Physical Health and your Respiratory System and Circulatory System

Transcription

1 Physical Health and your Respiratory System and Circulatory System Unit Plan Emily Pritchard Fall P a g e

2 Table of Contents Unit Description... 3 Unit Rationale.. 4 Unit Goals....6 Unit Objectives....7 National Health Education Standards. 8 Unit Block Plan..10 Special Considerations Lesson Plan 1.12 Lesson Plan Lesson Plan Lesson Plan Lesson Plan Lesson Plan 6.37 Unit Assessment References P a g e

3 Unit Description Grade: 7 th Content Area: Physical Health and your Body Systems- Circulatory and Respiratory Skills: Analyzing Influences Number of Lessons: 6 Length of Class Period: 50 minutes 3 P a g e

4 Rationale My unit is titled Physical Health and Your Body Systems. Content will focus on both the respiratory and the circulatory system, paying special attention to how decisions they make influences both systems. It will cover the basic information on the respiratory and circulatory system. It will continue with what affects these systems as well as how decisions we make influences the productivity of both. It is important that the students understand how decisions we make on a daily basis will determine the successfulness of our body systems. For instance, choosing to smoke or allowing yourself to become obese will affect the respiratory and circulatory system in many ways, resulting in negative health outcomes. Healthy People 2010 states that an estimated 3,000 young persons start smoking every day. This is disturbing because most adult smokers admit to having their first cigarette before the age of 18. Objectives 27-2b and 27-1a of Healthy People 2010 seek to reduce cigarette smoking among adolescents and reduce cigarette smoking among adults (USDHHS, 2000). This unit will address how this cigarette smoke will affect their respiratory and circulatory system and therefore will decrease their overall quality of life. It is my hope that by addressing the consequences of smoking to our respiratory and circulatory systems, I will help decrease the prevalence of adolescent smoking among our student body. Healthy People 2010 also states that the number overweight children, adolescents, and adults has increases over the past four decades. Furthermore, there was over an estimated $99 billion dollars spent on medical costs for obesity in 1995 and that number continues to rise today. Objectives 19-3c and 19-2 states that it is a goal to reduce the 4 P a g e

5 proportion of children and adolescents who are overweight or obese as well as reduce the proportion of adults who are obese (USDHHS, 200). This unit will inform students how extra weight will affect their respiratory and circulatory systems, and in turn influence their overall health on a daily basis. This unit addresses how vital the respiratory and circulatory systems are to life. The unit will attempt to influence the decisions of the students in a positive manor. It is important to allow the students to opportunity to understand that decisions they make now will affect the rest of their life. Overall, this is a great opportunity to teach the students about themselves and their bodies while keeping in mind how important it is to make good decisions about their health. 5 P a g e

6 Unit Goals Students will understand the parts and the function of the respiratory system Students will understand the parts and the function of the respiratory system Students will be able to analyze the influences of their environment and decisions on their health 6 P a g e

7 Unit Objectives Students will understand the parts and the function of the respiratory system - Students will identify eight different structures and their function of the respiratory system by the end of class - Students will be able to determine at least one negative affect to each part of the respiratory system by the end of the lesson - By the end of the lesson students will be able express at least 3 different things that will negatively affect the entire respiratory system without help from the teacher - Students will be able to discuss at least two ways to keep their respiratory system healthy by the end of the lecture Students will understand the parts and the function of the respiratory system - students will be able to take their own pulse and find resting heart rate in at least two different places on their body by the end of the lesson - Students will be able to explain why the heart beats faster during exercise compared to at rest by the end of the lesson - By the end of the lesson, students will be able to describe at least one risk factor of heart disease - Students will be able to describe at least two different examples of cardiovascular disease by the end of the lesson Students will be able to analyze the influences of their environment and decisions on their health - students will be able to analyze the influences of their environment and decisions on their overall health by the end of the lesson Students will understand where to find reliable information about their health - Students will understand where to find reliable information about their health Students will be able to work well as a team - students will be able to show good teamwork by discussing answers and together coming up with answer respectfully during the trivia game - Students will be able to show teamwork by working together to create a diaphragm out of balloons, tape, and a clear bottle by the end of the less 7 P a g e

8 Standards Students will understand the parts and the function of the respiratory system - Students will identify eight different structures and their function of the respiratory system by the end of class o Describe the benefits of and barriers to practicing healthy behaviors - Students will be able to determine at least one negative affect to each part of the respiratory system by the end of the lesson o Describe how immediate health care can promote individual health. - By the end of the lesson students will be able express at least 3 different things that will negatively affect the entire respiratory system without help from the teacher o Discover how the environment can impact personal health. - Students will be able to discuss at least two ways to keep their respiratory system healthy by the end of the lecture o Describe healthy practices and behaviors that will maintain or improve the health of self and others. Students will understand the parts and the function of the circulatory system - students will be able to take their own pulse and find resting heart rate in at least two different places on their body by the end of the lesson o Discover how the environment can impact personal health. - Students will be able to explain why the heart beats faster during exercise compared to at rest by the end of the lesson o Describe how immediate health care can promote individual health. - By the end of the lesson, students will be able to describe at least one risk factor of heart disease o Explain ways to reduce or prevent health risks among adolescents. - Students will be able to describe at least two different examples of cardiovascular disease by the end of the lesson o Examine how healthy behaviors influence personal health. 8 P a g e

