UNIT 6: THE CARDIOVASCULAR SYSTEM

Essential Questions• What are the different components of blood and what are

their functions?• How do doctors use blood smears to tell the health of a

patient?

Day 1: Blood• Required Readings:

• Chapter 11

• Learning Objectives:• Describe the general characteristics and functions of blood• Describe the functions of the different components of blood• Explain the normal concentrations of white blood cells, and what an

elevated concentration may mean• Explain the basis of blood typing and why it is important

Starter• What do these following terms mean to you? Discuss with

your group.• Red blood cell (erythrocyte)• White blood cell (leukocyte)• Platelet• Sickle cell• Hemoglobin• Antibody• Antigen• Plasma

• Time: 10 minutes

Activity 1• Your group will be given one of the following to act out to

the class about red blood cells:• Structure & function• Hemoglobin – structure & function• Where is it produced & how?• Life span & destruction• Normal values & what can make the values increase or decrease

• Time: 15 minutes

Activity 2• Your group will be given one of the 5 WBC’s:

• Neutrophils• Eosinophils• Basophils • Lymphocytes• Monocytes

• With your group, create a story board that shows how your WBC is formed, and what job(s) it has in the human body

• Time: 25 minutes

Activity 3• Use the modeling clay to describe the process of

hemostasis (the stoppage of bleeding)• Be sure to label the different structures involved• Use the cue cards to draw a diagram to coincide with your

model• Time: 15 minutes

Activity 4• We use the ABO blood group to type our blood• Use a diagram to help explain what is meant by antigens,

antibodies, and A, B, AB, and O blood types• Time: 20 minutes

Closing• What are 2 new things you learned today?• What is 1 thing you still don’t understand from today’s

lesson?• Show to me before you leave

Day 2: Blood Smears• Required Readings:

• None

• Learning Objectives:• To determine normal white and red blood cell counts• To observe various blood smears• To identify the functions of blood and the cardiovascular system

Starter• Draw a picture of a normal RBC and a sickle-shaped RBC• What is the disadvantage of having sickle-shaped RBC’s?• What is this condition called, and why is it advantageous

in some situations?• Time: 10 minutes

Activity 1• Lab groups? Quick discussion• With your group, you will work through the Blood Smears

lab• There are some blood samples to look at on the

microscope slides, but the samples you will use for the lab are on the next PPT slide

• Time: 45 minutes

Closing• What does an elevated WBC count mean?• How are sickle-shaped RBC different from the regular

shaped RBC’s?• Why do people who live at high altitudes have a higher

concentration of RBC’s? • What does this mean for people who train long distances

then compete in a city that is at sea level?

Day 3: The Cardiovascular System• Required Readings:

• Chapter 12

• Learning Objectives:• Identify the parts of the heart and describe their functions• Trace the blood flow through the heart• Describe the structure and function of arteries, capillaries, and

veins• Describe how materials are exchanged between blood and

interstitial fluid• Describe blood pressure and how it is regulated• Identify the major systemic arteries and veins

Starter• Describe how blood flows through our body including the

lungs, the heart, and body tissues• Bonus: Describe the blood flow through the heart• What materials are dropped off and picked up, and where

does it occur?• Use a diagram to help your explanation• Time: 15 minutes

Activity 1• Read over the instructions for the mammal heart

dissection• With your group, locate the external structures on the

heart• Begin dissecting. Some of the structures will be difficult to

find, but try your best• Throw hearts out and put dissecting pans in the sink• Clean the dissecting utensils you used and put them on

the lab bench to dry• Time: 20-30 minutes

Activity 2• We will watch a dissection video of the cardiovascular

system• Write down any questions you have as you watch the

video• Write down any interesting or new facts that you have

learned• Time: To the end of the lesson

Homework• Bring PE clothes for next lesson

Day 4: Exercise & HR/BP• Required Readings:

• None

• Learning Objectives:• To design and carry out an investigation• To determine the effects exercise has on heart rate and blood

pressure• To research the effects of prolonged physical activity on the

cardiovascular system

Starter• Sit quietly for 5 minutes and relax• We will take our resting heart rates, so you need to be as

still as possible• We will then try to take our blood pressure• While you are waiting, answer these questions

individually:• What are normal resting HR values?• What are normal resting BP values?• What happens to these values after exercise? Why?• What happens to these values in a more fit individual?

• Time: 20 minutes

Activity 1• With your group, design an experiment that will test the

effects of physical activity on an individual’s HR• We want to see how long after exercise it takes for our HR to

get back to normal• You can decide what type of exercise to do, but the amount of

time you will exercise will be a max of 3 minutes• What to include?

