elementary science program · learning experience 5 – getting started with the circulatory system...

ELEMENTARY SCIENCE PROGRAM MATH, SCIENCE AND TECHNOLOGY EDUCATION

A Collection of Learning Experiences

Our Lungs, Heart and Health

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CATTARAUGUS-ALLEGANY BOCES GRADE 5

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TABLE OF CONTENTS

Overview and Format 2 Background Information 3-16 Learning Experience 1 – Getting Started 17-19 Learning Experience 2 – Parts of the Respiratory System 20-23 Learning Experience 3 – How Do Your Lungs Work? 24-30 Learning Experience 4 – Respiratory Diseases 31-39 Learning Experience 5 – Getting Started with the Circulatory System 40-42 Learning Experience 6 – Blood 43-49 Learning Experience 7 – Blood Vessels 50-53 Learning Experience 8 – Parts of the Heart 54-57 Learning Experience 9 – How the Circulatory System Works 58-66 Learning Experience 10 – Diseases of the Heart 67-73 Learning Experience 11 – Keeping a Healthy Heart 74-77 Learning Experience 12 – The Effects of Smoking 78-81 Learning Experience 13 - Review 82-84 Assessment and Answer Key 85-89 More Ideas 90 Inquiry and Process Skills 91 Glossary 92-99 Teacher References 99

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OUR LUNGS, HEART AND HEALTH GRADE 5

Unit Overview Students will identify the parts and functions of the respiratory and circulatory systems. They will examine ways to keep these two very important systems working efficiently through nutrition, exercise and healthy habits. Special emphasis will be placed on the negative effects of tobacco.

Scheduling This unit may take from five to nine weeks to complete depending upon the goals of the teacher and interests of the students. Use of the section included in this manual called More Ideas may extend the time span of this kit. Materials to be obtained locally: chart paper scissors markers/chalk

bucket water pears thin pretzel sticks plastic soda bottle (24 oz or less) rubber bands music/radio

Caution Remind students to wash their hands after handling any of the materials in the kit.

About the Format Each learning experience is numbered and titled. Under each title is the objective for the learning experience. Each learning experience lists materials, preparations, basic skill processes, evaluation strategy and vocabulary. The evaluation strategy is for the teacher to use when judging the students' understanding of the learning experience.

Background Information Respiratory System The primary function of the respiratory system is to supply the blood with oxygen. The blood then delivers oxygen to all parts of the body. The respiratory system does this through breathing. When we breathe, we inhale oxygen and exhale carbon dioxide. This exchange of

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gases is the respiratory system's means of getting oxygen to the blood. Amazingly, we don't have to tell the lungs to keep working and taking in oxygen. The brain does it automatically or involuntarily for our bodies.

Respiration is achieved through the mouth, nose, trachea, lungs and diaphragm. Oxygen enters the respiratory system through the mouth and nose. About 20 times a minute, you breathe in. When you do, you inhale air and pass it through your nasal passages where the air is filtered, heated, moistened and enters the back of the throat. The oxygen then passes through the larynx and the trachea. The trachea, or windpipe, is a tube that enters the chest cavity. On the way down the windpipe, tiny hairs called cilia move gently to keep mucus and dirt out of the lungs. At the bottom of the trachea, there are two large tubes. These tubes are called the main stem bronchi, and one heads left into the left lung, while the other heads right into the right lung. Each main stem bronchus — the name for just one of the bronchi — then branches off into tubes that get smaller and smaller. The tiniest tubes are called bronchioles and there are approximately 30,000 of them in each lung. The thickness of each bronchiole is about the same thickness as a piece of human hair.

The bronchioles connect to tiny sacs called alveoli. The average adult's lungs contain about 600 million of these spongy, air-filled sacs that have a ―mesh-like‖ covering of very small blood vessels called capillaries. The inhaled oxygen passes into the alveoli and these millions of alveoli fill up with air, and the lungs get bigger. The oxygen then passes through the capillaries into the arterial blood. All the cells in the body constantly need oxygen. Without it, they couldn't move, build, reproduce and turn food into energy. The oxygen enters the blood in the tiny capillaries through the red blood cells and by traveling through layers of blood vessels to the heart. The heart then sends the oxygenated (filled with oxygen) blood out to all the cells in the body.

When it's time to exhale, everything happens in reverse. The cells have used the oxygen they need, and your blood is carrying carbon dioxide and other wastes to leave the body. The blood comes back through the capillaries and the waste-rich blood from the veins releases its carbon dioxide into the alveoli. Then you breathe them out in the reverse order of how they came in. Therefore, the air goes through the bronchioles, out the bronchi, out the trachea and finally out through your mouth and nose. The air you breathe out not only contains wastes and carbon dioxide, but as the air travels through your body, it picks up heat along the way. The warm air can be felt by putting your hand in front of your mouth or nose as you breathe out.

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The lungs take up most of the space in the chest. We have two lungs, but they are not the same size. The lung on the left side of the body is slightly smaller than the lung on the right. This extra space on the left leaves room for the heart. The lungs are protected by the rib cage, which is made up of 12 sets of ribs. These ribs are connected to your spine in your back and go around your lungs to keep them safe. Beneath the lungs is the diaphragm, a dome-shaped sheet of muscles that lies across the bottom of the chest cavity. It works with your lungs to allow you to inhale (breathe in) and exhale (breathe out) air. The diaphragm's job is to help pump the carbon dioxide out of the lungs and pull the oxygen into the lungs. As the diaphragm contracts and relaxes, breathing takes place. When the diaphragm contracts and flattens out, it moves down so your lungs have more room to grow larger as they fill up with air. The rib muscles also lift the ribs up and outward to give the lungs more space. Oxygen is then pulled into the lungs. Your diaphragm relaxes and moves up, pushing carbon dioxide out of the lungs.

Breathing and Talking

The lungs are important for breathing and talking. Above the trachea or windpipe is the larynx which is sometimes called the voice box. Across the voice box are two tiny ridges called vocal cords. The vocal cords open and close to make sounds. When you exhale air from the lungs, it comes through the trachea and larynx and reaches the vocal cords. If the vocal cords are closed and the air flows between them, the vocal cords vibrate and a sound is made.

The amount of air you blow out from your lungs determines how loud a sound will be and how long you can make the sound. If you speak loudly or shout, a lot of air is required. Therefore, when shouting we often need to breathe in more frequently than if you were speaking the words or whispering them.

http://www.kidshealth.org/kid/word/d/word_diaphragm.html

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Respiratory Diseases

Asthma is a chronic disease that affects the airways of the lungs. When we breathe, air goes in and out of the lungs through airways called bronchial tubes. When one has asthma, the inside walls of these airways become sore and swollen. This results in the airways becoming very sensitive. When the airways react, they get narrower; therefore, the lungs get less air. This can cause wheezing, coughing, chest tightness and trouble breathing, especially early in the morning or at night.

When asthma symptoms become worse than usual, it is called an asthma attack. In a severe asthma attack, the airways can close so much that vital organs of the body do not get enough oxygen. The lungs can also make sticky mucus, which blocks the airways. The muscles around the airways tighten up, again, making the airways narrower.

There is no cure for asthma. But asthma can be treated with two kinds of medicines: quick-relief medicines to stop asthma symptoms and long-term control medicines to prevent symptoms. However, for those with asthma, it is crucial to avoid the ―triggers‖ that may cause an asthma attack. These can include allergies to pets, animal dander, dust mites (little bugs that live in dust), mold or cockroaches. Other triggers cause the airways to become irritated. These include tobacco smoke, cold air, exercise and infections, such as colds.

http://kidshealth.org/kid/asthma_basics/dictionary/airways.html

http://kidshealth.org/kid/asthma_basics/dictionary/triggers.html

http://kidshealth.org/kid/word/a/dander.html

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Bronchitis is an inflammation of the bronchi in the lungs. Acute bronchitis is caused by viruses or bacteria and lasts several days or weeks. Chronic bronchitis is a persistent cough that lasts at least three months in two consecutive years. Bronchitis can be caused by infection or other causes such as smoking, or being exposed to cigarette smoke. In bronchitis, the membranes lining the larger bronchial tubes become inflamed, and mucus is produced in an excessive amount. The severe cough develops to help the body get rid of the mucus.

Pneumonia is a lung infection caused by bacteria or viruses. These germs are taken into the lungs and often develop into pneumonia in those people recovering from a cold or flu. Also, a long-term or chronic disease like asthma, heart disease, cancer or diabetes makes the body more likely to get pneumonia. For most people, pneumonia can be treated at home and clears up in two to three weeks. However, in older adults, babies and people with other diseases, pneumonia is extremely serious and may require hospitalization.

Symptoms of pneumonia include a cough. The cough will often include mucus from the lungs that is rusty, green or has a trace of blood. In addition, a fever, fast breathing and feeling short of breath, chills, chest pain that feels worse when coughing or breathing in, a fast heartbeat, feeling tired or weak, nausea, vomiting and diarrhea are all symptoms of pneumonia. To diagnose pneumonia, a doctor will ask you about symptoms and do a physical exam. He or she may order a chest X-ray and a blood test.

Pleurisy is an inflammation of the pleura, the moist, double-layered membrane surrounding the lungs and lining the rib cage. This inflammation makes breathing extremely painful. The double-layered pleura protects and lubricates the surface of the lungs as they inflate and deflate within the rib cage. Normally, a thin, fluid-filled gap or the pleural space allows the two layers of this membrane to slide past each other. When the layers become inflamed, they become roughened, like sandpaper. Therefore, every breath, sneeze or cough causes the roughened surfaces to rub together, which is quite painful. In some cases of pleurisy, excess fluid seeps into the pleural space, which causes pleural effusion. This fluid buildup has a lubricating effect, which relieves the pain associated with pleurisy. The friction between membrane layers is reduced. However, the added fluid puts pressure on the lungs, reducing their ability to move freely. A large amount of fluid may also cause shortness of breath. In some cases of pleural effusion, this excess liquid can become infected.

The most common cause of pleurisy is a viral infection. Other causes include lung infections, such as pneumonia and tuberculosis, other diseases such as lupus, rheumatoid arthritis, cancer, chest injuries and/or drug reactions. Pleurisy and pleural effusion are usually only as serious as the disease causing it. Often those with these conditions are already undergoing treatment for the underlying disease.

Emphysema is a progressive lung disease that results in shortness of breath and reduces the capacity for physical activity. Emphysema is caused by damage to the small air sacs and small

http://en.wikipedia.org/wiki/Inflammation

http://en.wikipedia.org/wiki/Bronchi

http://en.wikipedia.org/wiki/Acute_bronchitis

http://en.wikipedia.org/wiki/Chronic_bronchitis

http://www.webmd.com/hw-popup/asthma

http://www.webmd.com/hw-popup/diabetes

http://www.webmd.com/hw-popup/mucus

http://www.webmd.com/hw-popup/x-ray

http://www.webmd.com/hw-popup/complete-blood-count-cbc

http://www.webmd.com/a-to-z-guides/understanding-pneumonia-basics

http://www.webmd.com/diseases_and_conditions/rheumatoid_arthritis.htm

http://www.webmd.com/diseases_and_conditions/rheumatoid_arthritis.htm

http://www.webmd.com/diseases_and_conditions/cancer.htm

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airways in the lungs. There is progressive destruction of alveoli and the surrounding lung tissues. Lung inflammation destroys the walls of the air sacs of the lung which cause them to lose elasticity. The bronchioles then collapse, and air becomes trapped in the air sacs. This trapped air causes the sacs to become over-stretched and hinders the lung’s ability to exhale. In time, the overstretching causes the air sacs to rupture, forming one larger air space instead of many small ones. Because the larger, less-elastic sacs are not as competent in forcing air completely out of the lungs, one must breathe harder to take in enough oxygen and eliminate carbon dioxide. As emphysema advances, expelling air from the lungs requires a great deal of energy. Due to the fact that emphysema develops gradually over many years, one may not experience symptoms such as shortness of breath until irreversible damage has already occurred. Cigarette smoking is the number-one cause of emphysema.