9 Students will be able to analyze the influences of their environment and decisions on their health - students will be able to analyze the influences of their environment and decisions on their overall health by the end of the lesson o Discuss how some risky choices can influence the likelihood of unhealthy behaviors Students will understand where to find reliable information about their health - Students will understand where to find reliable information about their health o Locate valid and reliable health products and services Students will be able to work well as a team - students will be able to show good teamwork by discussing answers and together coming up with answer respectfully during the trivia game o Demonstrate effective communication skills to enhance health. - Students will be able to show teamwork by working together to create a diaphragm out of balloons, tape, and a clear bottle by the end of the less o Work with others to advocate for healthy individuals and families. 9 P a g e

10 Block Plan: Lesson: Title: Content/ Skill 1 Can you Breathe? Intro to Respiratory System 2 What are You Doing? Negative Affects on Your Body/ Analyzing Influences 3 Helping Yourself Influences on the Respiratory System 4 No Beats About It Intro to Circulatory System 5 Healthy Heart Your Heart 6 Fun Facts about the Heart Facts about the Heart 10 P a g e

11 Special Considerations Wea Ridge Middle School is located in Lafayette, Indiana. The school consists of three grades: 6 th, 7 th, and 8 th. There is an enrollment of 589 students with 80% being white while the other 20% is made up of Hispanic, Black, Asian, and multicultural students. 21% of the students are on a free or reduced lunch (14% free, 7% reduced). The classes average between 20 and 29 students. Each student in the school will take one semester (two 9 week sessions) of health and with the other semester consisting of physical education. This school opened on August 1, The new building gave new opportunities to use technology and extra classroom space. This building consists of three separate wings. The students are separated in the wings by grades, lockers, and classrooms. Each wing has a computer lab with over 30 computers. This gives each teacher the tools to utilize the technology and the opportunities that come along with computers. The building provides a good environment for the students and the faculty. The overall feeling of the school promotes learning. The elementary schools that feed into Wea Ridge have similar school environments. This allows for an easy transition between elementary to middle school. The drawback to this school is that there is not a projector for the computer in each classroom. There is a projector that can be checked out but at times causes more problems than it is worth. This affects the teacher lecture by not having the ability to use PowerPoint. This unit allows the students to utilize the computer lab, be creative within the classroom, and really take advantage of the healthy school environment. It will introduce and reinforce the importance of taking care of both your respiratory and circulatory systems. 11 P a g e

12 Lesson Plan #1 Name: Emily Pritchard Grade Level: 7 th Grade Unit / Content Area: Introduction to Respiratory System Lesson Title: Can you breathe? Objectives Objective 1: Students will identify eight different structures and their function of the respiratory system by the end of class Health Standard Addressed: Describe the benefits of and barriers to practicing healthy behaviors Objective 2: Students will identify at least one health care provider in the community who are qualified to treat respiratory problems by the end of the lesson Health Standard Addressed: Locate valid and reliable health products and services Lesson Overview Content Outline Methods / Strategy Estimated Time Necessary Materials Needed I. Parts of system a. Diaphragm b. nose c. mouth d. trachea e. bronchi f. bronchioles g. alveoli Lecture/ Discussion 15 minutes - Picture of system h. lungs II. Function of Parts a. Discuss Function of all parts 12 P a g e Demonstration/ Discussion 25 minutes - dryer hose with rings - tube sock - picture of grapes III. Review of parts worksheet 5 minutes - worksheet Teaching Steps

13 Introduction Review of Previous Material Today we are going to start a new unit, Physical Health and Your Body Systems Overview & Rationale for Today s Lesson Today we are going to talk about the Respiratory System. This is a very important system in our bodies and if it doesn t work, we don t live. It is also important to know how to take care of your Respiratory system. Ask: does anyone know what the respiratory system is in charge of? Necessary Teaching Steps Discuss Respiratory System Ask students to hold their breath for 15 seconds, then for 30 seconds. Ask: How does it feel to be able to breathe freely compared to holding one's breath? What is the respiratory system? Tell: They system we use to breathe in and out. It is also in charge of bringing all of the air and therefore oxygen into our bodies 3. Groups label parts of respiratory system Divide the class into small groups and distribute the student page. Write the following terms on the board: diaphragm, nose, mouth, trachea, bronchi, bronchioles, alveoli, and lungs. Ask students to use the terms on the board to label the respiratory system from memory. Tell students they can share their information in their groups. Students will not be graded on this activity; they are finding out how much they already know. 4. Review Structure and function of the respiratory system Explain the structures of the respiratory system and their functions. Ask students to take notes and make the needed corrections on the My Respiratory System student page. Diaphragm- the muscle which expands or decreases the size of the chest cavity, allowing air in or pushing air out of lungs Nose and mouth- air enters the body through these parts Air travels down the throat and nasal passage to the trachea. The lungs are like an upside down tree. The trachea is the trunk which divides into branches and twigs. The two branches are called bronchi. These divide into the twigs or bronchiole. At the end of the twigs are tiny balloon-like air sacs called alveoli. 13 P a g e

