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Unit 6: The Cardiovascular System

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:

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Unit 6: The Cardiovascular System

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  1. Unit 6: The Cardiovascular System

  2. 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?

  3. 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

  4. 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

  5. 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

  6. 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

  7. 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

  8. 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

  9. 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

  10. 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

  11. 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

  12. 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

  13. 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?

  14. 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

  15. 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

  16. 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

  17. 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

  18. Homework • Bring PE clothes for next lesson

  19. 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

  20. 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

  21. 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

  22. 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

  23. 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

  24. 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

  25. 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

  26. 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

  27. Activity 2 • Create a flow chart that describes the process, mechanics and the factors that influence breathing • Time: 20 minutes

  28. 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

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

  30. 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

  31. 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

  32. 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

  33. 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

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

  35. 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

  36. 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

  37. 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

  38. 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

  39. 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

  40. Homework • Final project – due on Thursday • You will get the lesson on Tuesday to work on it

  41. 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

  42. 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

  43. Day 9: Final Projects Due

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