Lung cancer is an uncontrolled growth of abnormal cells in one or both lungs. The body is made up of different types of cells that divide and multiply in an orderly way. The new cells replace older cells. This process of cell renewal occurs constantly in the body. Abnormal cells periodically appear in the body but are removed by natural defense mechanisms.

Cancer is a malignant growth, and it occurs when the body's natural defenses, such as certain parts of the immune and other protective systems, cannot stop the uncontrolled cell division. These abnormal cells become greater and greater in number and come together to form a tumor or cellular growth that forms into a mass. Such tumors are benign unless they invade surrounding tissues and organs. Those that do invade other tissues are known as malignant. Cancerous tumors grow out of control and can invade, replace and destroy normal cells near the tumor. In some cases, cancer cells spread (or metastasize) to other areas of the body. Lung cancer generally takes many years to develop even though damage to the lungs may occur shortly after a person is exposed to cancer-causing substances. Over 80 percent of all lung cancers are caused directly by smoking.

Most lung cancers are discovered as a result of chest x-rays taken for routine checkups. The main symptoms suggesting lung cancer are coughing up blood and coughing that does not seem to get better and/or gets worse with time. Other symptoms may include chest pain, shortness of breath, recurrent episodes of pneumonia, weight loss and feeling tired.

Caring for the Lungs

The lungs are used to breathe, talk, sing, etc. Keeping the lungs healthy is essential for good health. One of the most important and best ways to keep your lungs pink and healthy is to not smoke. Smoking is harmful to our bodies in many ways, but it is the most harmful to the lungs.

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Effects of Tobacco

Cigarettes are made from tobacco. The tobacco plant contains the drug called nicotine. Tobacco smoke contains very tiny amounts of nicotine that are very bad for our health. Tobacco smoke also contains many other chemicals. In fact, it contains over 4,000 chemicals, many of which are very harmful to our bodies. All of these chemicals mix together and form a sticky tar. It's the tar that gives cigarette smoke its smell and color. The tar sticks to clothing, skin and the insides of our lungs. If the cilia are covered in tar, they can't work right, and germs and dirt can stay in the lungs and cause diseases.

Lungs are normally tough and strong, but when it comes to cigarettes, they can be hurt easily, and they are often very difficult to repair. The cilia usually act like little brooms to sweep out harmful dirt, but when you smoke cigarettes, the cilia can't work because they're covered in sticky tar. Even one cigarette slows down the cilia in your lungs. Heavy smoking kills the cilia. When the cilia are damaged, they can no longer move to keep dirt and other substances out of the lungs. The alveoli are damaged as well because the chemicals in cigarette smoke can cause the walls of the delicate alveoli to break down making it harder to breathe. Also, cigarette smoke can damage the cells of the lungs. A very dangerous gas called carbon monoxide is in cigarette smoke. It gets into your blood and doesn't let the oxygen in. That means the heart has to work harder to get enough oxygen for your cells. Even if you don't smoke, the lungs are still in danger if you breathe in smoke from another person's cigarette. This is called second-hand smoke, and it is dangerous as well.

Smokers get seriously ill more easily than non-smokers. Some of these sicknesses are bronchitis, emphysema, lung cancer and heart disease. Most of these sicknesses are a result of damage to the cilia in the lungs. Without the cilia working, the dirt-filled mucus slides down into your lungs and blocks the tiny airways so that the air is not able to get in and out. Smokers are people who seem to cough a lot. This is due to the fact they have to cough to get rid of the dirty mucus in their lungs. People who have healthy lungs don’t need to cough as often because we have healthy cilia working to get the mucus and dirt out.

Other Ways to Care for the Lungs

It is also important to keep chemical fumes from entering your lungs. When working with chemicals that contain fumes, wearing a protective mask will help protect the lungs.

Exercise is good for every part of your body, especially for your lungs and heart. When you take part in vigorous exercise, like biking, running or swimming, your lungs require more air to give your cells the extra oxygen they need. As you breathe deeply and take in more air, your lungs become stronger and better at supplying your body with the air it needs to succeed.

http://www.lung.ca/children/grades4_6/air_pollution/carbon_monoxide.html


http://www.lung.ca/children/grades4_6/air_pollution/secondhand_smoke.html

http://www.lung.ca/children/grades4_6/respiratory/how_we_breathe.html

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Circulatory System

The circulatory system is responsible for distributing oxygen and nutrients to the cells and tissues of the body and carrying away carbon dioxide and other waste products. It is an organ system that moves substances to and from cells. The circulatory system increases the blood flow when energy is increased during exercise. It also helps in maintaining a constant body temperature and pH. The circulatory system fights against infection. When infection and/or disease-causing organisms invade the body, the circulatory system transports white blood cells and antibodies to the area of infection. White blood cells and antibodies are the disease-fighting components of the immune system. In case of injury or bleeding, the circulatory system sends clotting cells and proteins to the injured site. Clotting cells stop the bleeding and allow the injury to heal. The circulatory system is made up of the heart, blood and various blood vessels. The heart is the main component of the circulatory system and is considered as its power supply.

The heart is a hollow muscular organ that pumps blood to all parts of the body. The human heart is shaped like an upside-down pear and is located slightly to the left of center inside the chest cavity. It is about the size of your fist. The heart muscle is unique because of its role in the body. The heart sends blood to different parts of your body. The blood provides your body with the oxygen and nutrients it needs. It also carries away waste. Your heart acts like a pump. The right side of the heart receives blood from the body and pumps it to the lungs. The left side of the heart receives blood from the lungs and pumps it out to the body. The heart must function continuously because the body's tissues depend on the constant supply of oxygen and nutrients delivered by the blood flowing through the body. If the heart stops pumping blood for more than a few minutes, death will result. The tissues that are most affected by changes in the supply of blood are the brain, nerves and the heart muscle itself. If the brain doesn't receive a proper supply of blood, death of brain cells results, leading to death of the person. Lowered amounts of blood supply to the heart muscle itself would lower the ability of the heart to pump blood to all parts of the body. This would cause brain damage and death, as well.

Parts of the Heart

The heart is made up of four different blood-filled areas. Each of these areas is called a chamber. There are two chambers on each side of the heart. One chamber is on the top and one chamber is on the bottom. The chamber found on the top of each side is called the atrium. The atrium is the chamber that fills with the blood returning to the heart from the body and lungs. The heart has a left atrium and a right atrium.

The two chambers on the bottom of each side of the heart are called the ventricles. The heart has a left ventricle and a right ventricle. Their job is to move the blood to the body and

http://www.kidshealth.org/kid/talk/qa/blood.html

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lungs. Running down the middle of the heart is a thick wall of muscle called the septum. The septum's job is to separate the left side and the right side of the heart.

The atrium and ventricle work together. The atrium fills with blood and then dumps it into the ventricle. The ventricle then squeezes and pumps the blood out of the heart. While the ventricle is squeezing, the atrium refills and gets ready for the next contraction. There are four special valves inside the heart that direct the blood to the area it is supposed to go. The valve lets the blood in or out of a chamber and keeps it there by closing. Two of the heart valves are the mitral valve and the tricuspid valve. They let blood flow from the atria to the ventricles. The other two are called the aortic valve and pulmonary valve, and they control the flow of blood as it leaves the heart. These valves all work to keep the blood flowing forward. They open up to let the blood move ahead, then they close quickly to keep the blood from flowing backward.

A healthy heart makes a ―lub-dub‖ sound with each beat. This sound comes from the valves shutting on the blood inside the heart. A doctor will use a stethoscope to listen carefully to the heart. The first sound (―lub‖) happens when the mitral and tricuspid valves close. The next sound (―dub‖) happens when the aortic and pulmonary valves close after the blood has been squeezed out of the heart.

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Checking Our Pulse

We can check our pulse to see how our heart is working. Our pulse is found by lightly pressing on the skin anywhere there's a large artery running just beneath your skin. Two good places to find it are on the side of your neck and the inside of your wrist, just below the thumb. Our pulse is the small beat we feel under the skin. Each beat is caused by the contraction (squeezing) of the heart. To find our heart rate, use a watch with a second hand and count how many beats are felt in one minute. At rest, the average person will feel between 70 and 100 beats per minute. When we move faster or exercise, the body needs more oxygen-filled blood. The heart pumps faster to supply the oxygen-filled blood the body needs. The heart can even be felt pounding in our chest.

Circulation of Blood in the Body

Blood is made of three types of cells. The red blood cells transport oxygen to the cells. White blood cells fight against disease and infection. The platelets are in charge of the clotting of the blood. All three types of cells are carried through blood vessels in liquid called plasma. Plasma is a yellowish color and is made up of water, salts, proteins, vitamins, minerals, hormones, dissolved gases and fats.

The movement of the blood through the heart and around the body is called circulation. The heart is really efficient at circulating blood, as it takes less than 60 seconds to pump blood to every cell in your body. The blood continues in a specific direction once it leaves the heart. It moves through many tubes called arteries and veins, which together are called blood vessels. These blood vessels are attached to the heart. The blood vessels that carry blood away from the heart are called arteries. The ones that carry blood back to the heart are called veins. The walls of arteries are thicker than those of veins. This is because arteries have to withstand the pressure of blood pumped through them by the heart. Veins have one-way valves to prevent back flow of blood. Capillaries are the smallest blood vessels. Capillaries are the tiny links between the arteries and the veins where oxygen and nutrients are distributed to the cells and tissues of the body.

The body needs a steady supply of blood to keep it working correctly. Blood delivers oxygen to all the body's cells. The body’s cells need oxygen to stay healthy and alive. Without oxygen, the cells would die. The left side of your heart sends that oxygen-rich blood out to the body. The body takes the oxygen out of the blood and uses it in the body's cells. When the cells use the oxygen, they make carbon dioxide and other waste that is carried away by the blood.

Each time the blood circulates from the heart out to the body, about 20 percent (one fifth) of it goes through the kidneys. The kidneys filter out some of the waste before the blood

http://www.kidshealth.org/kid/word/a/word_arteries.html

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heads back to the heart. The returning blood enters the right side of the heart. It takes the blood to the lungs first. Carbon dioxide is left in the lungs to be removed when we exhale. After we inhale, a fresh batch of oxygen enters the blood, and the process starts again.