14 Oxygen in the air passes through the thin walls of the air sacs and through the thin walls of tiny blood vessels into the bloodstream. Blood cells carry the oxygen from the lungs to the heart. The heart pumps the oxygen to all body cells. The carbon dioxide leaves the same way through the alveoli. Show students a dryer hose to represent the trachea. The rings in the dryer hose keep it open, just as the rings of cartilage keep the trachea open. Show students a flattened tube sock or toothpaste tube to illustrate that the esophagus is flat when not in use. Why? (It has no cartilage rings to keep it open.) Show a bunch of grapes to represent alveoli. Blow into the balloon and then release the air to show how the alveoli move air out of the lungs. Trachea- dryer hose. Show how the hose keeps its shape by using the metal ring. Cartilage keeps the trachea open Esophagus- flattened tube sock or toothpaste tube. Show how the esophagus lays flat until it is inflated with air. Alveoli- cluster of grapes and balloon. Show cluster of grapes all still attached to vine. This represents how the alveoli look in your lung, they are clustered together. Blow balloon up and release to show how air moves in and out of the alveoli and therefore lungs. 5. Present information. Ask: what do you do to care for the respiratory system? Tell: you should not smoke and you need to exercise. This will help you keep your respiratory system as healthy as possible. Ask: Does anyone know some basic treatment for respiratory or breathing problems? Tell: Doctor s can prescribe medicine if you have asthma or any other breathing problems Ask: Where do you find valid information about the respiratory system? Tell: you can see go see your doctor, ask an adult, look at brochures, in your textbook, and look on the internet. You have to be careful on the internet. To make sure the information you are receiving is valid, make sure the website ends in.edu,.gov, or.org. 6. Summarize and Debrief 14 P a g e

15 Go through each of points on the worksheets to determine in all students know where the parts are located Debriefing Review and Discussion Points Ask: What are some ways to care for this part of the respiratory system? Do not smoke, do not use drugs, get a job with clean air Whom could you contact for more information? You could talk to your doctor, ask your health teacher, ask any health professional in your area Summarize and Debrief Today we learned about the Respiratory System and what the system is in charge of. Tomorrow we will discuss both positive and negative influences on the respiratory system. Go through each of points on the worksheets to determine in all students know where the parts are located Assessment Strategy Pass out a copy of the worksheet Ask students to try to do their best in completing the answers. Students will find location of: Diaphragm Nose Mouth Esophagus Bronchi and Bronchioles Alveoli Lungs Ask them to write on the back of the paper two different places where they could go to get more information on the respiratory system Students will be graded on: 8 correct answers..8 points Name on paper..2 points TOTAL.10 points 15 P a g e

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17 Lesson Plan #2 Name: Emily Pritchard Grade Level: 7 th Grade Unit / Content Area: Negative Affects on Your Body Lesson Title: What are you Doing? Objectives Objective 1: Students will be able to determine at least one negative affect to each part of the respiratory system by the end of the lesson Health Standard Addressed: Describe how immediate health care can promote individual health. Objective 2: By the end of the lesson students will be able express at least 3 different things that will negatively affect the entire respiratory system without help from the teacher Health Standard Addressed: Discover how the environment can impact personal health. Objective 3: students will be able to analyze the influences of their environment and decisions on their overall health by the end of the lesson Health Standard Addressed: Discuss how some risky choices can influence the likelihood of unhealthy behaviors Lesson Overview Content Outline Methods / Strategy Estimated Time Necessary Materials Needed IV. Review of Respiratory System a. All parts b. What parts Lecture / Discussion 10 minutes - None do V. Negative Affect Of respiratory system a. Smoking b. Pollution c. obesity Discussion/ Poster board write out 25 minutes - poster board VI. Assessment writing 15 minutes essay paper 17 P a g e

