Heart Structure Model

Overview

This 60-minute student-centred science session introduces Year 15-18 students in New Zealand to the cardiovascular system, specifically the heart’s structure and blood flow. Students will engage with the concepts by constructing a simple 3D heart model using craft materials. This hands-on activity aligns with the New Zealand Curriculum Refresh, emphasizing active learning, key competencies, and critical thinking in science.

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Learning Objectives

By the end of this lesson, students will be able to:

1. Describe the main parts of the heart: atria, ventricles, valves (tricuspid, bicuspid/mitral, pulmonary, aortic), and major blood vessels (aorta, pulmonary artery/vein).
2. Explain the pathway of blood flow through the heart’s chambers and valves.
3. Apply scientific understanding to construct and use a physical model demonstrating heart anatomy and blood flow.
4. Communicate cardiovascular concepts clearly, using correct terminology.

Curriculum Alignment

• Science Learning Area: Nature of Science and Living World strands
  New Zealand Curriculum Refresh expects students to:

  • Understand the structure and function of biological systems (Heart as part of the circulatory system).
  • Use development of models to represent scientific ideas, supporting conceptual understanding.
  • Engage with scientific language and communication effectively.
    (Referenced in Science Learning Area, NCEA Level 3 Standards, NZC Refresh framework)

• Key Competencies:

  • Thinking: Comprehend and apply scientific knowledge.
  • Using Language, Symbols, and Texts: Use scientific terminology and diagrammatic representation.
  • Relating to Others: Collaborative learning and communication.
  • Managing Self: Planning and organising to complete the model.
  • Participating and Contributing: Group work and peer teaching.

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Materials Needed (per group of 2 students; class of 8 students = 4 groups)

• Coloured craft foam or cardboard
• Scissors and glue
• Pipe cleaners or straws (to represent blood vessels/valves)
• Markers or labels for parts
• Red and blue yarn or strips of paper (to represent oxygenated and deoxygenated blood)
• Copies of a simple heart diagram for reference
• Worksheet for scaffolded notes and reflection

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Lesson Plan

Time	Activity	Details & Purpose
0-10 mins	Engage and Explore: Introduction to the heart anatomy and function	Whole class discussion supported by visual aids (e.g., diagram on whiteboard). Elicit prior knowledge of the cardiovascular system. Pose the key question: How does blood flow through the heart?
10-15 mins	Explain: Walkthrough of heart structure and blood flow pathway	Teacher explains each chamber (right atrium, right ventricle, left atrium, left ventricle), valves, and major vessels. Use arrows and colour coding on diagram to clarify flow direction. Introduce oxygenated (red) and deoxygenated (blue) blood concept.
15-50 mins	Elaborate and Create: Build heart model in groups	Students build physical models representing the heart chambers, valves, and vessels: - Foam/cardboard shapes for chambers - Pipe cleaners/straws for valves and vessels - Label components clearly - Use yarn/paper strips to show blood flows through the model (demonstrating valve function and flow direction)
Teacher circulates supporting groups and prompting reflective questions (e.g., Why does blood flow only one way through valves?)
50-57 mins	Evaluate: Model presentations and peer teaching	Each group demonstrates their model and explains the blood flow pattern. Peer questioning facilitated by teacher.
57-60 mins	Reflect and Consolidate: Individual written or verbal reflection	Students complete a brief worksheet or share verbally:

• What did they learn about heart structure and function?
• How did building the model help understanding? |

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Assessment & Reflection

• Formative assessment: Observation of group discussions, model accuracy, and presentations (scientific vocabulary used correctly).
• Summative assessment: Completion of the reflection worksheet demonstrating understanding of blood flow and heart structure.
• Success criteria: Clear identification of heart parts, correct explanation of blood flow sequence, and effective model use to demonstrate flow dynamics.

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Extensions & Adaptations

• For advanced students: Challenge to link heart function with circulatory system diseases or ECG basics.
• For students requiring support: Provide pre-cut materials and scaffolded diagrams; pair with a buddy.

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Teacher Notes

• Emphasise the real-world importance of the cardiovascular system to health and wellbeing.
• Model construction encourages kinaesthetic learning and supports conceptual memory.
• Encourage precise use of terminology (atrium/ventricle, valves, oxygenated vs deoxygenated blood).
• Incorporate formative feedback during model building to promote deeper understanding.

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This lesson integrates the New Zealand Curriculum Refresh's emphasis on student agency, scientific inquiry, and competency development by fostering active, collaborative learning in understanding human biology through creative modelling.

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If you need sample templates or diagrams for students to label or step-by-step model instructions, just ask!