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Blood Pressure

When blood flows through the blood vessels, it exerts pressure on the walls of the blood vessels. This is referred to as blood pressure. In order to maintain an adequate flow of blood throughout the body, a certain level of blood pressure must be maintained. The term "blood pressure" refers to systemic arterial blood pressure. The pressure of the circulating blood decreases as blood moves through arteries, arterioles, capillaries and veins. The term blood pressure generally refers to arterial pressure or the pressure in the larger arteries, arteries being the blood vessels which take blood away from the heart. Normal blood pressure is regulated by many factors that include the contraction of the heart, the elasticity of arterial walls, blood volume and the resistance offered by blood vessels to the flow of blood. Blood pressure numbers include systolic and diastolic pressures. The systolic pressure is the peak pressure in the arteries during the cardiac cycle. Systolic blood pressure is the pressure when the heart beats while pumping blood. It is the active pumping phase of the heart. The diastolic pressure is the lowest pressure at the resting phase of the cardiac cycle. Diastolic blood pressure is the pressure when the heart is at rest between beats. Systolic and diastolic pressures are measured in millimeters of mercury (mm Hg) and expressed as a ratio. Normal blood pressure values for a resting, healthy adult are approximately 120 mm Hg systole and 80 mm Hg diastole (120/80 mm Hg). Blood pressure varies during individuals and even during the normal course of the day in response to emotion, exertion, sleep and other physical and mental changes. High blood pressure or hypertension is defined in an adult as a blood pressure greater than or equal to 140 mm Hg systolic pressure or greater than or equal to 90 mm Hg diastolic pressure. High blood pressure directly increases the risk of coronary heart disease (which leads to heart attack) and stroke, especially when it's present with other risk factors.

Categories for Blood Pressure Levels in Adults (in mmHg, or millimeters of mercury)

Category Systolic (top number) Diastolic

(bottom number)

Normal Less than 120 And Less than 80

Prehypertension 120 – 139 Or 80 – 89

High blood pressure

Stage 1 140 – 159 Or 90 – 99

Stage 2 160 or higher Or 100 or higher

(The ranges in the table apply to most adults (ages 18 and older) who don’t have short-term, serious illnesses.)

http://en.wikipedia.org/wiki/Artery

http://en.wikipedia.org/wiki/Arteriole

http://en.wikipedia.org/wiki/Capillary

http://en.wikipedia.org/wiki/Vein

http://www.medmovie.com/mmdatabase/MediaPlayer.aspx?ClientID=70&TopicID=564

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Healthy Habits

There are several things we can do to keep our heart healthy. We must remember that our heart is a muscle. If we want it to be strong, we must exercise it. This means being active so our heart pumps aggressively and gets a workout. It is important to exercise and be active every day. Eat a variety of healthy foods, and avoid foods high in unhealthy fats, such as saturated fats and Trans fats. These unhealthy fats can clog arteries, and that makes our heart have to work harder. Again, smoking can do great harm to our heart and circulatory system. It can damage the heart and blood vessels. Nicotine, a drug in tobacco, makes the blood vessels smaller. Again, this means the heart has to work harder to pump the blood.

Cholesterol

Cholesterol is a fatty substance that is required by the body to produce new cells, provide insulation to nerves, and used in the production of hormones. In the human body, the liver is responsible for producing all the cholesterol the body cells need. The body also obtains cholesterol through diet. Animal-based foods contain a lot of cholesterol and may cause excessive cholesterol build up in the body. Too much cholesterol can lead to heart diseases. If the amount of cholesterol in the body exceeds the normal levels, the cholesterol gets deposited in the blood vessels. Gradually, as more and more cholesterol gets deposited on the walls, arteries become hardened. This is called atherosclerosis. The blood vessels also become narrow, and the amount of blood flowing to the heart is reduced. The blood is the main carrier of oxygen in the body. So, when the amount of blood flowing to the heart is reduced, the heart muscles do not receive proper amounts of oxygen. This may cause chest pain and may also lead to heart attack.

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There are two types of cholesterol, low density lipoprotein (LDL) and high density lipoprotein (HDL). LDLs have lower amount of protein and higher amount of cholesterol and considered as bad cholesterol. On the other hand, HDLs have a higher amount of protein and lower amount of cholesterol and are considered good cholesterol. Cholesterol travels through the blood in these two forms. LDL is the main cause of plaque formation in the arteries. HDL actually helps in reducing cholesterol from the blood. The blood contains another form of fat called triglycerides. Triglycerides are also known to cause heart disease if present in higher levels in the blood.

Cholesterol levels are affected by a variety of factors such as:

Diet: If one’s food intake contains higher levels of cholesterol, the cholesterol levels in the body will rise.

Weight: Higher body weight increases the levels of cholesterol in the body.

Exercise: Regular exercise can decrease the cholesterol levels in the body.

Age and gender: Cholesterol levels in the body increase with age. Older aged people tend to have higher levels of cholesterol in the body.

Heredity: The amount of cholesterol the body makes depends upon genetic factors.

Medical conditions: Some medical conditions like hypothyroidism, liver disease and kidney disease increase the cholesterol levels in the body.

Medications: Medications involving use of steroids increase the levels of cholesterol in the body.

Treating high cholesterol involves lowering the amount of LDL and increasing the level of HDL in the blood. Eating food that contains less saturated fat, exercising regularly and decreasing body weight can contain cholesterol. Cholesterol-lowering medications are also available. Drugs that are commonly used to lower cholesterol levels are:

Statins: These drugs block the production of cholesterol in the liver.

Niacin: Niacin lowers the LDL levels and increases the levels of HDL.

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Bile-acid resins: These act in the intestine and do not allow the body to reabsorb bile. As bile contains a significant amount of cholesterol, the body loses cholesterol this way.

Fibric acid derivatives: These breakdown triglycerides and decrease the discharge of certain triglycerides.

Cholesterol does not have any symptoms, so most people do not know they have high blood cholesterol levels. It is very much important to know one’s cholesterol numbers. Cholesterol numbers are found out using a test called a lipid profile. By the age of 20, it is important to ask our doctors for a cholesterol test or lipid profile every five years.

Obesity

In people who are obese, there is excessive fat in the abdominal region. This is an independent risk factor for heart disease. More than 55 out of every 100 people residing in North America are considered overweight. More than 20 percent of these over weight individuals are suffering from obesity. Obesity is a nutritional disorder in which too much fat gets accumulated in the body. Obesity is one of the major causes of heart disease. In people who are obese, the triglyceride levels in the blood tend to be higher than normal levels. At the same time, HDL levels are lower than normal. This situation can lead to heart disease. There is also a relationship between obesity and atherosclerosis. In this condition, deposits of plaque, a material rich in compounds called lipids, including cholesterol, form on the inner walls of the arteries. These deposits narrow the artery and block the normal flow of blood through the arteries. Calcium is often deposited with the fatty material and scar tissue develops. The scar tissue stiffens the walls of the arteries. As the blood passes over the roughened artery walls, blood clots begin to form upon them, a condition called thrombosis. These blood clots can partially or totally block the artery. Although it may occur in any artery in any part of the body, atherosclerosis causes most of its damage by reducing the flow of blood to the heart, brain, kidneys and legs. In people who are obese, the incidence of atherosclerosis is much higher.

http://encarta.msn.com/encyclopedia_761562569/Cholesterol.html

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Learning Experience # 1: Getting Started

Objective: Students will discuss their background knowledge of the respiratory system. Materials: For each student: Our Lungs, Heart and Health Student Activity Book For the class: Chart paper* Book – Lungs by Seymor Simon *provided by teacher Preparation: Read background information on p. 3-6. Evaluation Strategy: Students will contribute ideas to a web/graphic organizer on the respiratory system. Vocabulary: Respiratory System lungs Learning Activities: Session 1: Students are to complete the activity sheet for Learning Experience #1 in the Our Lungs, Heart and Health Student Activity Book. You can create a class version of this chart using chart paper. Using the KWHL strategy, students will explore their knowledge of the respiratory system and then expand on it throughout the unit. Brainstorm what the students already ―know‖ about the respiratory system, which they will be studying. Record their ideas on the KWHL chart. Ask students to think about these topics and decide what it is about the respiratory system they would like to know more about and record their ideas under the ―want to know‖ column. Now that the students have decided what they want to know, they need to think about ―how they are going to find out‖ the answers to the questions they have. After the hands-on activities included in this unit, maintaining journals and discussions, students can then record information in the ―what we learned and still want to learn‖ column. This process can be done in cooperative groups where students gather information in small groups and then share their information with the class.

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Session 2: Read Lungs by Seymour Simon aloud to the class. This will give the students an overview of what they will be learning about throughout the rest of the unit on the respiratory system. As you read the book, have the students star or underline the facts on the KWHL chart that are found in the book. The students can also add more information to the chart as it is found in the book.

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Activity Sheet for Learning Experience 1 Name _________________________ Create a KWHL Chart for the respiratory system.

K W H L

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Learning Experience #2: Parts of the Respiratory System

Objective: Students will discuss the parts and functions of the respiratory system and label the parts on a diagram. Materials: For each student: Our Lungs, Heart and Health Student Activity Book For the class: Kids Discover Lungs Magazine Blueprint for Heath Your Respiratory System poster Book - Our Body: Respiratory System by Cheryl Jakab Lung model Preparation: Read background information on p. 3-4. Evaluation Strategy: Students will discuss the parts and functions of the respiratory system and label the parts on a diagram. Vocabulary: Bronchus Bronchiole Alveoli Pleura diaphragm Learning Activities: Session 1: Introduce the parts of the respiratory system by reading pages 2 and 3 in the Kids Discover Lungs Magazine. Then read and discuss the Blueprint for Health Your Respiratory System poster. Call students up to the poster one at a time to read one fact aloud to the class. Have students record several facts they learned in the KWHL chart they created for Learning Experience 1 in the Our Lungs, Heart and Health Student Activity Book.

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Discussion Questions: o Do both your lungs have the same number of lobes? (No, the right lung has 3 lobes,

and the left lung has only 2 lobes.) o What is the name for the tiny air sacs in your lungs? (alveoli) o How are your lungs able to float? (They are spongy and lighter than water because

of all the air-filled sacs in them.) Session 2: Read pages 4-13 in the book Our Body: Respiratory System by Cheryl Jakab. While reading, have students do the activities in the ―Try This‖ section located on pages 7 and 12. Using the script provided, describe the parts and functions of the lung model that was provided in the kit. Then, have students label the lung diagram on the sheet for Learning Experience 2 in the Our Lungs, Heart and Health Student Activity Book.

Answer Key

trachea

bronchiole

alveoli

bronchus

Pleura

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Lung Model Script Trachea (also known as a windpipe) – is a tube that leads from the throat to the chest. It has a sticky lining that traps dust and dirt to keep them away from the lungs. Bronchus – an airway in the chest that branches off from the trachea. One leads to the left lung, the other to the right. Bronchioles – the tiniest tubes in the lungs that are about the thickness of a human hair and connect to the alveoli. There are approximately 30,000 of them in each lung. Bronchioles are also lined with a mucus membrane that sweeps particles out of the lungs. Pleura – a thin membrane that surrounds the lungs. The moisture of the pleura creates a seal with the diaphragm, so when your diaphragm moves, your lungs move with it. Alveoli (not pictured) – tiny air-filled sacs located at the ends of bronchioles. The average adult lung contains about 600 million alveoli. Oxygen and carbon dioxide can move in and out so easily because they are only one cell thick. Respiration takes place between the alveoli and the capillaries.

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Activity Sheet for Learning Experience 2 Name _________________________ Directions: Label the parts of the respiratory system using the words provided in the box below.

bronchus bronchiole trachea alveoli pleura

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Learning Experience # 3: How Do Your Lungs Work?