18 Teaching Steps Introduction Review of Previous Material Last class we learned all about the respiratory system. Overview & Rationale for Today s Lesson Today, we are going to review the respiratory system, then talk about some of the negative choices that can lead to an unhealthy respiratory system. This is an extremely important system and many things could affect it negatively. Necessary Teaching Steps 1. Review parts of the Respiratory System Diaphragm- the muscle which expands or decreases the size of the chest cavity, allowing air in or pushing air out of lungs Nose and mouth- air enters the body through these parts Air travels down the throat and nasal passage to the trachea. The lungs are like an upside down tree. The trachea is the trunk which divides into branches and twigs. The two branches are called bronchi. These divide into the twigs or bronchiole. At the end of the twigs are tiny balloon-like air sacs called alveoli. Draw on board an upside down tree. Label the trachea as the trunk, to big branches as bronchi, and twigs as bronchiole. Draw small circles on twigs to represent the alveoli. Oxygen in the air passes through the thin walls of the air sacs and through the thin walls of tiny blood vessels into the bloodstream. Blood cells carry the oxygen from the lungs to the heart. The heart pumps the oxygen to all body cells. The carbon dioxide leaves the same way through the alveoli. 2. Negative Affects on Respiratory System Students are asked to take notes on anything they find important or interesting Ask: now that we remember all about the respiratory system, what are things that could hurt the system? A. Smoking: Ask: what do you think smoking does to any of the parts of the respiratory organs? Get as many points from students as possible about how smoking affects parts of the respiratory system. After points are given from students, tell: Smoking: - Irritates mouth and throat 18 P a g e

19 - Irritates lining of trachea and lungs - Dulls sense of taste and smell - Increases frequency of all respiratory diseases from the common cold to pneumonia - Emphysema- scarring or collapse of air sacs which causes breathing difficulty - Parts of the respiratory system touched by tar from the cigarettes often develop abnormal cells which can become cancer - Tar from the cigarettes irritates alveoli causing them to explode. This decreases the exchange of oxygen and carbon dioxide - Smokers often feel out of breathe - Smoking causes cancer to the mouth and throat and lungs and contributes to many other cancers - Causes heart disease B. Pollution Ask: what are some other things that could hurt our respiratory system? Tell: pollution could hurt parts of the respiratory system Ask: what do you think air pollution could do to hurt this system? After all points have been taken from students, tell: Pollution: - Irritation of nose and throat - Upper respiratory infections such as bronchitis and pneumonia - Can aggravate the lungs of people with asthma - Chronic respiratory disease, lung cancer, heart disease C. Obesity Ask: what is one more thing that could affect the respiratory system Tell: obesity can really affect all the parts of this system Ask: how do you think obesity affects the respiratory system? Obesity: - Can cause asthma- chest lightness, coughing, shortness of breath, wheezing - Lots of weight on the lungs makes it harder to breath - Could restrict people from walking up stairs, to the end of the street, etc. Summarize and Debrief Today we talked about all of the negative things that could affect our respiratory system. Many of the issues can be avoided by making health conscious decisions. It is important that our respiratory system stays healthy and by making the right choices, we can help out the system. 19 P a g e

20 Assessment Strategy Story: Students are asked to create a story about a person, male or female. This person has made choices that either helped or hurt their respiratory system. Explain who the person is, what decisions they have made, and the results from the decisions. Be sure to include information learned about the respiratory. The paper should be at least 3 paragraphs. Students will be graded on including decisions made and results from the decisions. Also graded on completeness. Students will be graded on: Who is this person/ background..2 points Decisions (good/bad)..2 points Consequences (good/bad)...4 points Well written/ appropriate grammar.2 points TOTAL.. 10 points 20 P a g e

21 Name: Class: Directions: You will be writing a story about a person, male or female. This person has made choices that either helped or hurt their respiratory system. Explain who the person is, what decisions they have made, and the results from the decisions. Be sure to include information learned about the respiratory. The paper should be at least 3 paragraphs. 21 P a g e

22 Lesson Plan #3 Name: Emily Pritchard Grade Level: 7th Unit / Content Area: Respiratory System- influences Lesson Title: Helping Yourself Objectives Objective 1: Students will be able to discuss at least two ways to keep their respiratory system healthy by the end of the lecture Health Standard Addressed: Describe healthy practices and behaviors that will maintain or improve the health of self and others. Objective 2: Students will be able to show teamwork by working together to create a diaphragm out of balloons, tape, and a clear bottle by the end of the lesson Health Standard Addressed: Work with others to advocate for healthy individuals and families. Lesson Overview Content Outline Methods / Strategy Estimated Time Necessary Materials Needed VII. influences a. review b. inhaling c. exhaling d. keeping it Lecture / Discussion 25 minutes - None healthy III. Diaphragm creation a. Group work Group work/ creation of diaphragm 15 minutes - balloons -clear bottle- bottom cut out -tape IX. writing writing 5 minutes -paper -pen/pencil Teaching Steps Introduction Review of Previous Material In the last lessons, we learned about the respiratory system and the negative effects. 22 P a g e

