. 4 min – Quick share and healthy habit check

• Students share one labelled part and one heart-care habit (for example, moving your body, eating healthy foods, drinking water, sleeping well, not smoking/avoiding smoke exposure).
• Teacher affirms correct labels and adds one brief, encouraging reminder: “Healthy choices help our heart.”

7. 1 min – Exit ticket (Check understanding)

• Students respond orally or with a one-word/one-sentence prompt: “The heart is a ___ that pumps ___.”
• Collect diagrams for review.

Resources

• Large heart diagram (whiteboard or printed for display)
• Student heart diagram sheets (simple, age-appropriate)
• Label cards or word bank (heart, blood, pump, lungs, oxygen, body)
• Tracing heart template (with dotted lines and arrow path)
• Simple heart model materials (e.g., heart-shaped foam with moveable arrows/pieces, or paper cut-outs)
• Sentence starters on a card for group work
• Partner wrist-touch instructions poster (light touch only, hygiene reminders)
• Coloured pencils/crayons
• Timer for transitions (visual)

Assessment

• Teacher observation during model exploration: listen for correct “pumping/moving blood” explanations.
• Collected labelled heart diagrams against the success criteria.
• Exit ticket quick check for understanding the heart’s function in simple language.

Differentiation

• Support for ADHD and learning challenges:
• Short, clear steps with visual time markers.
• Roles in group work (label holder, tracer, explainer) to keep students engaged.
• Frequent “turn and talk” moments and quick movement during diagram transitions.
• Tracing supports (as provided):
• Offer pre-printed diagrams with labels and dotted tracing paths.
• Provide arrow guides for blood flow so students can focus on part names and function.
• Dyslexia-friendly options:
• Use fewer words on each sheet; highlight key terms in one colour.
• Provide audio read-aloud of instructions and word bank.
• Offer extra space for writing and allow verbal labelling if fine-motor is challenging.
• Extension for advanced learners:
• Challenge question: “What changes when you exercise?” (heart rate increases; breathing becomes faster).
• Add one extra label (for example, a large blood vessel) and write a two-sentence explanation using “This helps because…”.