Objective: The students will be able to use a model to demonstrate how our lungs work, and they will be able to measure their lung capacity. Materials: For each pair of Students: 2 Our Lungs, Heart and Health Student Activity Books 1 plastic 24 oz. or less soda bottle* 4 balloons (3 #11 pink, 1 #5 any color) Modeling clay 1 straw 1 rubber band* Scissors* 1 measuring tape For the class: Book – Our Body: Respiratory System by Cheryl Jakab Kids Discover Lungs Magazine Blueprint for Health Your Respiratory System Poster *provided by teacher Preparation: Read background p. 3-5. For session 1, you may want to cut the soda bottles ahead of time. The directions are located in the Our Lungs, Heart and Health Student Activity Book and on the Blueprint for Health Your Respiratory System poster. Assessment: Students will build a model and demonstrate how the lungs work. They will also measure their lung capacity and record their results in the form of a graph. Vocabulary: Internal respiration External respiration Inhalation Alveoli Exhalation Diaphragm Capillaries Learning Activities: Session 1: Start by reading pages 14-17 in Our Body: Respiratory System by Cheryl Jakab. This will explain the process of breathing to the students.

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Discussion Questions: o What is external respiration? (the exchange of gases in the lungs) o Describe what happens during inhalation or breathing in. (During inhalation, the

diaphragm contracts, pulling downwards and enlarging the chest. This reduces the pressure inside the lungs so air can move in towards the lungs.)

o What are the smallest blood vessels in the body? (capillaries) Next, have students make a model of the lungs. The directions are located in the Our Lungs, Heart and Health Student Activity Book and on the Blueprint for Health Your Respiratory System poster.

o What happens to the balloon inside the bottle? (It inflates and deflates.) o Why does the balloon inflate and deflate? (The change in air pressure causes it to

inflate and deflate. Low pressure causes the balloon to inflate, and high pressure inside the bottle causes it to deflate.)

Session 2: Read pages 4 and 5 and pages 8-13 in the Kids Discover Lungs Magazine. Then, give each student a balloon. Explain to the class that they are going to measure their lung capacity by blowing up a balloon. Have each student blow up a balloon as much as possible with only one breath. Then, use a tape measure to measure how big around the balloon is. Have the students record the measurement on the page for Learning Experience 3 in the Our Lungs, Heart and Health Student Activity Book. Have students let the air out of the balloons and repeat this activity two more times using the same balloon. Then have them average the three tests. Using the average measurement, the students will create a class chart and graph in the Our Lungs, Heart and Health Student Activity Book to compare the lung capacities of the students in the class. Discussion Question:

o If you ran in place for 2-3 minutes, would you be able to blow as much air into the balloon? (Answers may vary)

Next, have the students run in place for 2-3 minutes. Then have them repeat the previous activity in the Our Lungs, Heart and Health Student Activity Book, and compare their results.

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Extension: Show students a presentation about how the lungs work on the Internet. You can access the Web site by going to www.mstkits.org.

Answer Key for Student Activity Sheet 1. The balloon fills up with air (inflates.) 2. When you breathe in, your lungs fill with air and expand. 3. The balloon shrinks (deflates.) 4. When you breathe out or exhale, your lungs shrink or deflate.

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Activity Sheet for Learning Experience 3 Name _________________________ Directions: (taken from Blueprint for Health Your Respiratory System Poster)

1. Cut the bottom off the soda bottle. 2. Attach one small balloon to the straw with a rubber band. 3. Put the straw in the neck of the bottle and seal up the opening with clay. 4. Cut the end off the large balloon and stretch the rest across the end of

the soda bottle. 5. Pull the end balloon up and down and observe what happens.

1. What happens to the balloon inside the bottle when you pull the end balloon

down? ____________________________________________________

____________________________________________________________________

2. How is this action similar to how your lungs work?

____________________________________________________________________

____________________________________________________________________

3. What happens to the balloon inside the bottle when you pull the end balloon

up or let go of it? ____________________________________________________

____________________________________________________________________

4. How is this action similar to how your lungs work?

____________________________________________________________________

____________________________________________________________________

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Activity Sheet for Learning Experience 3 page 2

Directions: 1. Blow up a large balloon as much as possible with only one breath. 2. Use a tape measure to measure how big around the balloon is. 3. Record the measurement on the chart below. 4. Let the air out of the balloon. 5. Repeat steps 1-4 two more times. 6. Find the average measurement of the three trials. 7. Using the average measurement, create a class chart and graph of the

lung capacities of the students in the class. Make sure you choose an appropriate scale to use for your graph.

Measurement

of balloon in cm Trial 1 Trial 2 Trial 3

average Find the average of all three trials, and record it in the chart above: __________ trial 1 __________ sum ÷ 3 = ___________cm __________ trial 2 (Use the box below to show your work.) + __________ trial 3 ________________________ __________ sum

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Average Lung Capacity

Student Name Average Measurement of balloon in cm

1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25.

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Average Lung Capacity

Student Name

Ave

rage

Mea

sure

men

t of

ballo

on in

cm

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Learning Experience # 4: Respiratory Diseases

Objective: Students will be able to describe different types of respiratory diseases. Materials: For each student: 1 Our Lungs, Heart and Health Student Activity Book For the class: 3 Pictures of Lungs Kids Discover Lungs Magazine Book - Our Body: Respiratory System by Cheryl Jakab Pneumonia cell stuffed microbe Preparation: Read background p. 5-7. Have various resources about respiratory diseases available to the class for research. Assessment: Students will create a book about respiratory diseases. Vocabulary: Bronchitis cancer Pneumonia asthma emphysema Learning Activities: Session 1: Show students the pictures of lungs that are provided in the kit. Ask the students to identify the healthy lung. This will be used when comparing diseased lungs. Then read the information on the back of each diseased lung, and discuss it with the class. Have the students point out the differences between the diseased lungs and the healthy lungs. Show students the stuffed pneumonia and read the information on the label aloud to the class. Read pages 14-17 in the Kids Discover Lungs Magazine and pages 22-29 in the book Our Body: Respiratory System by Cheryl Jakab. Have students record information about respiratory diseases on the web located in the Our Lungs, Heart and Health Student Activity Book as you read.

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Session 2: Have students use the information they recorded in the previous session along with other information they find while researching to create a book about respiratory diseases. A template for the book has been provided in the Our Lungs, Heart and Health Student Activity Book. Students should also create illustrations to go along with the information. Extension: Make the model on page 30 in the book Our Body: Respiratory System by Cheryl Jakab to simulate how mouth-to-mouth resuscitation works.

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Activity Sheet for Learning Experience 4 Name ________________________

Respiratory Diseases

bronchitis 1.

2.

3.

pneumonia 1.

2.

3.

pleurisy 1.

2.

3.

asthma 1.

2.

3.

emphysema 1.

2.

3.

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My Respiratory Diseases Book

Name:_______________________________________________

35


Bronchitis

_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

36


Pneumonia

_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

37


Pleurisy

_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

38


Asthma

_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

39


Emphysema

_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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Learning Experience # 5: Getting Started with the Circulatory System

Objective: Students will brainstorm/share words/ideas about the word ―blood.‖ Materials: For each student: 1 Our Lungs, Heart and Health Student Activity Book For the class: Chart paper/board* Markers/chalk* Blueprint for Health Your Heart and Blood poster Book – The Heart: Our Circulatory System by Seymour Simon *provided by teacher Preparation: Read background p.9-16. Assessment: Students will create a web about blood. Vocabulary: Circulatory system blood blood vessels heart Learning Activities: Session 1: Students are to complete the activity sheet for Learning Experience 5 in the Our Lungs, Heart and Health Student Activity Book. They will explore their knowledge of the circulatory system by creating a web/graphic organizer of their thought /ideas for the word ―blood.‖ When students are done, create a class-size version of the web on the board or chart paper. Have students share their ideas with the class and record them on the class web.

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Then read and discuss the Blueprint for Health Your Heart and Blood poster. Call students up to the poster one at a time to read one fact aloud to the class. Have students record several facts they learned on the web they created. Session 2: Read The Heart: Our Circulatory System by Seymour Simon aloud to the class to give them an overview of what they will be learning about in this unit of study on the circulatory system. As you read the book, have students star or underline the facts on the web they created that are in the book. The students can also add more to the web as it is found in the book. Discussion Questions:

o What is the approximate size of your heart? (the size of your fist) o What are the three components of the circulatory system? (heart, blood and blood

vessels)

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Blood

Activity Sheet for Learning Experience 5 Name _________________________

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Learning Experience # 6: Blood

Objective: Students will be able to describe the different types and functions of blood cells and determine which blood types are safe to donate/receive for each type of blood. Materials: For each group of 4 students: 4 Our Lungs, Heart and Health Student Activity Books Red and blue colored water 16 portion cups 4 clear plastic tumblers with labels (Type A, Type B, Type AB, Type O) For the class: 1 measuring cup 1 bucket* Water* Book – A Drop of Blood by Paul Showers Kids Discover Blood magazine 1 flashlight Book - The Heart and Blood by Steve Parker Book - Our Body: Circulatory System by Cheryl Jakab DVD – The Magic School Bus: Human Body 1 plastic jar filled ¾ with water 3 pieces of cheesecloth 1 rubber band* Red and blue food coloring 1 medicine cup labeled ―A‖, 1 medicine cup labeled ―B‖ 1 of each clear plastic tumbler labeled (Type A, Type B, A+B) Floor polish Vinegar 1 Red blood cell stuffed microbe 1 White blood cell stuffed microbe *provided by teacher Preparation: Read background p. 11-12. For Session 4, you may want to color the water ahead of time for the students. Give each group one plastic tumbler of each type of ―blood.‖ Use food coloring to color the water in the following manner: type A - red, type B - blue, type AB - purple (use red and blue food coloring,) and type O - clear. More may be needed to finish

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the experiment, so make some extra of each type of blood. Follow the directions for making the blood for the teacher demonstration as well. Assessment: Students will describe the functions of different types of blood cells, create a fake scab to visualize and describe how cuts heal, and conduct an experiment to determine which blood types are safe to mix together when donating/receiving blood. Vocabulary: Red blood cell White blood cell Platelet Fibrin Scab Coagulate Learning Activities: Session 1: A child’s body contains about 9 pints of blood. In order to give students a better understanding of how much blood this is, fill up the measuring cup nine times with water and dump it into a bucket. It will make more of an impression on the students if you dump 1 pint at a time in the bucket and have them guess how many it will take to match the amount of blood in the body. Wait until after the demonstration to reveal the amount of blood in our bodies. Then read the book A Drop of Blood by Paul Showers aloud to the class. Use the flashlight provided to do the activities mentioned on pages 6 and 7 in the book to show students where the blood is in their bodies. The Kids Discover Blood magazine is also provided in this kit. It can be read all at once or in parts throughout the rest of this learning experience. Discussion Questions:

o What does your blood do? (It takes food and oxygen to every part of your body. The white blood cells also protect you against germs.)

o How does a white blood cell protect you? (It wraps itself around a germ and eats it up.)