23 Overview & Rationale for Today s Lesson Today, we are going to learn about your breathing and how to keep your respiratory system healthy. This is really important because obviously, if we can t breathe properly we cannot live a healthy life. Necessary Teaching Steps 1. Review respiratory system Ask: what are all of the parts of the respiratory system that we learned about? a. Diaphragm b. nose c. mouth d. trachea e. bronchi f. bronchioles g. alveoli h. lungs Ask: what does each one of these do for our respiratory system? Tell: a. The diaphragm is a dome shape muscle that works with your lungs to allow you to inhale and exhale b. Your nose and your mouth allow the air to get into your body c. The trachea is your windpipe d. The trachea splits into two pipes called the bronchi. One goes to the left lung and one goes to the right lung e. The bronchi split into many bronchioles. These are the tiniest tubes and there are about 30,000 of them in each lung. They are about the width of a strain of hair f. At the end of the bronchioles are the alveoli. These are the air sacs of your body. There are about 600 million of them. If you stretched them out, they would cover an entire tennis court. g. Of course your lungs are where all of this takes place. 2. Inhaling Ask: what does inhaling mean? Tell: I want everyone to slowly breathe in real deep and think about all of your body parts working together to allow you to breathe in. There are dozens of parts working together to allow you to inhale without thinking about it. First, your diaphragm contracts and flattens out. This allows more room for your lungs to expand. Your rib muscles also lift your ribs up and out to allow more room. The air enters your mouth and nose and moves down your trachea. In the trachea, there are tiny hairs called the cilia. These little hairs basically clean the air coming to your lungs by collecting the dirt and mucus and keeping them out. The air continues through the 23 P a g e

24 bronchi and bronchioles. When the air reaches the alveoli, it collects in the 600 million air sacs. This causes your lungs to get bigger. It's the alveoli that allow oxygen from the air to pass into your blood. All the cells in the body need oxygen every minute of the day. Oxygen passes through the walls of each alveolus into the tiny capillaries that surround it. The oxygen enters the blood in the tiny capillaries, hitching a ride on red blood cells and 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. (Source: kidshealth.org- Your Lungs and Respiratory System) 3. Exhaling Ask: now that we know what happens when we inhale, who can guess what we do when we exhale? Tell: think about everything in the opposite direction Your diaphragm relaxes and pushes the air out. Wastes enter your alveoli and are released with the air. The air goes through the bronchioles, out the bronchi, out the trachea, and finally out through your mouth and nose. 4. Keeping it Healthy Ask: now that we know about our respiratory system, what are some ways to keep it healthy? We talked about what not to do, so what are some things that we can do? Discuss: have students come up with ways to keep their respiratory system healthy. a. Not smoking Lungs are normally tough and strong, but when it comes to cigarettes, they can be hurt easily and it's often very difficult or impossible to make them better. If you need to work with chemicals in an art or shop class, be sure to wear a protective mask to keep chemical fumes from entering your lungs. b. exercising 24 P a g e

25 Exercise is good for every part of your body, and especially for your lungs and heart. When you take part in vigorous exercise (like biking, running, or swimming, for example), your lungs require more air to give your cells the extra oxygen they need. As you breathe more deeply and take in more air, your lungs become stronger and better at supplying your body with the air it needs to succeed. (Source: kidshealth.org- Your Lungs and Respiratory System) 5. Creating a Diaphragm Ask: who really understands how the diaphragm works? Tell: We are going to create our own diaphragm Students will split into four different groups and create their own diaphragm Demonstration: take a clear bottle and cut out the bottom. Stretch a balloon over the open area and tape down to make sure no air can get through. Over the top of the bottle, place a balloon inside and stretch over opening. The balloon part should be sealed in the bottle. Tape balloon on the outside so no air can get through. Have students pull bottom balloon down and watch as the balloon on the inside inflates. Explain to students that this is how your diaphragm works to expand your lungs. Summarize and Debrief We must remember how important our respiratory system is. We cannot live without it so it is extremely important to keep it as healthy as possible. Remember not to smoke and exercise when your can, your lungs will thank you for life! 25 P a g e

26 Assessment Strategy Students will be given a worksheet with list of parts of respiratory system. They are asked to talk about what that part does or a specific way to keep it healthy. Students will be graded on thoroughness and understanding of material Students will be graded on: Function of each part..8 points How to keep healthy... 8 points TOTAL. 16 points 26 P a g e

27 Name: Class: Directions: Below you will find the parts of the respiratory system. Please write in what that part does and one specific way to keep that part healthy. You may use an answer only once. Diaphragm Nose Mouth Trachea Bronchi Bronchioles Alveoli Lungs Function: Keep Healthy: Function: Keep Healthy: Function: Keep Healthy: Function: Keep Healthy: Function: Keep Healthy: Function: Keep Healthy: Function: Keep Healthy: Function: Keep Healthy: 27 P a g e

28 Lesson Plan #4 Name: Emily Pritchard Grade Level: 7th Unit / Content Area: Circulatory System- Intro Lesson Title: No Beats About It Objectives Objective 1: Students will be able to explain why the heart beats faster during exercise compared to at rest by the end of the lesson. Health Standard Addressed: Describe how immediate health care can promote individual health. Objective 2: students will be able to take their own pulse and find resting heart rate in at least two different places on their body by the end of the lesson Health Standard Addressed: Discover how the environment can impact personal health. Lesson Overview Content Outline Methods / Strategy Estimated Time Necessary Materials Needed X. circulatory system a. heart b. functions of heart c. circulation Lecture / Discussion 40 minutes - Poster d. exercise XI. exercise and heart paragraph worksheet 10 minutes - worksheets -pencils Teaching Steps Introduction Review of Previous Material During the few classes, we learned about the respiratory system and different things that may affect it. Today we will be starting to learn about our circulatory system. Overview & Rationale for Today s Lesson The circulatory system is a vital component of good health. It can be thought of as the engine of a car, because it provides the basis by which all other bodily systems are able to 28 P a g e

