Zach Alexander

Beth Jacobs

Amanda Socash

Your Circulatory System

Descriptive Information

Skill Emphasis (NHES): Self Management

Grade Level: 7th

Content Area: Body Systems

Content Descriptor & Sub-Descriptor(s): Circulatory System

Title of Lesson: Your Circulatory System

PA Standard (Health & PE):

10.1.3 B. Identify and know the location and

function of the major body organs and

systems.

  • circulatory
  • respiratory
  • muscular
  • skeletal
  • digestive

10.1.6 E. Identify health problems that can occur throughout life and describe ways to prevent them.

  • diseases (e.g., cancer, diabetes, STD/HIV/AIDS, cardiovascular disease)
  • preventions (i.e. do not smoke, maintain proper weight, eat a balanced diet, practice sexual abstinence, be physically active)

Curricular Connections: P.E., Science, Anatomy

Adolescent Risk Behavior (if applicable): Dietary patterns that contribute to disease; Sedentary lifestyle

Teaching With The End in Mind

At the end of this lesson, students will be able to label and identify parts of the heart as well as its possible diseases and prevention strategies.

Key Concept(s) to be Covered in Today’s Lesson

How does my heart work?

Blood type

Pulse and blood pressure

Heart Disease

Behavioral Objective(s)

Cognitive

During the heart diagram activity, students will be able to identify and label parts of the heart and track blood flow.

Affective

During the stress-board activity, students will come up with stressors in their own lives and ways to cope with them.

Skill

While filling in the heart health worksheet, students will come up with things they can do to improve their heart health.

Introduction to the Lesson (Set Induction):

Does anyone know what muscle in your body you are mimicking? Your heart makes this motion nonstop for your entire life. Seems pretty tiring, doesn’t it? Well today we’re going to learn about all about your heart and ways to keep it healthy so it can keep pumping away.

Bell Ringer (Instant Activity):

Hand Pump- Students will be instructed to start making a fist and relaxing it continuously from the second they walk through the door. Once everyone is in the classroom, we will have them keep making that motion for another 30 seconds to a minute. We will then go into the set induction.

Content, Learning & Instructional Strategies:

How Does my heart work? (Lecture)

The Circulatory system

  • Sends blood throughout body by contractions of the heart

Blood vessels

  • Arteries
  • Carry blood away from heart
  • Veins
  • Carry blood to the heart

Tongue Tied (Learning Activity)

  • Students will be instructed to look under their neighbors tongue.
  • Pink= arteries
  • Blue= veins

Heart (Lecture)

The Heart structure

  • Four chambers
  • Upper chambers= atria
  • Lower chambers= ventricles
  • One way valves control the flow of blood through the heart

Blood

  • Components:
  • Blood cells
  • red
  • white
  • Blood plasma
  • Platelets

Blood Type (Lecture)

Types of Blood

  • O
  • A
  • B
  • AB

What Blood Type Are You? (Learning Activity)

  • Students will be separated based on percentages of blood types in the general population and asked to stand in different parts of the room
  • This activity will help students understand what these numbers (percentages) actually look like in a given population
  • They will then be asked to identify who they can give and receive blood from
  • Each blood type will be given a different type of candy to distribute to those they can donate to
  • students will give their designated candy to everyone they can donate to
  • they will then see how the blood donation process could work

Blood Type (Lecture- cont’d)

The Rhesus factor

  • Used to categorize blood
  • Rhesus positive (+)
  • Rhesus negative (-)
  • If the Rh antigen is present the blood is positive

Donating Blood

  • Donors must provide a thorough history
  • Recent travel
  • Infections
  • Medicines
  • Health problems
  • Blood donations are tested for:
  • HIV
  • Hepatitis B and C
  • Syphilis
  • West Nile virus
  • If any of these are found, the blood is destroyed.

Pulse (Lecture)

  • What is a pulse?
  • Throbbing of the arteries caused by contractions of the heart

And the Beat Goes On Worksheet (Attached)

  • Students will take their pulse while sitting down and then after 25 jumping jacks
  • They will then fill in the worksheet and see the changes in pulse
  • They will then be asked what caused these changes and why they’re important

Pulse (Lecture- cont’d)

Why does a doctor check your pulse?