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Session 2: Start by reading pages 12 and 13 in the Our Body: Circulatory System book by Cheryl Jakab and pages 26-29 in the book The Heart and Blood by Steve Parker. Then show the class the stuffed red and white blood cells. Ask the students if any of them know what they are. Read the labels attached to the cells aloud to the class to give them more information about each type of blood cell. Next, have the students draw pictures of each type of blood cell in the Our Lungs, Heart and Health Student Activity Book and describe the function of each cell. Session 3: Start by showing students how a scab is formed using cheesecloth and a jar. Guide them through the scientific method as you perform the experiment. Lay the cheesecloth squares one at a time across the mouth of the jar. Position the squares so that the threads crisscross, forming small openings between them. Secure the squares in place over the jar with a rubber band. Hold the jar upright over the bucket and quickly turn the jar upside down. At first, some of the water will come out of the jar, but most of it will stay inside. Have students complete the activity sheet for Learning Experience 6 in the Our Lungs, Heart and Health Student Activity Book. Then, read pages 30-31 in the book The Heart and Blood by Steve Parker and Page 17 in Our Body: Circulatory System by Cheryl Jakab. Discussion Questions:

o What is the function of platelets? (They help blood clot after an injury.) o Explain how a cut heals. (Platelets react with chemicals at the site of the cut and form

into fibrin, which are long, sticky threads. The fibrin creates a mesh barrier that traps blood cells and platelets. This is what is known as a scab.)

Session 4: Watch the movie ―Inside Ralphie‖ on The Magic School Bus: Human Body DVD. It is the 2nd episode on the DVD. This show takes students on a trip through Ralphie’s bloodstream. Session 5: Read pages 32 and 33 in The Heart and Blood by Steve Parker about blood typing. Students will then do an experiment with fake blood to determine which blood types are safe for people to receive from donors. The directions are found in the Our Lungs, Heart and Health Student Activity Book. After you have discussed the results of the experiment with the class, show the students how blood coagulates when blood types are mixed unsafely. If a person receives blood from a donor that is not that correct type, the blood will coagulate or clump. This causes the

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recipient to have blood clots, which could end up killing the person. Follow the directions below for making the different types of blood, using different medicine cups as to not contaminate the experiment. Pour 25 cc of Type A blood and 25 cc of Type B blood into a plastic tumbler labeled ―A+B,‖ and observe what happens. You should have enough to do two demonstrations for everyone to see. Discussion Question:

o What happened to the blood when Type A and Type B were mixed together? (The blood started to clump.)

o What would happen if the Type A blood would have been given to a person with Type B blood? (The blood in the person’s body would clump and cause clots or blockages in the person’s blood vessels. This can lead to a heart attack or a stroke.)

Directions for making blood for teacher demonstration: Type A

- Mix together 10 ml floor polish, 40 ml water and red food coloring in the cup labeled ―Type A.‖

Type B - Using a different medicine cup, mix together 10 ml vinegar, 40 ml water and blue food

coloring in the cup labeled ―Type B.‖

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Activity Sheet for Learning Experience 6 Name _________________________ Directions: Draw a picture of each type of blood cell and describe its function.

Red Blood Cell _______________________________________________________________________________________________________________________________________________________________

White Blood Cell

__________________________________________________________________________________________________________ _____________________________________________________

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Activity Sheet for Learning Experience 6 page 2 Using the Scientific Method

Scabbing Experiment

Problem: Why and how do I get scabs? Hypothesis: __________________________________________________________

____________________________________________________________________

____________________________________________________________________

Materials: ___________________________________________________________

____________________________________________________________________

____________________________________________________________________

Procedure: __________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

Conclusion: __________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

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Activity Sheet for Learning Experience 6 page 3 Directions: Fill 1/3 of each portion cup with the type of blood listed in the receiver row in the chart below. You should have four portion cups for each blood type. Then, pour some of the donor blood into each portion cup so the portion cup is 2/3 full. Write ―yes‖ in the box if the color of the blood changes, write ―no‖ if the color stays the same.

Type A Type B Type AB Type O

Type A

Type B

Type AB

Type O

If the color changes, this means the blood types are not safe to mix. If the color stays the same, then it is safe for the blood types to be mixed. 1. Which blood types are safe to mix? ____________________________________________________________ _______________________________________________________________________________________________ 2. Which blood type is the universal donor (safe to donate to all blood types)? __________________________ 3. Which blood type is the universal receiver (safe to receive blood from all blood types? _________________

Receiver

Don

or

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Learning Experience # 7: Blood Vessels

Objective: Students will describe the different types and functions of blood vessels and act out what goes on inside of blood vessels. Materials: For each pair of students: 2 Our Lungs, Heart and Health Student Activity Books 1 mirror Crayons/colored pencils* For the class: Book – The Heart and Blood by Steve Parker Book – Our Body: Circulatory System by Cheryl Jakab 12 Name/direction cards 6 Body Part Masters Tape* Preparation: Read background p. 11-12. Use the masters provided in the kit to make copies of the name/direction cards for each student for Session 2. Each student will need a direction card. More students should play the role of red blood cells versus the other roles for the demonstration. Assessment: The students will describe and act out the functions of the different types of blood vessels and what goes on inside a blood vessel. Vocabulary: Artery Veins Capillary Red blood cell White blood cell Antibody Pathogen platelet Learning Activities: Session 1: Read pages 10 and 11 in the book Our Body: Circulatory System by Cheryl Jakab and/or pages 6, 7 and 16-23 in the book The Heart and Blood by Steve Parker.

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Discussion Questions: o Which blood vessels carry blood away from the heart? (arteries) o Which blood vessels carry blood towards the heart? (veins) o Which blood vessels are very tiny and connect the arteries to veins? (capillaries)

Give each pair of students a mirror. Have them take turns looking at the underside of their tongues in the mirror. They are to locate various blood vessels in the tongue (thick blue lines – veins, thick pink lines – arteries, and thin lines – capillaries) and record their findings on the activity sheet for Learning Experience 7 in the Our Lungs, Heart and Health Student Activity Book. Session 2: Students will now discover what life is like inside of a blood vessel! Assign each student in your class a role to play, and give them a name/direction card to tape onto his/her shirt. More students should play the role of red blood cells versus the other roles (white blood cell, antibody, pathogen and platelet.) The cards you give the students tell them what they are to do. Designate an area to represent the lungs, and place the lung card along with paperclips at the spot. The body part cards should be spread out on desks. You will also need to designate and label a place for the pathogens to stay. The red blood cells will pick up paperclips (oxygen) 1 at a time from the lungs and drop them off at the body parts. This process continues while the rest of the action takes place. The white blood cells and antibodies will patrol the area. The pathogens will stay in their designated area until the teacher calls out an action that would cause pathogens to be released (classmate sneezes, student touches contaminated surface then eats without washing hands, etc.) Then the pathogens walk around the room, and the white blood cells and antibodies need to capture the pathogens by tapping them on the shoulder and escorting them back to their area. The pathogens must walk back to their original spot without fighting back. Finally, the platelets simply roam around the room until the teacher decides to open the door (symbolizing a cut.) When the door opens, all the students try to get out of the door until a platelet closes the door. This represents how a cut bleeds before a scab is formed by the platelets. Then have a discussion with the class as to how this activity is similar to what life is like inside a blood vessel. Afterwards, have the students create a web about the functions of the different types of objects found in a blood vessel on the activity sheet in the Our Lungs, Heart and Health Student Activity Book .

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Activity Sheet for Learning Experience 7 Name _________________________ Directions: Draw a picture below of what your tongue looks like in the mirror. Use the key below to label your diagram.

Thick blue lines – veins Thick pink lines – arteries Thin lines – capillaries

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Red Blood Cell

Platelet

Objects in a Blood Vessel

White Blood Cell

Pathogen

Antibody

Activity Sheet for Learning Experience 7 page 2 Directions: Create a web about the functions of the different types of objects found in a blood vessel. The web has been started for you.

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Learning Experience # 8: Parts of the Heart

Objective: Students will describe and label the different parts of the heart. Materials: For each student: 1 Our Lungs, Heart and Health Student Activity Book One-half ripened pear* Thin pretzel sticks* 1 plastic spoon 1 toothpick For the class: Book – The Heart and Blood by Steve Parker Book – Our Body: Circulatory System by Cheryl Jakab Heart model *provided by teacher Preparation: Read background p. 9-10. You will need to cut the pears ahead of time. You won’t want to do it too early because the pear will turn brown. One suggestion would be to cut them while you have student helpers pass out the rest of the materials for the activity so they are fresh for the lesson. Assessment: Students will create a model of the heart and label the parts of the heart on a diagram. Vocabulary: Atrium Ventricle Tricuspid valve Mitral valve Septum Aorta Vena cava Pulmonary veins Pulmonary arteries Learning Activities: Session 1: Read pages 8 and 9 in the book Our Body: Circulatory System by Cheryl Jakab and/or pages 8 and 9 in the book The Heart and Blood by Steve Parker about the parts of the heart. Remind students that the right side of the heart is on the left side of the page when you are looking at it in the book. If you were to hold the book in front of your chest facing

55

out, then the left side of the heart would then be on the left side of your chest. This is sometimes a confusing concept for the students. Then show the students the model of the heart and describe its parts and functions using the script provided. Discussion Questions:

o What type of muscle is the heart? (cardiac) o What is the septum? (It is tissue that divides the heart into two sides.) o Why does the heart have valves? (to control the flow of blood so it doesn’t flow

backwards) Next, have students label the parts of the heart on the student activity sheet for Learning Experience 8 in the Our Lungs, Heart and Health Student Activity Book. Finally, have students create a healthy, tasty heart out of pears and pretzels. The directions for making this snack/model is on the activity sheet for Learning Experience 8 in the Our Lungs, Heart and Health Student Activity Book.

Aorta

Pulmonary artery

Pulmonary veins

Pulmonary veins

Vena Cava

Left atrium

Valve

Septum

Left Ventricle

Right atrium

Valve

Right Ventricle

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Activity Sheet for Learning Experience 8 Name _________________________ Directions: Label the parts of the heart using the word box below. Some words are used more than once.

right atrium left atrium right ventricle aorta left ventricle pulmonary veins septum valve Vena cava pulmonary artery

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Activity Sheet for Learning Experience 8 page 2 Directions:

1. Turn pear upside down and remove seeds. 2. Using a spoon, cut out two hollow openings at the top and two larger ones

directly underneath them to represent the four chambers of the heart. 3. Using your heart diagram as a guide, insert thin pretzel sticks into the

pear to represent the major veins and arteries of the heart. You may need to first create a hole with a toothpick before inserting the pretzels.

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Learning Experience # 9: How the Circulatory System Works

Objective: Students will describe how the circulatory system works through creative writing and role-play. Materials: For each student: 1 Our Lungs, Heart and Health Student Activity Book For the class: Kids Discover Heart Magazine Book – The Heart and Blood by Steve Parker Giant Heart Activity Banner Name cards 1 red and 1 blue circle Book – Our Body: Circulatory System by Cheryl Jakab Plastic bottle heart model Red and blue food coloring Water* *provided by teacher Preparation: Read background p. 11-12. For Session 2, create red and blue water by using the food coloring provided in the kit. You will need at least 16 oz. of water for each color. More will be needed if you plan to do several demonstrations to the class. The demonstration is very quick and easy, and the students will enjoy watching it several times. Assessment: Students will act out and write about how the circulatory system works. Vocabulary: circulation oxygenated blood pulse deoxygenated blood Learning Activities: Session 1: Start by discussing the word ―circulate‖ and ―circulation.‖ Ask students to give examples of these words being used. Talk about how the word ―circle‖ is the base word and how this relates

59

to the circulatory system. Then read pages 2-5 in the Kids Discover Heart Magazine and/or pages 4-5 and 10-13 in the book The Heart and Blood by Steve Parker. Then have students work in pairs to take each other’s pulse after doing various activities. Have them record their results and create a graph on the activity sheet for Learning Experience # 9 in the Our Lungs, Heart and Health Student Activity Book. Discussion Question:

o How did doing the various activities affect your heart rate? (The heart rate increases as more physical activity is being done.)

