Getting to Know the Heart

Overview

This is lesson 3 of 6 in the unit “Exploring Human Body Systems”. In this lesson, students explore the main parts of the heart and explain how it works with blood vessels and blood to keep the body functioning.

Learning intentions

Students will:

• identify the main parts of the human circulatory system, focusing on the heart
• describe the heart’s function and how blood vessels and blood help the body
• explain, in simple scientific terms, how the heart enables blood to circulate
• create and label a simple heart diagram that shows key features accurately

Success criteria

Students can:

• name the heart and describe its job in sending blood around the body
• explain what blood vessels and blood do in the circulatory system
• use correct diagram conventions to label key parts of the heart clearly
• use scientific vocabulary (heart, blood, blood vessels, circulate) in their explanations

Curriculum links

• Animals including humans — identify and name main parts of the human circulatory system and describe the functions of the heart, blood vessels and blood
• Animals including humans — build understanding of how the circulatory system enables the body to function
• Working scientifically — use evidence to support explanations and represent understanding in a diagram

Lesson structure (45 minutes)

1. 0–5 min · Hook. Teacher shows two quick statements on the board: “Your heart pumps blood” and “Blood carries things around your body”; students decide which is more convincing and justify with a partner.
2. 5–12 min · Prior learning check. Teacher prompts recall from earlier lessons (body systems link, basic body organ knowledge) and introduces today’s focus: the heart. Students do a mini-quiz on whiteboards with 3 questions (e.g., “What circulates?” “What does the heart do?” “What role do vessels play?”).
3. 12–22 min · Direct teach: heart structure and function. Teacher uses a model/teacher diagram to explain that the heart is a muscular organ that pumps blood, and that blood travels through blood vessels; students track a teacher-led labelled diagram and underline key words: heart, blood, blood vessels, circulate.
4. 22–30 min · Guided explanation activity (talk then write). Teacher provides sentence stems on strips (e.g., “The heart is a ____ organ that ____.” “Blood travels through ____.”). Students complete one explanation together as a class, then individually improve their own using at least two scientific vocabulary words.
5. 30–40 min · Diagram task: simple heart diagram. Teacher models how to draw a simple heart outline and label only the most essential parts (as agreed with the class). Students complete their own diagram in books using a clear label key and a short caption explaining the heart’s function.
6. 40–45 min · Share and exit ticket. Students do a quick “gallery walk” (or teacher-selected volunteers) to show their diagrams; each student completes a single-question exit ticket: “In one or two sentences, describe what the heart does and how blood vessels help.”

Resources

• Teacher heart diagram (simple, labelled) and/or physical model
• Student diagram template (simple outline) and label word bank
• Sentence stem strips for guided explanation
• Whiteboards and markers for mini-quiz
• Exit ticket slips
• Coloured pencils for diagrams (optional)
• Vocabulary cards: heart, blood, blood vessels, circulate, pumps

Assessment

• Formative: observe mini-whiteboard responses and correct misconceptions promptly (e.g., mixing up blood and blood vessels).
• Formative: listen during pair talk and check that students use at least two key scientific words accurately.
• Summative-in-class: review exit tickets for correct function statements (heart pumps blood; blood vessels carry blood around).
• Evidence: check labelled diagrams for clarity and appropriate level of detail for Year 6 (labels and an accurate caption).

Differentiation

• Support:
• Provide sentence stems, a word bank, and a partially labelled diagram template for students who need it.
• Offer a teacher-led “draw-along” moment during the diagram task, using only essential labels.
• Challenge:
• Ask higher attainers to add an extra sentence to their caption explaining the relationship between heart action and circulation (e.g., “Blood moves when the heart pumps it through blood vessels.”).
• Challenge them to correct a “common mistake” card (e.g., “The heart only stores blood” → replace with the correct idea).
• EAL/SEN:
• Use visual word banks and provide model sentences on paper.
• Allow verbal recording of explanations before writing for students needing extra processing time.
• Classroom routine:
• Pre-teach and reinforce spelling of “circulate” and “vessels” with quick call-and-response.