• Aim• Hypothesis• Variables (Controlled, Independent, Dependent)• Materials• Procedure• Data Table

• Time: 20 minutes – Show to me before you begin

Activity 2• Carry out your investigation• You may go into the back room to put the heart rate

monitor on• Each group needs to have at least 2 individuals

participate• Time: 45 minutes

Homework• Read Chapter 14• Lab Report – due January 24• You may choose the method of write up for the lab report,

but it must include:• Your lab plan• Background information

• Include in this section the effects of regular physical activity on the CV system

• Your results• Analysis of your results

* Chapter 12 will help you with your report

Day 5: The Respiratory System• Required Readings:

• Chapter 14

• Learning Objectives:• List the parts of the respiratory system and describe their functions• Describe the mechanisms of breathing• Describe the various respiratory volumes and explain the

significance of each one• Describe the neural control of breathing• Identify the factors that influence breathing and explain how they

produce their effect• Describe the mechanisms of gas exchange in the lungs and body

tissues• Describe how oxygen and carbon dioxide are transported in the

blood

Starter• List as many of the organs in the respiratory system as

you can• For the organs you listed, what is their function?• Share your ideas with another group• Time: 10 minutes

Activity 1• Make flashcards for the following structures:

• Lungs• Diaphragm • Alveoli• Heart• Vein• Artery• Capillary• Ribcage

• The front should include a picture, and the back should include a description and function of the structure• Your picture can come from the internet, or be hand-drawn

• Time: 30 minutes

Activity 2• Create a flow chart that describes the process, mechanics

and the factors that influence breathing• Time: 20 minutes

Activity 3• Use a diagram to help explain how carbon dioxide and

oxygen are transported throughout the blood and how gas exchange occurs

• Time: 30 minutes

Homework• Lab report – HR & Exercise – due January 24• Work from today to be handed in on Friday

Day 6: Lung Capacity• Required Readings:

• Chapter 14

• Learning Objectives:• Describe the mechanisms of breathing• Describe the various respiratory volumes and explain the

significance of each one

Starter• What does the term “lung capacity” mean to you?• Do you think we all have the same lung capacity?

• If you answered no, what do you think are some things that can increase or decrease a person’s lung capacity?

• Time: 10 minutes

Activity 1• Create a graph that shows the respiratory volumes for the

following values:• Tidal Volume• Inspiratory Reserve Volume • Expiratory Reserve Volume• Vital Capacity• Residual Volume• Total Lung Capacity

• Explain what the above terms mean• Time: 20 minutes

Activity 2• Complete the “Exploring Breath Rates” activity with your

group (parts A, B, C, and D)• Put your results on the “Our Breathing Fitness” chart• Record your answers on a separate sheet of paper • Time: 30 minutes

Closing• Is breathing voluntary or involuntary? Explain.• What types of activities lead to an increase in lung

capacity?

Homework • All activities from Monday and Wednesday due Friday• Lab report – due Friday• Bring PE clothes for Friday• We will test our lung capacity on Friday as well as another

breathing activity

Day 7: Lung Function & Breathing Fitness

• Required Readings:• None

• Learning Objectives:• Discover how exercise affects the amount of air the body uses for

respiration• Use data to calculate respiration rates• Compare breath recovery rates after jogging and sprinting

Starter• Any questions from the last two days?• Quick discussion of what you did over the last two days• Hand in all activities you completed

Activity 1• Read through “breath recovery” and “measuring breath

volume”• As a group, decide which activity you would like to

complete• Time: 45-60 minutes

Activity 2• When you complete the chosen activity, return to your

seats and complete the analysis and any graphs you may need to do

• Hand this in at the end of the lesson• Time: 20 minutes

Homework• Final project – due on Thursday

• You will get the lesson on Tuesday to work on it

Day 8: Disorders of the Cardiovascular and Respiratory Systems• Required Readings:

• 12.8• 14.8

• Learning Objectives:• Describe the common disorders of the heart and blood vessel• Describe the major disorders of the respiratory systems

Disorders to choose from• COPD• Asthma• Bronchitis• Emphysema• Common cold• Influenza• Laryngitis• Pneumonia• Tuberculosis• Pulmonary emoblism

• Arrhythmia

• Heart murmurs

• Myocardial infarction

• Arteriosclerosis

• Atherosclerosis

• Hypertension

• Varicose veins

• Heart attack

Day 9: Final Projects Due