Activity Introduction

Quick summary: In this lesson, students create working models of the heart, lungs and circulatory system in order to better observe and understand the workings of these organs and systems in moving oxygen and blood around our bodies. They explore the importance of the heart and lungs to our overall fitness and wellbeing.

The health and fitness-related tasks undertaken throughout the Volkswagen Footy Fit Academy lessons are gamified, providing incentivised learning opportunities and allowing for some personalisation. Therefore, we recommend students complete the full Volkswagen Footy Fit Academy unit to benefit from the full experience, completing this lesson first.

The Volkswagen Footy Fit Academy is a unit of work designed in collaboration with the Sydney Swans to promote health and wellbeing amongst students in years 3 to 6. It is designed to align with, and provide further depth to, the in-schools Volkswagen Footy Fit program for years 2 to 6.

Learning intentions:

  • Students understand the function of the heart
  • Students understand the mechanics involved in breathing
  • Students understand the interconnectedness of the heart and lungs through the circulatory system
  • Students understand the fundamental importance of the heart and lungs to overall fitness.

21st century skills: 

CommunicatingCritical ThinkingSocial SkillsProblem SolvingTeam Work 

Australian Curriculum Mapping

Content descriptions: 

Years 3 & 4 Health and Physical Education

  • Identify and practise strategies to promote health, safety and wellbeing (ACPPS036)
  • Discuss and interpret health information and messages in the media and internet (ACPPS039)
  • Examine the benefits of physical activity to health and wellbeing (ACPMP046)

Years 5 & 6 Health and Physical Education

  • Investigate community resources and ways to seek help about health, safety and wellbeing (ACPPS053)
  • Plan and practise strategies to promote health, safety and wellbeing (ACPPS054)
  • Investigate the role of preventive health in promoting and maintaining health, safety and wellbeing for individuals and their communities (ACPPS058)

Year 3 Science

  • Represent and communicate observations, ideas and findings using formal and informal representations (ACSIS060)

Year 4 Science

  • Represent and communicate observations, ideas and findings using formal and informal representations (ACSIS071)

Year 5 Science

  • Communicate ideas, explanations and processes using scientific representations in a variety of ways, including multi-modal texts (ACSIS093)

Year 6 Science

  • Communicate ideas, explanations and processes using scientific representations in a variety of ways, including multi-modal texts (ACSIS110)

Syllabus outcomes: ACPPS036, SLS2.13, ALS2.6, DMS3.2, PSS3.5, SLS3.13, PHS3.12, ST2-4WS, ST3-4WS

General capabilities: Numeracy, Critical and Creative Thinking

Relevant parts of Years 3 & 4 HPE achievement standard:
Students interpret health messages and discuss the influences on healthy and safe choices. They use decision-making and problem-solving skills to select and demonstrate strategies that help them stay safe, healthy and active.

Relevant parts of Years 5 & 6 HPE achievement standard:
Students describe the key features of health-related fitness and the significance of physical activity participation to health and wellbeing. They access and interpret health information and apply decision-making and problem-solving skills to enhance their own and others’ health, safety and wellbeing.

Relevant parts of Year 3 Science achievement standard:
Students use diagrams and other representations to communicate their ideas.

Relevant parts of Year 4 Science achievement standard:
Students use formal and informal ways to communicate their observations and findings.

Relevant parts of Year 5 Science achievement standard:
Students communicate their ideas and findings using multimodal texts.

Relevant parts of Year 6 Science achievement standard:
They collect, organise and interpret their data, identifying where improvements to their methods or research could improve the data.

Topic: Health & Wellbeing

This lesson is part of the wider unit of work Volkswagen Footy Fit Academy – HPE – Years 3-6

Time required: 90 mins.

Level of teacher scaffolding: Medium – students will require some assistance in constructing the models.

Resources required:

Keywords: blood, oxygen, models, construction, science, heart, lungs, veins, capillaries, arteries, puzzle, Sydney Swans, AFL, footy, fitness, Volkswagen, Footy Fit.

Cool Australia’s curriculum team continually reviews and refines our resources to be in line with changes to the Australian Curriculum.

Worksheets

Teacher Worksheet

Teacher Preparation

Learning intentions: Students understand…

  • … the function of the heart
  • … understand the processes involved in breathing
  • … understand the interconnectedness of the heart and lungs through the circulatory system
  • … understand the fundamental importance of the heart and lungs to overall fitness.

Success criteria: Students can…

  • … identify and discuss the circulatory system’s responses to exercise
  • … demonstrate the way blood moves through the chambers of the heart
  • … demonstrate the way the diaphragm moves to draw oxygen into the lungs
  • … demonstrate the way these two systems link together to oxygenate the body
  • … identify the direction of blood flow throughout the circulatory system.

Teacher content information:

Volkswagen Footy Fit
Volkswagen Footy Fit is an evolution of the Volkswagen Swansfit program, which was established in 2017 and reached over 17,000 students across NSW.

Volkswagen Footy Fit is a school fitness program targeting pr

...
 
- or - to view worksheets

Student Worksheet

Footy Fit - Heart and Lungs

1. Circulatory System Quiz

RESTING HEART RATE MY PREDICTION ACTIVE HEART RATE

beats per minute

beats per minute beats per minute
RESTING CHEST CIRCUMFERENCE MY PREDICTION ACTIVE CHEST CIRCUMFERENCE

cm

cm cm

Question 1

Are the muscles of the diaphragm voluntary or involuntary? Explain why?

Question 2

Draw and label diagrams to explain the process of breathing. Use the space below:

 

 

 

 

 

 
The lungs are connected to the chest muscles and when we expand them we pull the lungs open. This creates an empty space in the lungs.

 

 

 

 

 

 
That space is filled by air due to negative pressure. When we release our diaphragm and chest muscles, the lungs are made smaller, meaning they can hold less air, pushing our breath out.

Question 3

Other than your heart rate, what else have you noticed increase when you exercise?

Question 4

What is the purpose of the heart

...
 
- or - to view worksheets

Leave your Feedback

We appreciate your feedback. Let us know what you like or don't like about this activity:

Sorry. You must be logged in to view this form.