COURSE 7240 Health Science I Unit A Human body structure and function

ESSENTIAL STANDARD

2.00 B2 35% Understand the body’s use of nutrients.

OBJECTIVE 2.02 B2 10% Understand the functions and disorders of the circulatory system

ESSENTIAL QUESTION

What are the functions of blood? What are some disorders of the blood? How are blood disorders treated? What are the functions of the circulatory system? What are some disorders of the circulatory system? How are disorders of the circulatory system treated? How do you relate the body’s use of nutrients to blood and the

circulatory system?

Unpacked Content

I. Functions of the bloodA. TransportationB. Regulation

1. Heat2. Acid/base balance

C. ProtectionII. PlasmaIII. Erythrocytes

A. ErythropoiesisB. Hemolysis

IV. LeukocytesA. AgranulocytesB. GranulocytesC. Inflammation

V. Thrombocytes VI. Blood types

A. AgglutinationB. Blood reactions

VII. RH factorVIII. Blood Disorders

A. AnemiaB. ContusionC. EmbolismD. Erythroblastosis fetalisE. HematomaF. HemophiliaG. LeukemiaH. Multiple myeloma

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I. PolycythemiaJ. SepticemiaK. Sickle cell anemiaL. Thrombus

IX. Functions of the heart and blood vesselsA. Pump

1. Electrical activity2. Systemic circulation3. Cardiopulmonary circulation

B. TransportationX. Circulatory system disorders

A. AneurysmB. Angina pectorisC. ArrhythmiasD. Coronary artery diseaseE. Heart failureF. HypertensionG. MurmursH. Myocardial infarctionI. Peripheral vascular disease

1. Arteriosclerosis2. Atherosclerosis

J. Pulmonary edemaK. Transient ischemic attackL. Varicose veins

XI. Relevance of nutrients to the blood and circulatory system

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ACTIVITIES RELEVANCY TO OBJECTIVE RESOURCES

1. Functions of the Blood To facilitate discussion have

the students prepare for class by reading textbook materials related to the functions and disorders of the blood before class.

Distribute the handout. Present the PowerPoint

presentation, slides 1 – 22. Students will complete the

handout in their own words during the Power Point presentation.

Facilitate discussion by having students explain relevance to health and the body’s use of nutrients.

Students will UNDERSTAND (B2) the functions of the blood.

Textbooks

2.02 Understand the functions and disorders of the circulatory system Power Point presentation, slides 1 – 22

2.02 Functions of the Blood Handout

2. Structures and Functions of the Blood Distribute the handout. Students will complete the

handout as directed. Use this handout to facilitate

understanding of the blood structures.

Unscramble the blood structure word and, in the students own words, explain the function of the blood structure unscramble. Use the back of the handout as necessary to document responses.

Students will use the handout as a resource and study tool.

Students will REMEMBER (A1) the structures and functions of the blood.

2.02 Structures and Functions of the Blood Handout

3. Blood Types Note: This handout can be

used as a classroom activity or as homework.

Distribute the handout.

Students will UNDERSTAND (B2) factors related to blood types.

2.02 Blood Types

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ACTIVITIES RELEVANCY TO OBJECTIVE RESOURCES

Students will complete the handout as directed.

Facilitate discussion by reviewing the handout and having students explain their answers in their own words.

4. Disorders of the Blood To facilitate discussion have

the students prepare for class by reading textbook materials related to disorders of the blood before class.

Distribute the handout. Present the PowerPoint

presentation, slides 23 – 31. Students will complete the

handout in their own words during the Power Point presentation.

Facilitate discussion by having students compare similar characteristics of disorders of the blood.

Students will UNDERSTAND (B2) disorders of the blood.

2.02 Understand the functions and disorders of the circulatory system Power Point presentation, slides 23 – 31

2.02 Disorders of the Blood Handout

5. Functions of the Heart and Blood Vessels To facilitate discussion have

the students prepare for class by reading textbook materials related to functions of the heart and blood vessels before class.

