ESSENTIAL STANDARD / 2.00 / B2 / 35% / Understand the body’s use of nutrients.
OBJECTIVE / 2.02 / B2 / 10% / Understand the functions and disorders of the circulatory system
ESSENTIAL QUESTION / § What are the functions of blood?
§ What are some disorders of the blood?
§ How are blood disorders treated?
§ What are the functions of the circulatory system?
§ What are some disorders of the circulatory system?
§ How are disorders of the circulatory system treated?
§ How do you relate the body’s use of nutrients to blood and the circulatory system?
Unpacked Content
I. Functions of the blood
A. Transportation
B. Regulation
1. Heat
2. Acid/base balance
C. Protection
II. Plasma
III. Erythrocytes
A. Erythropoiesis
B. Hemolysis
IV. Leukocytes
A. Agranulocytes
B. Granulocytes
C. Inflammation
V. Thrombocytes
VI. Blood types
A. Agglutination
B. Blood reactions
VII. RH factor
VIII. Blood Disorders
A. Anemia
B. Contusion
C. Embolism
D. Erythroblastosis fetalis
E. Hematoma
F. Hemophilia
G. Leukemia
H. Multiple myeloma
I. Polycythemia
J. Septicemia
K. Sickle cell anemia
L. Thrombus
IX. Functions of the heart and blood vessels
A. Pump
1. Electrical activity
2. Systemic circulation
3. Cardiopulmonary circulation
B. Transportation
X. Circulatory system disorders
A. Aneurysm
B. Angina pectoris
C. Arrhythmias
D. Coronary artery disease
E. Heart failure
F. Hypertension
G. Murmurs
H. Myocardial infarction
I. Peripheral vascular disease
1. Arteriosclerosis
2. Atherosclerosis
J. Pulmonary edema
K. Transient ischemic attack
L. Varicose veins
XI. Relevance of nutrients to the blood and circulatory system
/ ACTIVITIES / RELEVANCY TO OBJECTIVE / RESOURCES /1. / Functions of the Blood
· To facilitate discussion have the students prepare for class by reading textbook materials related to the functions and disorders of the blood before class.
· Distribute the handout.
· Present the PowerPoint presentation, slides 1 – 22.
· Students will complete the handout in their own words during the Power Point presentation.
· Facilitate discussion by having students explain relevance to health and the body’s use of nutrients. / Students will UNDERSTAND (B2) the functions of the blood. / Textbooks
2.02 Understand the functions and disorders of the circulatory system Power Point presentation, slides 1 – 22
2.02 Functions of the Blood Handout
2. / Structures and Functions of the Blood
· Distribute the handout.
· Students will complete the handout as directed.
· Use this handout to facilitate understanding of the blood structures.
· Unscramble the blood structure word and, in the students own words, explain the function of the blood structure unscramble. Use the back of the handout as necessary to document responses.
· Students will use the handout as a resource and study tool. / Students will REMEMBER (A1) the structures and functions of the blood. / 2.02 Structures and Functions of the Blood Handout
3. / Blood Types
· Note: This handout can be used as a classroom activity or as homework.
· Distribute the handout.
· Students will complete the handout as directed.
· Facilitate discussion by reviewing the handout and having students explain their answers in their own words. / Students will UNDERSTAND (B2) factors related to blood types. / 2.02 Blood Types
4. / Disorders of the Blood
· To facilitate discussion have the students prepare for class by reading textbook materials related to disorders of the blood before class.
· Distribute the handout.
· Present the PowerPoint presentation, slides 23 – 31.
· Students will complete the handout in their own words during the Power Point presentation.
· Facilitate discussion by having students compare similar characteristics of disorders of the blood. / Students will UNDERSTAND (B2) disorders of the blood. / 2.02 Understand the functions and disorders of the circulatory system Power Point presentation, slides 23 – 31
2.02 Disorders of the Blood Handout
5. / Functions of the Heart and Blood Vessels
· To facilitate discussion have the students prepare for class by reading textbook materials related to functions of the heart and blood vessels before class.
· Distribute the handout.
· Students will complete the handout as directed and be prepared to participate in class discussion.
· Present the PowerPoint presentation, slides 32 – 51.
· Students will make any corrections to the handout during class discussion. / Students will UNDERSTAND (B2) the functions of the heart and blood vessels. / 2.02 Functions of the Heart and Blood Vessels Handout
2.02 Understand the functions and disorders of the circulatory system Power Point presentation, slides 32 – 51
6. / Electrical Activity of the Heart
· Distribute the handout.
· Review PowerPoint presentation, slides
38 - 39.
· Students will complete the handout in their own words as directed.