  • When a doctor takes your pulse he/she is mainly checking for two things:
  • How fast your pulse is
  • If your pulse is regular(same time between beats)

Blood Pressure (Lecture)

What is blood pressure?

  • Pressure of the blood against the walls of the arteries
  • Results from two forces:
  • Heart pumping blood into the arteries
  • Arteries resisting blood flow

What do blood pressure numbers indicate?

  • The systolic number represents the pressure while the heart contracts.
  • The diastolic number represents the pressure when the heart relaxes.
  • Systolic/Diastolic
  • 118/70

What if my blood pressure is too high?

  • Hypertension (140/90)
  • High blood pressure can cause:
  • Heart attack
  • Stroke
  • Risk factors:
  • Diet
  • Sodium
  • Saturated/Trans Fat
  • Cholesterol
  • Fiber
  • Calcium
  • High stress levels
  • Exercise
  • aerobic
  • Tobacco Use

Stress Board (Learning Activity)

-Students will share personal stressors to be put up on the board

-Students will then develop coping strategies for those stressors (also to be put up on the board)

Heart Health Worksheet (Attached)

-Students will separate into pairs

-They will come up with 5 things they can do to improve their heart health

-They will be instructed to take the worksheet home to be put up on the refrigerator

Circulatory System Word Search (Attached)

-Students will be given this word search if there is time left at the lesson

-1st student done will receive a prize

Learning Activity(ies):

Heart Diagram Fun

-There will be a large diagram of the heart on a poster board. Students will each be given labels (right ventricle, pulmonary vein, etc.) to put up on the board. They will label the parts of the heart and track blood flow by attaching their designated piece to the diagram with Velcro.

-Teachers will go over the labeling with the students to correct any mistakes

-Students will be instructed to fill in their own heart diagram in their packet

Final Thoughts/Conclusion to the Lesson

So we learned a lot of stuff today, right? Can anybody tell me something they will remember from this lesson (blood type, parts of the heart, etc.)? Where does the blood enter the heart? What foods should you avoid to keep your heart healthy? Good, well I hope you all understand that the heart is a complex and essential part of your body and you will take good care of it from now on!

Scoring Rubrics for Assessment

Concepts Rubric for Assessment (NHES 1)

4- The response is complex, accurate, and comprehensive, showing breadth and depth of information; relationships are described and conclusions drawn.

3- The response identifies relationships between two or more health concepts; there is some breadth of information, although there may be minor inaccuracies.

2- The response shows presents some accurate information about the relationships between health concepts, but the response is incomplete and there are some inaccuracies.

1- The response addresses the assigned task but provides little or no accurate information about the relationships between health concepts.

Generic Skills Rubric for Assessment (NHES 2-8)

4- The response shows evidence of the ability to apply health skills; the response is complete and shows proficiency in the skill.

3- The response shows evidence of the ability to apply health skills; the response is mostly complete but may not be fully proficient.

2- The response shows some evidence of the ability to apply skills; the response may have inaccuracies or be incomplete.

1- The response shows little or no evidence of the ability to apply health skills.

Classroom Management & Materials

Classroom Materials

  • Handouts/Worksheets:
  • The Beat Goes On
  • Heart Health
  • Circulatory System Word Search
  • Other Materials:
  • Heart Diagram
  • Labels
  • Powerpoint

 Classroom Management

Traditional Classroom Setup

Students will be in 4 corners of the room for blood type activity

During the heart diagram activity, students will come up to the diagram to put their labels on

Content References

Cut to the Heart. (1997). Retrieved April 7, 2008, from Nova Online:

The Human Heart. (2008). Retrieved April 7, 2008, from The Franklin Institute:

Activity Reference(s)

Blood Typing Facts and Statistics. (2008). Retrieved April 7, 2008, from Craig Medical Distribution Inc.:

The Human Heart. (2008). Retrieved April 7, 2008, from The Franklin Institute: