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CIRCULATION, LIKE TOTALLY TUBULAR
MASTER TEACHER Jeff Duffy
GRADES 6 - 8
OVERVIEWThis lesson is designed to introduce or reinforce the
student's understanding of the circulatory system. Students will have the
opportunity to observe and/or measure various functions of their own system,
calculate interesting specifications relating to circulation, predict responses
to the system, and discuss occupational fields relative to the circulatory
system. Additionally, they will have the chance to discuss health aspects that
deal with the circulatory system.
ETV SERIES
Bill Nye the Science Guy #118 Blood and Circulation
LEARNING OBJECTIVESStudents will be able to:
*Identify the basic structures and functions of the circulatory
system
*Determine pulse
*Predict the effect of exercise on basic circulatory functions
*List opportunities for employment in fields relating to
circulation
*Use/convert metric units
*Apply word attack skills
MATERIALS
Plastic bottle caps (one per student)
Plastic straw (one per student, pre-cut as per
video)
Five one-liter jugs filled with bright red liquid
One .5 liter bottle filled with dark red liquid
One 10ml graduated cylinder with 5ml "white"
blood cells (diluted school glue)
A plastic heart model or heart chart (optional)
Pencils for each student
Worksheet (attached)
Easel or flip chart with paper and markers
55 gallon plastic drum
Ticky-Tacky (wall adhesive)
Pre-printed vocabulary words
Dry erase markers
VOCABULARY
Artery vessel taking blood away from the heart
Vein vessel bringing blood back to the heart
Capillary connects arteries and veins
Heart: circulatory system pump
WBC white blood cell
RBC red blood cell
Diastolic "low' blood pressure
Systolic "High" blood pressure
AIDS disease of the immune system
HIV a virus causing problems with the immune system
PRE-VIEWING ACTIVITIESOn the day or days prior to viewing,
give students an opportunity to identify some major health risks that plague
society today. Ask if anyone knows someone who has circulatory
problems.
FOCUS FOR VIEWINGSay to the students, "Recently, we have
been looking at some of the health problems in modern society. Today we are
going to take a look at the source of the largest health problem in the United
States today, the circulatory system. To give the students a specific
responsibility while viewing, say, "While watching this program, you will
need to learn the names of the major parts of the system and what each does. You
will also need to observe some of the types of evidence that your system is
working. The worksheet you will be getting has areas where you may take notes
and make calculations." Pass out worksheets, and if necessary, pencils.
Instruct students to fill out appropriate blocks when requested.
VIEWING ACTIVITIES
Begin tape with Bill Nye introduction. Begin at the standard
"Bill Nye" theme song.
Pause two seconds after Bill's head rotates and "Blood and
Circulation" title appears. Have students write down anything that has a
circulatory system. Stress that living things are not the only things that have
a circulatory system. Ask "What does ‘circulate' mean?" Be certain
that students realize that the idea of circulation means that things or events
happen over and over. Student responses may be written on the screen.
Resume when answers are discussed and/or posted. Pause when Bill says ,
"Heart beats and pumps blood" and the girl says,
"Cut." The mike boom moves across the screen. Ask, "What is
the noise in the background and what is causing it?" (hypothesizing) Give
students time to respond. Answers may vary. After hearing responses, say,
"Let's see what Bill has to say." Resume.
Pause when Bill says, "pumps blood to fill 30 oil drums."
The screen fills with oil drums. Take this opportunity to have students
calculate the number of gallons (at 50 gallons per drum). Use the
"drum filled" section of the worksheet for calculations. Then convert
gallons to liters at 4 liters per gallon. (estimation). Have students relate
either gallons or liters to objects they are familiar with; aquariums, trash
cans, etc. Resume. This section deals with types of blood vessels in the
circulatory system. Pause when Bill says, "Did we get
it?" He is standing to the right of a skeleton, chest up shot. Ask students
what the types of blood vessels were and post them on the TV cart or barrel.
Post in such a way that arteries are on one side, veins on the other,
capillaries at the bottom between the two. Fast forward until Sinbad is
exiting the room and the title "Nifty Home Experiment, comes on screen
Ask students, "Can you see any evidence of your circulatory system at
work?" Resume. Pause when two kids look at each other and say,
" Wild! See if they have a pulse." Duplicate activity. Place
straws on wrist or crook of arm and observe movement of straw. Ask students,
"Why do we even need to use the straw?" (hypothesizing) Give students
opportunity to observe and respond. Ask, "What creates this pulse?"
Answer should be a beating heart. Fast forward Boy clutches his stomach,
then girl rolls her eyes. Resume. "Consider the
Following." Pause when commentator says, "Bad science guy,
no biscuit." After dog hoola-hoops, screen title changes to "Way
Cool Science." Ask students how many sides a heart has and what
connects them. Inform students about problems that arise from sluggish valves.
(heart murmur) Resume. Pause when woman says "Just think, in 56
days you can come back and do this again." Screen shifts to nurse sitting
at table with three kids, title "Way Cool Scientist" comes up.
Discuss the meaning of the prefix trans. As in transcontinental, transmission,
transfer, transfusion. Identify job opportunities associated with the
circulatory system. Ask students what cells occur in small numbers in the
circulatory system. Resume. Pause when title ‘Cops in your
Bloodstream' and blue screen appears. Narrator says, "Cops in your
bloodstream." Review purposes of WBC. Ask, "What things might
damage your circulatory system?" Take three or four problems associated
with circulatory system, which may include AIDS, heart attack, stroke,
hypertension. Resume. Pause when Bill says, "So
your white blood cells can take care of you." Close up of Bill shifts to
blue screen with title "Did you know that?" Show students a graduated
cylinder with 5 ml of "white cells" in it. Impress upon them that this
is all the white cells they have to fight off infection. Remind them that these
are the cells that the AIDS virus attacks. Resume . Pause when kid
says, "100,000 times a day," and extends his arms several times.
Show audience liter bottles of "blood." Give them an opportunity to
hold a bottle for a greater appreciation of how much blood is actually there.
Resume. Pause when Bill passes the girl a roll and she says,
"Sure, thank you." Point out that capillaries are very small and do
something that nothing else in the system does, leak. Ask students what are some
of the substances that leak into and out of the circulatory system. (carbon
dioxide, oxygen, nutrients, wastes) End discussion by having students restate
function of capillaries. Ask students, "Have you ever heard a pounding in
your head? Could this be caused by capillaries? Why or why not?" (no,
they are too small and pressure is low) Resume. Pause. when the word
"reload" appears and Bill says, "My reloading, my lub
dub." Ask students, "Now that you have seen this section of the video,
what actually makes the sound?" (action of the heart valves) The
desired response is the movement of blood through the heart under pressure. Use
a prepared self-stick label to superimpose the terms "systolic and
diastolic over lub and dub. Ask, "What factors might effect pulse and blood
pressure?" Lead into the next segment by asking, "What color is
blood?" Likely response is red and blue. Resume. Pause
when Bill says, "I will be making plenty more blood cells over the
next few days." The camera pans to a bag of blood. Ask what color the
blood is and where does blue blood come from. It arises from blood that is low
in oxygen, used. Point out that the " blue" blood is actually
dark red and is in need of oxygen. It is taken from veins because they are under
low pressure. Fast forward After kids on couch, a model heart pumps,
Resume when Bill is on a park bench. Pause when Bill says, "I really
think I would like an apple." Bill catches an apple thrown from off screen.
He discusses the role of red blood cells (pick up oxygen) and how can good
heart health be attained (exercise and proper diet). Bill stated the heart pumps
7000 liters of blood a day. Earlier he stated 100,000 beats a day. Estimate how
much each beat pumps. Before beginning the next segment, tell students that the
sound will be turned off. They need to supply the dialog, or be able to explain
what is happening. Turn off Sound. Resume. As segment runs,
preferably in slow motion, have students provide information on what the girls
are doing. Pause. Have students take their own pulse and
record it in the section for pulse information. They should be able to estimate
the girls resting pulse and predict what will happen after exercise. Write
predictions on worksheet. Pause. Segment goes to color with the
girls in a line. Let the students know how they did on their predictions. Have
them theorize why the pulse increased. (increased need for oxygen) Fast
forward until Bill points to his helmet, then gives a ‘thumbs up'. Screen
shifts to blue and title "Did You Know That?" appears.
Resume. Play until credits and out-takes have run.
POST VIEWING ACTIVITIES
Say to the students, " Now that you have had a chance to
see some of the parts of your circulatory system and how they work, let's see
how much you remember. Here is a crossword puzzle (or word search) to check how
much you can recall."
Give the students a crossword puzzle that contains the
vocabulary from the video. Ask students if they can lower their pulse rates, and
if so how. Have students take a pulse at rest, then "meditate"
and check the pulse again.
ACTION PLAN
Visit circulation-related websites such as http://sln.fi.edu/biosci/heart.html
or http://www.lycos.com/wguide/wire/wire_427_58056_3_21.html
Invite local EMS unit to discuss circulation related .
Provide opportunity for students to use a stethoscope and
sphygmomanometer.
Dissect heart of sheep, deer, etc.
EXTENSIONS
Mathematics
Calculate the mass of blood pumped in a lifetime, by a class in
a day, etc.
Use scientific notation to express number of cells produced
hourly, daily, etc.
Social studies
Discuss the economic loss to business from heart-related
illness.
Research heart health and geographical areas.
Health
Students use a stethoscope or sphygmomanometer .
Visit a blood lab.
Design a "heart-wise" diet.
Compare the cardiac health of different body types.
Science
Study the effect of different size tubes on pressure.
Use Punnett square to predict likelihood of inheriting
genetic blood diseases.
Design an experiment based on biorhythms.
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Art
Draw or paint basic parts of the circulatory system.
onstruct models of the heart.
Updated: April 01, 2008
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