· Facilitate discussion by asking the students to:
o Explain the purpose of a pacemaker and how it functions.
o Explain the purpose for the physician to order an EKG.
o Compare heart activity with the printed EKG.
· Students will use the handout as a resource and study tool. / Students will UNDERSTAND (B2) the electrical activity of the heart. / 2.02 Electrical Activity of the Heart Handout
2.02 Understand the functions and disorders of the circulatory system Power Point presentation,
slides 38 - 39
7. / Your Pulse on Math
· Distribute the handout.
· Students will complete the handout as directed.
· Facilitate discussion by asking the students to share their responses with the class.
· Students will use the handout as a resource and study tool. / Students will UNDERSTAND (B2) calculating pulse in the circulatory system. / 2.02 Your Pulse on Math Handout
Supplies:
· Watch or clock with second hand
· Calculator
8. / Circulatory System Disorders Research
· Allow students to work in pairs for this activity.
· Students will choose a circulatory system disorder from the list on the handout or as assigned.
· Students will develop a poster representing the disorder they choose.
· Follow the HOSA competitive events guidelines for Extemporaneous Health Poster.
· Students will present their posters to the class.
· The HOSA competitive events rubric for Extemporaneous Speaking will be used to grade the presentation.
· Students will present the disorder to the class according to the teacher’s directions.
· Note: The teacher will determine the amount of time allotted for the activity. / Students will UNDERSTAND (B2) circulatory system disorders. / 2.02 Circulatory System Disorders Research Handout
Health Occupations Students of America (HOSA) Competitive Events rubrics
Extemporaneous Health Poster
www.hosa.org/natorg/sectb/cat-iii/ehp.pdf
Extemporaneous Speaking
www.hosa.org/natorg/sectb/cat-iii/es.pdf
9. / Circulatory System Disorders Review
· Distribute the handout.
· Present the PowerPoint presentation, slides 52 – 67, as a review.
· Students will record class notes and discussion in their notebooks, using their own words during the Power Point presentation. / Students will UNDERSTAND (B2) circulatory system disorders. / 2.02 Understand the functions and disorders of the circulatory system Power Point presentation, slides 52 - 65
Notebooks
10. / 2.02 Understand the functions and disorders of the circulatory system Assessment
· Distribute the assessment.
· Allow students the class time to complete the assessment.
· Grade papers and return to students as soon as possible. / Students will UNDERSTAND (B2) the circulatory system’s role in the use of nutrients. / 2.01 Remember the structures of the circulatory system
AND
2.02 Understand the functions and disorders of the circulatory system Assessment as prepared by the teacher or as provided
11. / 2.03 Remember the structures of the lymphatic system preparation
· Assign students to use their textbooks to read about the lymphatic system.
· Students should be given an assignment to complete to facilitate learning.
· Note: This could be an assignment from the materials provided or as provided by the teacher.)
· Review and return these materials to students prior to beginning the next objective. / Students will REMEMBER (A1) the structures of the lymphatic system. / Textbook
Notebook
OR
Materials provided
2.02 Functions of the blood Name______
Handout Date______
Directions: Complete the handout while viewing the PowerPoint presentation. Record any class discussion on the back of your paper, if necessary.
Introduction to functions of the bloodTransportation
Regulation:
Heat
Acid/base balance
Protection
Structure / Function / Relevance to Health
Plasma
Plasma Proteins
Other structures
Erythrocytes
Leukocytes
Agranulocytes
Granulocytes
Thrombocytes
Blood types
Rh factor
2.01 Blood structures and functions Name ______
Handout Date ______
Directions: Unscramble the word and, in your own words, explain the function of each blood structure unscrambled. Use the back of the handout to document responses, if needed.
1. HOTMLYYCPE ______
2. PASLMA ______
3. IONEHIPOLS ______
4. YOTBREHTOCM ______
5. APLOIBHS ______
6. RRECYOYETTH ______
7. SLCUKEOTYE ______
8. LTOHNREPIU ______
9. BLAMIUN ______
10. NHIEBMOOGL ______
2.01 Blood structures and functions Name ______
Handout KEY Date ______
Directions: Unscramble the word and, in your own words, explain the function of each blood structure unscrambled. Use the back of the handout to document responses, if needed.