Session 2: Students will role-play the life of a blood cell by doing the Blood Cell’s Wild Ride play. The script is provided in the Our Lungs, Heart and Health Student Activity Book. Use the Giant Heart Activity Banner as the stage for the play. Have students tie the name cards around their neck and designate a desk to represent the lungs. The students will stand next to the spot on the banner that represents the body part they are playing. Give the blue circle to the blood cell and the red circle to the alveoli. The circles represent the type of oxygen in the blood. The blue stands for deoxygenated blood and the red is oxygenated blood. Any extra students who don’t have a speaking part can stand by the lungs and represent additional alveoli in the lungs. Session 3: Read pages 14-16 in the book Our Body: Circulatory System by Cheryl Jakab. Then take the class outside to demonstrate how the heart has two working pumps by using the plastic bottle heart model provided in the kit. The four bottles represent the chambers of the heart. Pour the blue water into the top left bottle (right atrium) to demonstrate how the blood moves from the right atrium into the right ventricle through the tricuspid valve. Then pour the red water into the top right bottle to show how the blood moves from the left atrium to the left ventricle through the mitral valve. Squeeze the bottom two bottles at the same time to see the colored water (blood) shoot out of the heart. The blue water represents deoxygenated blood being pumped through the pulmonary artery to the lungs, and the red water represents oxygenated blood being pumped through the aorta to the body. Finally, have students write a creative story about the adventure of a blood cell using the activity sheet for Learning Experience 9 in the Our Lungs, Heart and Health Student Activity Book. Extension Activity: Have students visit a virtual tour of the heart. You can access the Web site by going to www.mstkits.org.

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Activity Sheet for Learning Experience 9 Name _________________________ Directions:

1. Have your partner take your pulse for 1 minute after doing the activities listed in the chart for 30 seconds. Record your results in the chart below.

2. Use the information in the chart below to create a graph. Don’t forget to create a title, label the axis, and create an appropriate scale for your graph!

To take a pulse: Place 3 fingers flat over the inside of your wrist. Move the fingers around until you feel a soft beat. This is your pulse! Make sure you do not use your thumb because it has its own pulse! Pulse (beats per minute) Resting (30 seconds) Walk in place (30 seconds) Do jumping jacks (30 seconds) Run in place (30 seconds)

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Resting Walking Jumping Jacks Running

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The Blood Cell’s Wild Ride (The Blood Cell will move through the heart as the characters talk about the

different parts of the heart.)

Narrator 1: The blood cell has been moving through the villi in tiny capillaries, thinner than a hair. It moves into small veins called venules. The blood pressure forces the blood cells into larger veins. The cells are a dull bluish-red color now since they contain very little oxygen but a lot of carbon dioxide they pick up from cells throughout the body. Now the blood cell is moving faster as it approaches the heart and is soon swept into the Inferior Vena Cava. Inferior Vena Cava: I am a large vein which lets all blood from the lower part of the body enter the heart on the upper right side as the heart muscle relaxes. Blood Cell: I’m bluish-red in color, coming from somewhere in the body back through the veins to the right atrium of the heart. Right Atrium: Now you find yourself in a small pocket which has a white bulging floor made of three triangular flaps of a valve, which suddenly spring open, pouring you into the Right Ventricle.

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Activity Sheet for Learning Experience 9 page 4 Right Ventricle: I am a larger chamber in the lower right side of the heart. Just when you thought you were safe, there is a loud BOOM as I squeeze hard into heart beat. Then you go racing up through a valve into the Pulmonary Artery. Pulmonary Artery: I am a tube that leads into the left and right lungs. Then you, the cell, are forced into the left lung where I narrow into thin capillaries again. Each blood cell lines up single file as it passes through the thin walls of the Alveoli. Alveoli: We are microscopic sacs that make up the sponge-like lungs, which are filled every time a person breathes in. You, the blood cell, then give off the carbon dioxide gas molecules and absorb oxygen molecules through my walls. Blood Cell: In the lungs I get rid of carbon dioxide and pick up oxygen. (At this point, exchange circles with the Alveoli.) Now I’m bright red, and I move through the Pulmonary Vein in the Left Atrium. Left Atrium: I am a small sack in the upper left part of the heart that fills with blood cells as the heart relaxes. I wait a split second for the valves below to open and then you pour into the lower chamber, the Left Ventricle.

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Activity Sheet for Learning Experience 9 page 5 Left Ventricle: The blood doesn’t stay in me long either. Once again, the heart squeezes, or beats, forcing you through the valve in the top of me and into the thick-walled tube called the Aorta. Aorta – I am a thick tube that splits into three large arteries, which send the blood streaming through the rest of the body. Blood Cell: From here I will move on to a different part of the body to bring cells fresh oxygen. Narrator 2: Your blood circulates everywhere, including the kidneys, liver, brain and the heart itself. It removes waste from the body and carries nutrients and oxygen to all your cells. What wonderful life-giving ―juice‖ your blood is! You can help it do its job by eating healthy food and getting plenty of exercise every day to keep your body in good shape.

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Learning Experience # 10: Diseases of the Heart

Objective: Students will discuss and demonstrate through experiments and role-play the effect blood clots and diseases have on the heart. Materials: For each group of 4 students: 4 Our Lungs, Heart and Health Student Activity Books 1 plastic spray bottle filled with red-colored water 1 12‖ section of clear plastic tubing 2 6‖ sections of clear plastic tubing 1 ―T‖ junction for tubing 2 measuring cups (1 labeled ―heart‖ and 1 labeled ―body‖) 1 clothespin 3 screws of various sizes For the class: Book – The Heart and Blood by Steve Parker Kids Discover Heart Magazine Book – Our Body: Circulatory System by Cheryl Jakab Giant Heart Activity Banner Picture of lungs* Red food coloring Water* *provided by teacher Preparation: Read background p. 13-16. You will need to fill each plastic bottle with red colored water ahead of time. Make sure you unscrew the plastic nozzle off the ends of the spray bottles so the tubes will fit properly, but replace them once the experiment is done. More water will probably be needed throughout the experiment. Assessment: Students will discuss and demonstrate through experiments and role-play the effect blood clots and diseases have on the heart. Vocabulary: Hypertension Arteriosclerosis Atherosclerosis Cholesterol Blood clot circulation Pulse oxygenated blood deoxygenated blood

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Learning Activities: Session 1: Read pages 36-39 in the book The Heart and Blood by Steve Parker about heart disease. Have the students fill out the outline on the activity sheet for Learning Experience 10 in the Our Lungs, Heart and Health Student Activity Book either during or after you read. Discussion Questions:

o What is arteriosclerosis? (arteries becomes rigid and less elastic, so they can’t bulge or expand when blood travels through them)

o What is atherosclerosis? (the hardening and thickening of the arteries) o What effect do these conditions have on the heart? (the heart doesn’t work

properly, clots can form, and this can lead to a heart attack) o What aspects of a person’s life lead to heart disease? (smoking, high blood pressure,

eating fatty foods, high cholesterol, being overweight and not exercising) Next, the students will work in groups of four to conduct an experiment on the effect clogged arteries have on the body. They will use a bottle to spray colored water through tubes that have various ―clogs,‖ and measure how much ―blood‖ is able to pass through them. The directions for the experiment are found on the activity sheets for Learning Experience 10 in the Our Lungs, Heart and Health Student Activity Book. Session 2: Read pages 24-27 in the book Our Body: Circulatory System by Cheryl Jakab and pages 8 and 9 in the Kids Discover Heart Magazine. Then have students act out the effects of a blood clot. Using the Giant Heart Activity Banner, the students will walk through the circulatory system as a blood cell. They should already be familiar with the path a blood cell takes through the heart. Divide the class into teams of five. Tell the students they are going to work as a team of blood cells to circulate through the heart. It takes each blood cell approximately 20 seconds to complete the journey through the circulatory system. Don’t forget to set up a spot in the room for the lungs, and have the students travel to the lungs as part of their journey. This means it should take one group of students about one minute and 20 seconds to complete the process. If your groups don’t consist of five students, figure out the new total for the group. Have one group of students demonstrate the process. One student must go through the entire circulatory system before the next blood cell starts. Time the group to see how long it takes for them to travel through the circulatory system. Keep a record of how long it takes each group to travel through the circulatory system to see which group circulates more efficiently. Next, have some students link together to form a blood clot and move through the heart. Time them to see how long it takes to circulate. Remember it should only take 20 seconds to

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travel through the heart! The class should be able to see that the heart doesn’t function properly and build-up can occur. This can lead to a heart attack. In addition, the valves might not work properly because too many blood cells are trying to enter at the same time. Answer Key for outline: - a blood clot that blocks a coronary artery may cause a heart attack.

- a clot that blocks an artery supplying the brain may cause a stroke.

Two main problems arteries have are:

1. arteriosclerosis- arteries become rigid and less elastic, in other words, the hardening and

thickening of the arteries

2. atherosclerosis- the build-up of fatty lumps in arteries

The following aspects of a person’s life can lead to heart disease:

1. smoking cigarettes

2. having high blood pressure

3. eating too much fat in food

4. having high levels of cholesterol

5. being overweight

6. not getting enough exercise

Heart beating/pumping problems:

1. arrhythmia - uncoordinated heart beat

2. tachycardia- heart beats too fast

3. bradycardia - heart beats too slow

4. cardiomyopathy- heart pumps weakly

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Activity Sheet for Learning Experience 10 Name _________________________ Directions: Fill out the following outline about heart problems. - a blood clot that blocks a coronary artery may cause a ___________________

- a clot that blocks an artery supplying the brain may cause a

________________________

Two main problems arteries have are:

1. ______________________________ - arteries become rigid and less elastic

so they can’t bulge or expand when blood travels through them

2. ______________________________- the hardening and thickening of the

arteries

The following aspects of a person’s life can lead to heart disease:

7. ______________________________________________________________

8. ______________________________________________________________

9. ______________________________________________________________

10. ______________________________________________________________

11. ______________________________________________________________

12. ______________________________________________________________

Heart beating/pumping problems:

5. ______________________________ - uncoordinated heart beat

6. ______________________________ - heart beats too fast

7. ______________________________ - heart beats too slow

8. ______________________________ - heart pumps weakly

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Setup:

1. Fill the spray bottle with red-colored water. 2. Attach the long piece of tubing to the spray bottle nozzle. 3. Attach the ―T‖ junction to the end of the tubing. 4. Attach the two shorter tubes to each end of the ―T‖ junction. 5. Place the ends of the shorter tubes into the measuring cups labeled

―heart‖ and ―body.‖

Procedure: Work in a group of four. One student will pump the bottle; another changes the screws; another measures the water, and the fourth student records the data and does the graph plotting.