Distribute the handout. Students will complete the

handout as directed and be prepared to participate in class discussion.

Present the PowerPoint presentation, slides 32 – 51.

Students will make any

Students will UNDERSTAND (B2) the functions of the heart and blood vessels.

2.02 Functions of the Heart and Blood Vessels Handout

2.02 Understand the functions and disorders of the circulatory system Power Point presentation, slides 32 – 51

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ACTIVITIES RELEVANCY TO OBJECTIVE RESOURCES

corrections to the handout during class discussion.

6. Electrical Activity of the Heart Distribute the handout. Review PowerPoint

presentation, slides 38 - 39. Students will complete the

handout in their own words as directed.

Facilitate discussion by asking the students to:o Explain the purpose of a

pacemaker and how it functions.

o Explain the purpose for the physician to order an EKG.

o Compare heart activity with the printed EKG.

Students will use the handout as a resource and study tool.

Students will UNDERSTAND (B2) the electrical activity of the heart.

2.02 Electrical Activity of the Heart Handout

2.02 Understand the functions and disorders of the circulatory system Power Point presentation, slides 38 - 39

7. Your Pulse on Math Distribute the handout. Students will complete the

handout as directed. Facilitate discussion by

asking the students to share their responses with the class.

Students will use the handout as a resource and study tool.

Students will UNDERSTAND (B2) calculating pulse in the circulatory system.

2.02 Your Pulse on Math Handout

Supplies: Watch or clock

with second hand

Calculator

8. Circulatory System Disorders Research Allow students to work in

pairs for this activity. Students will choose a

circulatory system disorder from the list on the handout

Students will UNDERSTAND (B2) circulatory system disorders.

2.02 Circulatory System Disorders Research Handout

Health Occupations Students of America (HOSA) Competitive

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ACTIVITIES RELEVANCY TO OBJECTIVE RESOURCES

or as assigned. Students will develop a

poster representing the disorder they choose.

Follow the HOSA competitive events guidelines for Extemporaneous Health Poster.

Students will present their posters to the class.

The HOSA competitive events rubric for Extemporaneous Speaking will be used to grade the presentation.

Students will present the disorder to the class according to the teacher’s directions.

Note: The teacher will determine the amount of time allotted for the activity.

Events rubrics

Extemporaneous Health Posterwww.hosa.org/natorg/sectb/cat-iii/ehp.pdf

Extemporaneous Speaking www.hosa.org/natorg/sectb/cat-iii/es.pdf

9. Circulatory System Disorders Review Distribute the handout. Present the PowerPoint

presentation, slides 52 – 67, as a review.

Students will record class notes and discussion in their notebooks, using their own words during the Power Point presentation.

Students will UNDERSTAND (B2) circulatory system disorders.

2.02 Understand the functions and disorders of the circulatory system Power Point presentation, slides 52 - 65

Notebooks

10. 2.02 Understand the functions and disorders of the circulatory system Assessment Distribute the assessment. Allow students the class

time to complete the assessment.

Grade papers and return to

Students will UNDERSTAND (B2) the circulatory system’s role in the use of nutrients.

2.01 Remember the structures of the circulatory system AND2.02 Understand the functions and disorders of the circulatory system Assessment as

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ACTIVITIES RELEVANCY TO OBJECTIVE RESOURCES

students as soon as possible.

prepared by the teacher or as provided

11. 2.03 Remember the structures of the lymphatic system preparation Assign students to use their

textbooks to read about the lymphatic system.

Students should be given an assignment to complete to facilitate learning.

Note: This could be an assignment from the materials provided or as provided by the teacher.)

Review and return these materials to students prior to beginning the next objective.

Students will REMEMBER (A1) the structures of the lymphatic system.

Textbook

Notebook

OR

Materials provided

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2.02 Functions of the blood Name______________Handout Date_______________

Directions: Complete the handout while viewing the PowerPoint presentation. Record any class discussion on the back of your paper, if necessary.