29 function. Therefore, it is extremely important to understand how it functions, and how you can keep it healthy. Necessary Teaching Steps 1. Intro to circulatory system Show students a large poster of human with parts of the circulatory system. Starting with the left heart, take them through the steps of blood flow/path of the body. Be sure to number each step and write down on board so students can read the steps. Oxygen rich blood begins in the left heart. It then travels to the arteries, then to the capillaries where oxygen is sent to the cells and body tissues. Then it travels to the veins (it is now low in oxygen). The low oxygen, high carbon dioxide blood travels to the right heart, and finally to the lungs where carbon dioxide is exhaled and oxygen is inhaled. The process begins again. Arteries carry blood to the body. Capillaries connect arteries and veins. Veins carry blood from the body to the heart. Pulmonary circulation carries blood from heart, through lungs, back to heart. Systemic circulation sends oxygen-rich blood to body tissues. 2. Structure of the Heart Ask: what do you know about your heart? Tell: Your heart is actually a muscle located on the left/center part of your chest. This is the muscle that pushes the blood all around your body. There are actually two pumps in your heart. The right side of your heart receives blood from the body and pumps it to the lungs. The left side of the heart does the exact opposite: It receives blood from the lungs and pumps it out to the body. There are four important chambers. Left Atria, Left Ventricle, Right Atria, Right Ventricle. The atria is on top of the ventricle. Think about it in alphabetical order, atria on top, then ventricle. The atria and ventricles work as a team the atria fill with blood, then dump it into the ventricles. The ventricles then squeeze, pumping blood out of the heart. While the ventricles are squeezing, the atria refill and get ready for the next contraction There are valves that keep the blood from going backwards in the heart. A valve lets something in and keeps it there by closing think of walking through a revolving door. The door shuts behind you and keeps you from going backward. 29 P a g e

30 3. Functions of the heart Tell: The heart is the muscle that pushes the blood all around your body. It also takes the waste back to the lungs where it is taken away during the exhaling process. It actually only takes 60 seconds to pump blood to every cell in your body. That s fast. The blood takes oxygen to the cells and allows them to function properly. 4. Circulation Ask: how does the blood get through your body? Tell: We have all heard of 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 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 your body's cells. When the cells use the oxygen, they make carbon dioxide and other stuff that gets carried away by the blood. The returning blood enters the right side of the heart. The right ventricle pumps the blood to the lungs for a little freshening up. In the lungs, carbon dioxide is removed from the blood and sent out of the body when we exhale. What's next? An inhale, of course, and a fresh breath of oxygen that can enter the blood to start the process again (info from kidshealth.org- Your Heart and Circulatory System) 5. Exercise Ask: what happens to your heart when you exercise? Tell: your heart begins to beat faster right? Ask: why do you think that is? Tell: When you exercise, your body and all of its parts need more oxygen to function at a faster rate. For example, your muscles are moving faster and burning more calories, they need more oxygen. Also more blood is pumping through your veins so your pulse is more prominent. In order to compensate for the exercise, your heart beats faster and therefore gets oxygen through your body quicker. Summarize and Debrief 30 P a g e

31 Today we learned about the circulatory system. This system is extremely important in keeping you alive by making sure all your cells in your body have enough oxygen to run properly. Assessment Strategy Students are taught how to take pulse. You can find your pulse 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. You'll know that you've found your pulse when you can feel a small beat under your skin. Each beat is caused by the contraction (squeezing) of your heart. You will sit at your seat and take your pulse for one minute. This will be close to your resting heart rate. After you write down this number, I want you to stand up and jump in place as fast as you can for one minute. When you finish, take your pulse again for one minute. Compare the numbers. Students will be graded on: Resting Heart Rate.3 points Heart Rate after Exercise...3 points Explaining what is happening to heart..6 points TOTAL.12 points Name: Class: 31 P a g e

32 Resting Heart Rate Number: /minute Heart Rate after Exercising: /minute You will write one paragraph comparing the two numbers and explaining what is happening with your heart. You will be graded on your explanation of what is happening in your body. Lesson Plan #5 32 P a g e

33 Name: Emily Pritchard Grade Level: 7th Unit / Content Area: Circulatory System- Heart Lesson Title: Healthy Heart Objectives Objective 1: By the end of the lesson, students will be able to describe at least one risk factor of heart disease Health Standard Addressed: Explain ways to reduce or prevent health risks among adolescents. Objective 2: Students will be able to describe at least two different examples of cardiovascular disease by the end of the lesson Health Standard Addressed: Examine how healthy behaviors influence personal health Lesson Overview Content Outline Methods / Strategy Estimated Time Necessary Materials Needed XII. Cardiovascular Disease a. examples b. Risk Factors Lecture / Discussion 25 minutes - None III. E-cards a. worksheet Interaction/ worksheet 25 minutes -computer -internet access -worksheet Teaching Steps Introduction Review of Previous Material Last class we learned about the circulatory system. Overview & Rationale for Today s Lesson Today we will learn about the bad things that can happen to our circulatory system. If we know about the things that could happen, we may be able to prevent some of them and actually keep our circulatory system healthier for longer. Necessary Teaching Steps 1. Cardiovascular Disease 33 P a g e

34 Tell: it would be great if our heart had no problems getting blood to the rest of our body. Unfortunately, it is not always easy for the heart to get this blood around our body. There is something called heart or cardiovascular disease. Cardiovascular disease is a group of problems that occur when the heart and blood vessels aren't working the way they should. There are so many different examples and over 61 million Americans have some form of it. Some examples: Arteriosclerosis. Also called hardening of the arteries, arteriosclerosis means the arteries become thickened and are no longer as flexible. Atherosclerosis. People with atherosclerosis have a buildup of cholesterol and fat that makes their arteries narrower so less blood can flow through. Those deposits are called plaque. Angina. People with angina feel a pain in the chest that means the heart isn't getting enough blood. Heart attack. This is when a blood clot or other blockage cuts blood flow to a part of the heart. Stroke. when part of the brain doesn't get enough blood due to a clot or a burst blood vessel. Ask: does anyone know someone that has suffered from any of these conditions? Tell: heart disease is not contagious. However, there are certain things that increase a person's chances of getting cardiovascular disease. Doctors call these things risk factors. Some of these risk factors a person can't do anything about, like being older and having other people in the family who have had the same problems. However, exercising could help prolong the problems for a long time. But people do have control over some risk factors smoking, having high blood pressure, being overweight and not exercising can increase the risk of getting cardiovascular disease. You may know someone who suffers from heart disease or at least has some risk factors of heart disease. The main thing is to be sure they are doing everything in their power to avoid the problems. Our circulatory system is very important and we need it to survive. The healthier it can be the better our lives will be! 34 P a g e

35 Summarize and Debrief It is important to know about heart disease so we can protect ourselves to the best of our ability. Right now you may not be at risk, but someday you will be. It is important to start healthy habits now to prepare for the future. Assessment Strategy Tell: Today we will be going to the computer lab. We will be sending a American Heart Association Heart to Heart E-Card to someone we know. This is almost like an electronic greeting card that will let someone know important information about their cardiovascular health. Ask: we talked about the risk factors for heart disease. Can you think of someone that may be at risk and does not know it? Tell: Today we will be sending these people a card to remind them how important our health is. If you do not know anyone or do not have their address, it is alright. We can print them off so you can hand the card to them. You will also be turning in a card to me so I know what information you feel is important. Students will be graded on: Turned in E-card 5 points Question #1 answered....2 points Question #2 answered 2 points Question #3 answered 3 points TOTAL.12 points Name: Class: 35 P a g e

36 Directions: sign into your computer. Go to On the left side of the homepage, click on Ways to Give. Click on Heart to Heart E- Cards. Follow directions on how to send a card. At the end, you can send your card to a person you know or to your teacher. You will also print off at least one copy of your card and turn it into me. Answer the questions below when finished with card. 1. What makes this website valid? 2. Why did you choose that particular person to give or send your card to? 3. Why did you choose that particular message to send to that person? When completed, turn this paper in with your printed out E-Card Name: Emily Pritchard Lesson Plan #6 36 P a g e

37 Grade Level: 7th Unit / Content Area: Circulatory System- Info on the Heart Lesson Title: Fun Facts about the Heart Objectives Objective 1: students will be able to show good teamwork by discussing answers and together coming up with answer respectfully during the trivia game Health Standard Addressed: Demonstrate effective communication skills to enhance health. Objective 2: Students will be able to work with team members to help advocate the importance of a healthy respiratory and circulatory system Health Standard Addressed: Work with others to advocate for healthy individuals and families. Lesson Overview Content Outline Methods / Strategy Estimated Time Necessary Materials Needed IV. blood a. in body b. types Lecture / Discussion 25 minutes - None XV. Trivia Game a. questions XVI. Advocating for Healthy Teaching Steps Teamwork/ discussion 10 minutes - paper -pencils 15 minutes -poser board -markers Introduction Review of Previous Material Earlier we learned about the circulatory system and risk factors of the heart. Overview & Rationale for Today s Lesson Today we are going to learn more about the blood in our body. At the end of the lesson we will be taking a quiz over the unit. Necessary Teaching Steps 1. Blood through Body Explain parts of the blood Explain the parts of the blood. Plasma makes up over half of blood volume. It carries nutrients to cells. The rest of blood is made of red blood cells, white blood 37 P a g e