1. Pump the bottle 60 times. 2. Measure the amount of water collected and record the measurement in

the chart. 3. Answer question # 1. 4. Insert the smallest screw in the end of the short tube that empties into the

heart and secure it with a clothespin. 5. Repeat steps 1 and 2. 6. Replace the screw with the next smallest screw and repeat steps 1 and 2.

Do this for the remaining screw as well. 7. Use the information from the chart to create a graph. Don’t forget to

create a title, label the axis and create an appropriate scale for your graph!

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Activity Sheet for Learning Experience 10 page 3 Questions:

1. Predict what will happen if an artery in the heart is slightly blocked.

2. How does this model represent the heart? _____________________________

____________________________________________________________________

3. What happens to the blood flow in an artery as the size of a blood clot or

blockage increases? __________________________________________________

____________________________________________________________________

Amount of Water Collected

no screw

small screw

medium screw

large screw

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No screw Small screw Medium screw Large screw

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Learning Experience # 11: Keeping a Healthy Heart

Objective: Students will discuss various ways to keep a healthy heart and create charts listing stressors in life and ways to avoid stress. Materials: For each student: 1 Our Lungs, Heart and Health Student Activity Book For the class: Book – Our Body: Circulatory System by Cheryl Jakab Kids Discover Heart Magazine Preparation: Read background p. 14-16. Assessment: Students will discuss various ways to keep a healthy heart and create charts listing stressors in life and ways to avoid stress. Vocabulary: circulation pulse oxygenated blood deoxygenated blood stress Learning Activities: Session 1: Read pages 20-23 in the book Our Body: Circulatory System by Cheryl Jakab and pages 12 and 13 in the Kids Discover Heart Magazine about having a healthy heart. Discussion Questions:

o What type of exercise increases breathing and heart rates? (aerobic exercise) o How can you keep your heart healthy? (cut down on eating fatty foods, don’t smoke,

exercise) Afterwards, explain to students that stress also causes high blood pressure and can lead to heart problems. As a class, create a chart on the board or chart paper listing the different

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stressors in a person’s life. Then, create another chart of ways students can avoid stress. Have the students fill in the charts that are found on the activity sheet for Learning Experience 11 in the Our Lungs, Heart and Health Student Activity Book. Extension: Look at pictures and descriptions of troubled hearts on the Internet. You can access the Web site by going to www.mstkits.org.

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Activity Sheet for Learning Experience 11 Name _________________________ Directions: Make a list of stressors in a person’s life in the chart below.

Stressors in a Person’s Life

1. __________________________________________________________________

2. __________________________________________________________________

3. __________________________________________________________________

4. __________________________________________________________________

5. _________________________________________________________________

6. __________________________________________________________________

7. __________________________________________________________________

8. __________________________________________________________________

9. __________________________________________________________________

10. _________________________________________________________________

11. _________________________________________________________________

12. _________________________________________________________________

13. _________________________________________________________________

14. _________________________________________________________________

15. _________________________________________________________________

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Directions: Make a list of ways to avoid stress in the chart below.

Ways to Avoid Stress

1. __________________________________________________________________

2. __________________________________________________________________

3. __________________________________________________________________

4. __________________________________________________________________

5. _________________________________________________________________

6. __________________________________________________________________

7. __________________________________________________________________

8. __________________________________________________________________

9. __________________________________________________________________

10. _________________________________________________________________

11. _________________________________________________________________

12. _________________________________________________________________

13. _________________________________________________________________

14. _________________________________________________________________

15. _________________________________________________________________

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Learning Experience # 12: The Effects of Smoking

Objective: Students will discuss various effects that smoking has on the body. Materials: For each student: 1 Our Lungs, Heart and Health Student Activity Book smoking or tobacco ad from magazine or Internet* For the class: Giant inflatable cigarette Video – Media Sharp DVD – Smoke Screeners DVD – Secrets Through the Smoke Magazines* 5 Badvertisements Preparation: Read background Page 8. Assessment: Students will design a badvertisement and an anti-smoking slogan and logo for a T-shirt. Vocabulary:tobacco smoking nicotine smokeless tobacco badvertising Learning Activities: Session 1: Show students the giant inflatable cigarette and read the information aloud to them. In addition show students one or more of the following movies about the dangers of tobacco use and how tobacco companies use advertising to lure people, especially kids, to smoke: Media Sharp, Smoke Screeners and Secrets Through the Smoke.

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Session 2: Badvertising is the process of taking an ad and making it honest. Show students the pictures of badvertisements that are provided in the kit. Some of the pictures illustrate the before and after versions of the advertisement. Then, have the students create their own badvertisements! The directions are located on the activity sheet for Learning Experience 12 in the Our Lungs, Heart and Health Student Activity Book. You can learn more about badvertising on the Internet. You can access the Web site by going to www.mstkits.org and clicking on the Digital Resources tab. Then click on the link for the Our Lungs, Heart and Health kit and click on the link listed for Learning Experience 12. Session 3: Using the information students have learned about smoking, have them design an anti-smoking slogan and logo for a T-shirt. The template for the T-shirt is on the activity sheet for Learning Experience 12 in the Our Lungs, Heart and Health Student Activity Book. Extension: View an interactive presentation about the effects of smoking on the body. You can access the Web site by going to www.mstkits.org.

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Directions:

1. Choose a tobacco ad you want to make more honest.

2. Using the example below as a guide; either re-draw the ad or cut and

paste other honest pictures over the ad.

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Learning Experience # 13: Review

Objective: Students will be able to define and discuss various terms and concepts related to the respiratory and circulatory Systems. Materials: For each student: 1 Our Lungs, Heart and Health Student Activity Book For the class: Book – Respiration and Circulation by Rebecca L. Johnson Book – Pump It Up by Steve Parker Music/radio* Question cards *provided by teacher Assessment: Students will take the Our Lungs, Heart and Health Assessment. Vocabulary:See glossary. Learning Activities: The following activities can be used as a review for the Our Lungs, Heart and Health Assessment. Activity 1: Read and discuss the book Respiration and Circulation by Rebecca L. Jonson and/or the book Pump It Up by Steve Parker. Activity 2: Students will play a new version of musical chairs. Question cards have been provided in the kit for the game. Place one card face down on each student’s desk. You should have one card per student. Students will need a pencil and the answer sheet found in the Our Lungs, Heart and Health Student Activity Book. While music is playing, students will circulate around the room with their pencil and answer sheet. When the music stops, the students will sit down in the nearest seat. They will then flip over the question card, read the question, and then record the answer on the answer sheet. Give students about 1 minute to answer the question

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and then resume playing the music. Students will then repeat this process as time allows or when all of the questions have been answered. End the game by reviewing the questions and answers together. Answer Key: 1. bronchi 2. lungs 3. alveoli 4. increase 5. lung cancer 6. expand 7. the size of your fist 8. Platelets help blood clot after an injury. 9. White blood cells wrap themselves around germs and eat them up. 10. blood 11. Type O 12. arteries 13. capillaries 14. cardiac 15. septum 16. valves 17. increases 18. atherosclerosis 19. any one of the following answers (smoking, high blood pressure, eating fatty foods, high cholesterol, being overweight and not exercising) 20. possible answers include (lung cancer, emphysema and heart disease) 21. oxygen 22. deoxygenated 23. two 24. atrium

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Musical Chairs Answer Sheet

1. __________________________________________________________________

2. __________________________________________________________________

3. __________________________________________________________________

4. __________________________________________________________________

5. __________________________________________________________________

6. __________________________________________________________________

7. __________________________________________________________________

8. __________________________________________________________________

9. __________________________________________________________________

10. _________________________________________________________________

11. _________________________________________________________________

12. _________________________________________________________________

13. _________________________________________________________________

14. _________________________________________________________________

15. _________________________________________________________________

16. _________________________________________________________________

17. _________________________________________________________________

18. _________________________________________________________________

19. _________________________________________________________________

20. _________________________________________________________________

21. _________________________________________________________________

22. _________________________________________________________________

23. _________________________________________________________________

24. _________________________________________________________________

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Name _____________________________________

Your Lungs, Heart and Health Student Assessment

Directions: Read each question and circle the correct answer. 1. When you breathe in, your lungs fill with __________________________. a. carbon dioxide b. carbon monoxide c. oxygen d. blood cells 2. Your breathing rate will _____________________ as you do more exercise. a. increase b. decrease c. stay the same

d. stop 3. What is the name for the tiny air sacs in your lungs where respiration takes place? a. bronchi b. bronchioles c. capillaries d. alveoli 4. Which blood type is the universal donor? a. Type A b. Type B c. Type AB d. Type O 5. What part of the heart controls the flow of blood so it doesn’t flow backwards? a. septum b. valve c. aorta d. capillary 6. What is the hardening and thickening of the arteries called? a. pleurisy b. hypertension c. atherosclerosis d. arteriosclerosis

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Your Lungs, Heart and Health Student Assessment page 2 7. Blood that is bluish-red and does not have oxygen in it is called ______________________. a. oxygenated b. deoxygenated c. anemic d. tainted Name the 3 types of blood vessels. 8. ___________________________ - carry blood away from the heart 9. ___________________________ - carry blood towards the heart 10. ___________________________ - connect arteries to veins

Name two negative effects smoking can have on your body. 11. ___________________________________________________________ 12. ___________________________________________________________ Name two aspects of a person’s life that can lead to heart disease. 13. ___________________________________________________________ 14. ___________________________________________________________ Name one respiratory disease and describe what it is. 15. ____________________________________________________________________________

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Your Lungs, Heart and Health Student Assessment page 3 Directions: Label the parts of the respiratory system using the words provided in the box below.

bronchus bronchiole trachea alveoli pleura

16.

17.

18.

19.

20.

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21.

24.

27.

30.

Your Lungs, Heart and Health Student Assessment page 4 Directions: Label the parts of the heart using the word box below.

right atrium left atrium right ventricle aorta left ventricle pulmonary veins septum valve Vena cava pulmonary artery

22. 23.

25.

26.

28.

29.

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Your Lungs, Heart and Health Student Assessment Answer Key

1. c 2. a 3. d 4. d 5. b 6. d 7. b 8. arteries 9. veins 10. capillaries 11. and 12. possible answers include (lung cancer, emphysema, and heart disease) 3. and 14. possible answers include (smoking, high blood pressure, eating fatty foods,

high cholesterol, being overweight, and not exercising) 4. possible answers include: Bronchitis – an infection in the bronchi in which bacteria create mucus and block the airways in the lungs. Long-term bronchitis is usually caused by smoking or other pollutants. Pneumonia – an infection in the lungs in which the alveoli fill with fluids and interfere with the exchange of gases in the lungs. Pleurisy – an infection of the pleura in which the pleura become inflamed and dry making it hard to breathe. Asthma – the muscles of the bronchioles contract and they fill with phlegm making it hard to breathe. It is usually caused by allergies, a sudden change in the weather, or physical exertion. Emphysema – large spaces in the alveoli are created where gas exchange cannot take place. It is usually occurs in long-term smokers. Lung Cancer – the growth of abnormal cells in the lungs. Smoking is a common cause of lung cancer. 16. trachea 28. septum 17. bronchus 29. right ventricle 18. bronchiole 30. left ventricle 19. pleura 20. alveoli 21. aorta 22. vena cava 23. pulmonary artery 24. pulmonary veins 25. left atrium 26. right atrium 27. valve

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MORE IDEAS

Language Arts Write a persuasive essay asking someone to donate blood. Create a class list of idioms using ―blood‖ or ―heart‖ such as ―heart-broken‖ or ―blood-

curdling scream.‖ Have students choose one idiom from the list to illustrate. Create a picture dictionary of all vocabulary words in the unit. Books:

o Eglin Long-Horn of Nightshade County by Marla Wert o The Box by Olga Cossi o Smoke Screen by Amy Goldman Koss o Let’s Talk About Smoking by Elisabeth Weitzman o The Tell-Tale Heart by Edgar Allen Poe o Breathing and Respiration by Jackie Hardie o Breathing by Anita Ganeri o Why Can’t I Breathe Underwater by Sharon Cromwell o The Circulatory System by Susan Glass o Blood: The Circulatory System by Gillian Houghton

Social Studies Research the history of blood-borne pathogens such as HIV in other countries around the

world. Research the history of new technology used in blood banking. Study how tobacco was used by Native Americans.