Introduction to functions of the blood TransportationRegulation: Heat Acid/base balanceProtection

Structure Function Relevance to HealthPlasma Plasma Proteins Other structures

Erythrocytes

Leukocytes

Agranulocytes

Granulocytes

Thrombocytes

Blood types

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Rh factor

2.01 Blood structures and functions Name ________________Handout Date ________________

Directions: Unscramble the word and, in your own words, explain the function of each blood structure unscrambled. Use the back of the handout to document responses, if needed.

1. HOTMLYYCPE ___________________________________

__________________________________________________

2. PASLMA ____________________________________

__________________________________________________

3. IONEHIPOLS ______________________________________________________________________________________

4. YOTBREHTOCM ______________________________________________________________________________________

5. APLOIBHS ______________________________________________________________________________________

6. RRECYOYETTH ______________________________________________________________________________________

7. SLCUKEOTYE ______________________________________________________________________________________

8. LTOHNREPIU ______________________________________________________________________________________

9. BLAMIUN ______________________________________________________________________________________

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10. NHIEBMOOGL _______________________________________________________________________________________

2.01 Blood structures and functions Name ________________Handout KEY Date ________________

Directions: Unscramble the word and, in your own words, explain the function of each blood structure unscrambled. Use the back of the handout to document responses, if needed.

1. HOTMLYYCPE ___Lymphocyte________________________A type of WBC that produces antibodies

2. PASLMA ___Plasma________________________________The liquid portion of blood, transports,

3. IONEHIPOLS ___Eosinophil___________________________A type of WBC that is involved in parasitic infections

4. YOTBREHTOCM __Thrombocyte______________________A cell that helps with blood clotting

5. APLOIBHS ___Basophil______________________________A type of WBC that secretes heparin

6. RRECYOYETTH ___Erythrocyte_______________________A cell that carries oxygen

7. SLCUKEOTYE ___Leukocyte__________________________A group of cells that help fight infection

8. LTOHNREPIU ___Neutrophil__________________________A type of WBC that performs phagocytosis

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9. BLAMIUN ___Albumin___________________________________________________________________________

10. NHIEBMOOGL ___Hemoglobin________________________________________________________________________

2.02 Blood Types Name ________________Handout Date _________________

Directions: Fill in the chart and answer questions below. Participate in classroom discussion related to blood types. Use the completed handout as a study guide.

Blood Type Antibodies? Can donate to? Can receive from?A

B

AB

O

1. How does the Rh factor effect blood donation/receiving? ______________________________________________________________

2. What is ertyhroblastosis fetalis? What is the cause? Who is at risk? How is it treated? _________________________________________________________________________________________________________________________________________________________________________________

3. What would happen if someone received the wrong blood type? The wrong Rh factor? How and why are the outcomes different? ______________________________________________________________

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______________________________________________________________________________________________________________________

4. What blood type is considered the universal recipient? Explain why. ____________________________________________________________ _________________________________________________________

5. What blood type is considered the universal donor? Explain why. ___________________________________________________________ ______________________________________________________________________________________________________________________

2.02 Blood Types Name ________________Handout KEY Date _________________

Directions: Fill in the chart and answer questions below. Participate in classroom discussion related to blood types. Use the completed handout as a study guide.

Blood Type Antibodies? Can donate to? Can receive from?A

Yes, BA, AB A,O

B Yes, A B, AB B,O

AB No AB A,B, AB,O

O Yes, A and B A, B, AB and O O

1. How does the Rh factor effect blood donation/receiving? Must receive a transfusion from the same Rh factor_________________

2. What is ertyhroblastosis fetalis? What is the cause? Who is at risk? How is it treated? Hemolytic disease of the newborn, mother’s antibodies attack infant’s RBC’s, second Rh positive baby born to an Rh negative mother, treatment aimed at prevention (Rhogam, injection given to Rh negative mothers after delivery)_________

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3. What would happen if someone received the wrong blood type? The wrong Rh factor? How and why are the outcomes different?Hemolysis, nothing, the first time antibodies are produced, antbodies against ABO blood types are already present, anti Rh antibodies develop after exposure

4. What blood type is considered the universal recipient? Explain why. AB positive because they do not have any antibodies for blood type.