1. HOTMLYYCPE ___Lymphocyte______
A type of WBC that produces antibodies
2. PASLMA ___Plasma______
The liquid portion of blood, transports,
3. IONEHIPOLS ___Eosinophil______
A type of WBC that is involved in parasitic infections
4. YOTBREHTOCM __Thrombocyte______
A cell that helps with blood clotting
5. APLOIBHS ___Basophil______
A type of WBC that secretes heparin
6. RRECYOYETTH ___Erythrocyte______
A cell that carries oxygen
7. SLCUKEOTYE ___Leukocyte______
A group of cells that help fight infection
8. LTOHNREPIU ___Neutrophil______
A type of WBC that performs phagocytosis
9. BLAMIUN ___Albumin______
10. NHIEBMOOGL ___Hemoglobin______
2.02 Blood Types Name ______
Handout Date ______
Directions: Fill in the chart and answer questions below. Participate in classroom discussion related to blood types. Use the completed handout as a study guide.
Blood Type / Antibodies? / Can donate to? / Can receive from?A
B
AB
O
1. How does the Rh factor effect blood donation/receiving? ______
2. What is ertyhroblastosis fetalis? What is the cause? Who is at risk? How is it treated? ______
3. What would happen if someone received the wrong blood type? The wrong Rh factor? How and why are the outcomes different? ______
4. What blood type is considered the universal recipient? Explain why. ______
5. What blood type is considered the universal donor? Explain why. ______
2.02 Blood Types Name ______
Handout KEY Date ______
Directions: Fill in the chart and answer questions below. Participate in classroom discussion related to blood types. Use the completed handout as a study guide.
Blood Type / Antibodies? / Can donate to? / Can receive from?A / Yes, B / A, AB / A,O
B / Yes, A / B, AB / B,O
AB / No / AB / A,B, AB,O
O / Yes, A and B / A, B, AB and O / O
1. How does the Rh factor effect blood donation/receiving?
Must receive a transfusion from the same Rh factor______
2. What is ertyhroblastosis fetalis? What is the cause? Who is at risk? How is it treated?
Hemolytic disease of the newborn, mother’s antibodies attack infant’s RBC’s, second Rh positive baby born to an Rh negative mother, treatment aimed at prevention (Rhogam, injection given to Rh negative mothers after delivery)______
3. What would happen if someone received the wrong blood type? The wrong Rh factor? How and why are the outcomes different?
Hemolysis, nothing, the first time antibodies are produced, antbodies against ABO blood types are already present, anti Rh antibodies develop after exposure
4. What blood type is considered the universal recipient? Explain why.
AB positive because they do not have any antibodies for blood type.
5. What blood type is considered the universal donor? Explain why.
O negative because no antigens for blood type
2.02 Disorders of the Blood Name ______
Handout Date ______
Directions: Record notes about blood disorders while viewing the PowerPoint presentation. Record class discussion and additional notes on the back of the page.
Disorder / Cause / Symptoms / Treatment / PrognosisAnemia
Contusion
Hematoma
Embolism
Thrombus
Erythroblastosis fetalis
Hemophilia
Leukemia
Multiple myeloma
Polycythemia
Septicemia
Sickle cell anemia
2.02 Functions of the Heart and Blood Vessels Name ______
Handout Date ______
Directions: Complete the table below by answering the questions in the first column. Be prepared to participate in class discussion. Make any corrections while viewing the PowerPoint presentation.
Functions of the Heart and Blood VesselsPump / Relevance to Health
1. Explain the concept of a pump.
2. How does this relate to heart function?
3. What makes the lubb-dupp sound?
4. What does blood pressure have to do with it?
5. What makes the heart work?
6. Explain the electrical activity of the heart.
7. What is an EKG?
8. What makes the pump effective?
Transportation / Relevance to Health
1. What does the heart transport?
2. What is involved in the transportation process?
3. How is transportation a circulatory function?
4. Explain systemic circulation and list the steps in the flow.
5. Explain cardiopulmonary circulation and list the steps in the flow.
6. How is the circulatory system related to the body’s use of nutrients?
7. What is the role of arteries in circulation?
8. What is the role of veins in circulation?
2.02 Electrical Activity of the Heart Name ______
Handout (Optional) Date ______
Directions: Complete this handout while viewing the PowerPoint presentation. Illustrate the conduction system of the heart and its relevance to heath.
2.02 Your Pulse on Math Name ______
Handout Date______
Directions: Use this handout to calculate the following mathematical problems to solve for the pulse.
01. Jennifer has a radial pulse of 32 in 30 seconds. What is Jennifer’s pulse and how should it be recorded? Show your calculations and indicate whether or not the pulse is within normal range.
02. Xavier has an apical pulse of 100 in one minute. What is Xavier’s pulse and how should it be recorded? Show your calculations and indicate whether or not the pulse is within normal range. Also, indicate if it is appropriate to take Xavier’s pulse for one minute and why or why not. What instrument would you use to obtain an apical pulse, if any.