Art Create posters or advertisements for a blood drive. Create a three-dimensional model of blood.

Math Create a graph that compares the different animal heart rates.

Science/Health Research different blood disorders such as sickle cell anemia, anemia and leukemia. Obtain a cow’s heart and/or lungs from a butcher to dissect. Invite someone from the Red Cross or American Heart Association to demonstrate/teach

students how to perform CPR and mouth-to-mouth resuscitation. Discuss different types of air pollution. Find out how other animals and insects breathe and compare it to how humans breathe.

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INQUIRY AND PROCESS SKILLS

Classifying Arranging or distributing objects or events in classes according to some method of system.

Collecting Data Obtaining visible or measurable information which illustrates a specific situation.

Communicating Displaying or transmitting information to others.

Generalizing Drawing general conclusions from information.

Formulating Hypotheses Constructing a proposition or assumption of what is thought likely to be true based on reasoning, which serves as a tentative, testable theory.

Identifying Variables Recognizing characteristics of objects or events, which are constant or change under different conditions.

Inferring Making a statement based on reasoning to explain an observation.

Interpreting Data Analyzing information that has been collected and organized and describing apparent patterns or relationships for information.

Making Decisions Choosing an alternative from among several and basing the judgment on defendable reasons.

Manipulating Handling or treating materials from among several and basing the judgment on defendable reasons.

Measuring Making quantitative observations by comparing to a standard.

Observing Becoming aware of an object or event by using any of the senses to identify properties.

Predicting Making a forecast or estimate of what future events may occur.

Replicating Performing acts that duplicate demonstrated symbols or patterns.

Using Numbers Stating and applying mathematical rules or formulas to calculate or compute quantities for basic measurements.

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GLOSSARY alveoli a thin-walled air sac found in large numbers in each

lung, through which oxygen enters and carbon dioxide exits the blood

antibody a protein that is released into the blood in

response to the presence of a foreign object such as a virus, bacteria, parasite or transplant organ.

aorta an artery that carries blood from the heart to the

rest of the body aortic valve the valve in the largest artery in the body at the

point where it leaves the heart. The valve is where blood leaves the heart. It allows blood to flow out but not back into the heart.

arterial pressure the pressure of the circulating blood on the

arteries. artery blood vessel that carries the blood, under

pressure, from the heart to the rest of the body. arteriole a small artery, a blood vessel that branches off

from an artery. arteriosclerosis the thickening and hardening of the walls of

arteries that makes it difficult for blood to flow properly.

asthma a chronic respiratory disease characterized by

breathing difficulties, coughing and chest constriction.

atherosclerosis the build-up of fatty deposits on the surfaces of

the arteries restricting blood flow. atrium one of the upper chambers of the heart that

takes blood from the veins and pumps it into a ventricle.

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badvertising the process of taking an ad and making it honest blood the red fluid that is pumped from the heart and

circulates around the bodies of humans and other vertebrates.

blood clot a clump of blood in a blood vessel. blood pressure the pressure exerted by the blood against the walls

of blood vessels. Blood pressure depends on the strength of the heartbeat, thickness and volume of the blood, the elasticity of the artery walls and general health.

blood vessel an artery, vein or capillary through which blood

flows. bronchus a tube leading from the windpipe to a

lung, which provides for the passage of air (plural for bronchus).

bronchiole a narrow tube inside the lungs that branches off

the main air passages bronchi. bronchitis inflammation of the mucous membrane in the

bronchial tubes of the lungs due to infection or irritation and causing breathing problems and coughing.

capillary an extremely narrow, thin-walled blood vessel that

connects small arteries or arterioles with small veins or venules to form a network throughout the body.

cancer the growth of abnormal cells carbon dioxide a heavy, colorless, odorless, atmospheric gas. carbon monoxide a colorless, odorless, toxic gas.


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chamber an enclosed space, compartment or cavity, inside a machine, the body or a plant.

cholesterol solid compound in blood, important to the body as a

constituent of cell membranes and is involved in the formation of bile acid and some hormones.

cilia a tiny projecting thread, found with many others

on a cell or microscopic organism, that beats rhythmically to aid the movement of a fluid past the cell or movement of the organism through liquid.

circulatory system the body system that pumps blood throughout the

body and consists of the heart, blood vessels and blood.

circulation the continuous movement of blood through all

parts of the body. coagulate when a liquid starts turning into a solid contraction a tightening or narrowing of a muscle, organ or

other body part. deoxygenated blood blood that doesn’t contain oxygen. diaphragm muscular wall below rib cage, a curved muscular

membrane in humans and other mammals that separates the abdomen from the area around the lungs.

diastolic pressure lowest pressure to which blood pressure falls

between contractions of the ventricles. emphysema a chronic medical disorder of the lungs in which

the air sacs are dilated or enlarged and lack flexibility, breathing is impaired and infection sometimes occurs.

exhalation the act of breathing out.

http://encarta.msn.com/encyclopedia_761562569/Cholesterol.html

http://www.kidshealth.org/kid/word/d/word_diaphragm.html

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external respiration the exchange of oxygen and carbon dioxide

between the body and the environment. fibrin an elastic protein used to form a scab heart a hollow muscular organ that pumps blood around

the body. heart disease any medical condition of the heart or the blood

vessels supplying it that impairs cardiac functioning. high density lipoprotein (HDL) an aggregate of fat and protein that transports

cholesterol away from arteries. High levels of high-density lipoproteins are associated with a decreased risk of heart disease.

hypertension unusually high blood pressure. inhalation the act of breathing. internal respiration the process by which cells absorb oxygen and

release carbon dioxide inside the body. involuntarily spontaneous or automatic and not controlled or

controllable by the mind. kidney waste-removing vertebrate organ, either of a pair of

organs in the abdomen of vertebrates that filter waste liquid resulting from metabolism of the blood, which is then excreted as urine.

larynx voice box, the cartilage, box-shaped part of the

respiratory tract between the level of the root of the tongue and the top of the trachea. In humans and some other air-breathing vertebrates it is the organ of voice production and contains the vocal cords.

lipid profile blood test that measures total cholesterol, high-

density lipoprotein, low-density lipoprotein and

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triglycerides, to assess risk of cardiovascular disease.

low density lipoprotein (LDL) the lipoprotein that carries cholesterol to cells and

tissue. lungs two sac-like organs in the chest that removes carbon

dioxide in the blood and provides it with oxygen. lung cancer an uncontrolled growth of abnormal cells in lung

tissue. Primary lung cancer originates in the lungs, while metastic lung cancer spreads to the lungs from another organ.

mitral valve the one-way valve between the upper and lower

chambers, or atrium and ventricle, on the left side of the heart.

mucus the clear, slimy, lubricating substance consisting

mostly of mucins and water that coats and protects mucous membranes.

nicotine a toxic alkaline compound found in plants, a group of

nitrogen-containing compounds that are physiologically active as poisons or drugs.

obesity extremely or unhealthily fat or overweight, having a body weight more than 20 percent greater than recommended for the relevant height, at risk from several serious illnesses, including diabetes and heart disease.

oxygenated blood blood that contains oxygen.

pathogen a cell such as a bacterium or a fungus that causes disease.

plasma the clear yellowish fluid component of blood, lymph, or milk, excluding the suspended corpuscles and cells.

http://www.lung.ca/children/grades4_6/respiratory/how_we_breathe.html

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platelet a tiny colorless disk-shaped particle found in large quantities in the blood and playing an important part in the clotting process.

pleura a thin membrane that is the outer layer of the

lungs. pneumonia a chronic disease in which the lungs are inflamed

and is caused by viruses, bacteria, or sometimes a physical or chemical irritant

pulmonary valve the heart valve located between the right ventricle

and the pulmonary artery that controls blood flow to the lungs.

pulmonary veins veins that carry oxygenated blood from the lungs

to the heart. pulmonary arteries arteries that carry deoxygenated blood from the

heart to the lungs.

pulse the regular expansion and contraction of an artery, caused by the heart pumping blood through the body, can be felt through an artery that is near the surface such as the one in the wrist on the same side as the thumb.

red blood cell any red-colored cell in blood that contains

hemoglobin and carries oxygen to the tissues. respiratory system the body system that that includes the lungs and is

involved in the intake and exchange of oxygen and carbon dioxide.

rib cage the ribs as a whole, forming a protective bony

enclosure surrounding the heart and lungs. scab the crusty material made from platelets and fibrin

that forms over a cut.

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second-hand smoke environmental tobacco smoke that is inhaled involuntarily or passively by someone who is not smoking.

septum a thin partition or membrane dividing something

into two or more cavities. smokeless tobacco tobacco that is cut for chewing and is also know as

chew, snuff, or dip smoking the act of inhaling the vapors from a cigarette,

pipe, or other instrument. stress physical, mental, or emotional strain or tension. systolic pressure pressure in the arteries when the heart contracts

or beats. It is the top number of a blood pressure reading.

thrombosis the formation or presence of one or more blood

clots that may partially or completely block an artery or vein.

tobacco a plant that contains nicotine and the dried leaves

are usually used in cigarettes, cigars, snuff, and pipes.

trachea the tube in air-breathing vertebrates that

conducts air from the throat to the bronchi, strengthened by incomplete rings of cartilage.

tricuspid valve a heart valve consisting of three flaps that

prevents blood from flowing back into the right atrium when the right ventricle contracts.

triglycerides natural fat in tissue, an ester formed from a

molecule of glycerol and three molecules of fatty acids, considered to have adverse effects on human health when consumed in excessive amounts.

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veins a blood vessel that carries blood to the heart. vena cava a large vein that carries blood from the body to

the heart. ventricles two lower chambers of the heart that receive

blood from the upper chambers or atria and pump it into the arteries by contraction of their thick muscular walls.

vocal cords a pair of fibrous sheets of tissue that span the

cavity of the larynx and produce sounds by vibrating.

white blood cell infection-fighting cell, an unpigmented large cell in

blood that helps protect the body against infection and also plays a role in inflammation and allergic reactions.

TEACHER REFERENCES Media Net Please use the BOCES MediaNet Web site to check out the media (books, models, movies, Distance Learning opportunities, etc.) available on this science topic at http://medianet.caboces.org. Call the media library to order media materials and to check on new materials that are available. The number to be reached is (716)376-8212. Digital Resources Please visit our Web site at www.mstkits.org to access links to Web sites and other digital resources that correlate with this science topic.

elementary science program · learning experience 5 – getting started with the circulatory system...

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