38 cells, and platelets. Red blood cells carry oxygen to the body. White blood cells fight infection. Platelets help blood to clot when there is a wound. 2. Types of Blood Plasma carries nutrients to cells. Red blood cells carry oxygen to the body. White blood cells fight infection. Platelets help blood to clot when there is a wound. Ask: does anyone know about the types of blood? What are the types? Tell: There are four different types of blood. The four types of blood are A, B, AB, and O. They are categorized in relation to the type of red blood cells they contain. Only compatible blood types can be mixed safely; otherwise, blood cells clump together and block blood vessels. (explain how this would affect procedures such as a blood transfusion). Tell: your blood type is determined by your parents. You do not just get a random blood type, it is determined by your parents and their parents and their parents. 3. Fun Trivia Game Tell: for the next few minutes we will be playing a fun trivia game about our blood. You will be in groups. When I ask a question, you will talk to your team members and guess your answer. The team that has the closest answer to the correct answer will receive a point. Write your answer on your paper and we will discuss the answer. Split groups in groups of 3 or 4 people. Have them get out a piece of paper and pen. 1. In one day, your blood travels miles 12,000 miles. That is four times the distance across the US from coast to coast 2. About how many times does your heart beat in one year? Around 35million times a year 3. Your heart pumps barrels of blood during the average lifetime 1 million 4. How many times does your heart beat in one day? 100,000 times 38 P a g e

39 5. Your heart beats times in a lifetime 2.5 billion After all questions are answered, tally up the scores Ask: which answer were you most surprised by? Summarize and Debrief I hope everyone had fun with the fun facts about our blood and heart. We are going to finish this unit with a worksheet. You are not allowed to use your notes or your neighbor s paper. Assessment Strategy Students will get together with two other classmates. They will create a poster to be hung in the hallway advocating how important it is to keep the respiratory and circulatory system healthy. Be sure to include important information and facts on how to keep people healthy. Be creative and include at least one picture Students will be graded on: At least one way to keep the systems healthy 4 points At least one important fact about the systems 4 points At least one picture.2 points Creativity 2 points TOTAL. 12 points Unit Assessment 39 P a g e

40 Name: Class: Please answer the following questions. Do not use notes and turn in when completed 1. The is the muscle which expands or decreases the size of the chest cavity, allowing air in or pushing air out of lungs a. Diaphragm b. Alveoli c. Gastronomists d. Deltoid e. None of the above 2. Describe one negative influence that will affect your respiratory system 3. How many types of blood are there? a. One b. Two c. Three d. Four e. None of the above 4. Explain why your heart rate increases when you begin to exercise 5. Name at least two risk factors of heart disease 6. There are 600 million in our lungs a. Bronchi b. Bronchioles 40 P a g e

41 c. Alveoli d. Trachea e. None of the about 7. List the four chambers of the heart (hint: think about sides and alphabetical order) 8. Blood returning from the body is received on the side of the heart 9. Complete the following sentence: One important fact that I learned from this unit is 10. T/F Your type of blood is inherited by your parents. 11. what is the function of the nose in regards to your respiratory system? 12. about how long does it take for your heart to pump blood to every cell in your body? a. 6 seconds b. 60 seconds c. 60 minutes d. 6 hours 41 P a g e

42 Unit Answers Name: Class: Please answer the following questions. Do not use notes and turn in when completed 1. The is the muscle which expands or decreases the size of the chest cavity, allowing air in or pushing air out of lungs f. Diaphragm g. Alveoli h. Gastronomists i. Deltoid j. None of the above 2. Describe one negative influence that will affect your respiratory system Smoking- it will: irritate mouth, throat, feel out of breathe, causes heart disease, causes cancer, etc. Pollution- irritates nose and mouth, respiratory infections, respiratory disease, lung cancer, heart disease, etc. Obesity- cause asthma, hard to breath from extra weight, cannot do simple physical tasks, i.e. walk up stairs, etc. 3. How many types of blood are there? a. One b. Two c. Three d. Four e. None of the above 4. Explain why your heart rate increases when you begin to exercise Body parts need more oxygen, heart pumps more blood to get the oxygen to the parts that are working harder 42 P a g e

43 5. Name at least two risk factors of heart disease smoking not exercising having high blood pressure being overweight family history growing older 6. There are 600 million in our lungs a. Bronchi b. Bronchioles c. Alveoli d. Trachea e. None of the about 7. List the four chambers of the heart (hint: think about sides and alphabetical order) Right Atria Left Atria Right Ventricle Left Ventricle 8. Blood returning from the body is received on the RIGHT side of the heart 9. Complete the following sentence: One important fact that I learned from this unit is 10. T/F Your type of blood is inherited by your parents. TRUE 11. what is the function of the nose in regards to your respiratory system? Allow air to get into respiratory system 12. about how long does it take for your heart to pump blood to every cell in your body? a. 6 seconds 43 P a g e