5. What blood type is considered the universal donor? Explain why.O negative because no antigens for blood type

2.02 Disorders of the Blood Name ________________Handout Date _________________

Directions: Record notes about blood disorders while viewing the PowerPoint presentation. Record class discussion and additional notes on the back of the page. Disorder Cause Symptoms Treatment PrognosisAnemia

Contusion

Hematoma

Embolism

Thrombus

Erythroblastosis fetalis

Hemophilia

Leukemia

Multiple myeloma

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Polycythemia

Septicemia

Sickle cell anemia

2.02 Functions of the Heart and Blood Vessels Name ________________Handout Date _________________

Directions: Complete the table below by answering the questions in the first column. Be prepared to participate in class discussion. Make any corrections while viewing the PowerPoint presentation.

Functions of the Heart and Blood VesselsPump Relevance to Health3. Explain the concept of a

pump.4. How does this relate to

heart function?5. What makes the lubb-dupp

sound?6. What does blood pressure

have to do with it?7. What makes the heart

work?8. Explain the electrical

activity of the heart.9. What is an EKG?10.What makes the pump

effective?

Transportation Relevance to Health1. What does the heart

transport?2. What is involved in the

transportation process?3. How is transportation a

circulatory function?4. Explain systemic circulation

and list the steps in the

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flow.5. Explain cardiopulmonary

circulation and list the steps in the flow.

6. How is the circulatory system related to the body’s use of nutrients?

7. What is the role of arteries in circulation?

8. What is the role of veins in circulation?

2.02 Electrical Activity of the Heart Name _________________Handout (Optional) Date __________________

Directions: Complete this handout while viewing the PowerPoint presentation. Illustrate the conduction system of the heart and its relevance to heath.

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2.02 Your Pulse on Math Name _______________Handout Date_________________

Directions: Use this handout to calculate the following mathematical problems to solve for the pulse.

01. Jennifer has a radial pulse of 32 in 30 seconds. What is Jennifer’s pulse and how should it be recorded? Show your calculations and indicate whether or not the pulse is within normal range.

02. Xavier has an apical pulse of 100 in one minute. What is Xavier’s pulse and how should it be recorded? Show your calculations and indicate whether or not the pulse is within normal range. Also, indicate if it is appropriate to take Xavier’s pulse for one minute and why or why not. What instrument would you use to obtain an apical pulse, if any.

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03. Take your own pulse. Show your calculations and indicate whether or not your pulse is within normal range. Identify the pulse site you used.

2.02 Having your pulse on math Name _______________Handout Date_________________

Directions: Use this handout to calculate the following mathematical problems to solve for the pulse.

01. Jennifer has a radial pulse of 32 in 30 seconds. What is Jennifer’s pulse and how should it be recorded? Show your calculations and indicate whether or not the pulse is within normal range. 32 x 2 = 64 bpm

P 64

Normal *(60-90 bpm normal range)

02. Xavier has an apical pulse of 100 in one minute. What is Xavier’s pulse and how should it be recorded? Show your calculations and indicate whether or not the pulse is within normal range. Also, indicate if it is appropriate to take Xavier’s pulse for one minute and why or why not. What instrument would you use to obtain an apical pulse, if any.100 x 1= 100

P 100 apical

Abnormal

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To record an apical pulse, you must auscultate with a stethoscope for the full minute. The purpose is to detect any arrhythmias.

03. Take your own pulse. Show your calculations and indicate whether or not your pulse is within normal range. Identify the pulse site you used.

Open-ended

2.02 Circulatory System Disorders Research Name ________________ Handout Date __________________

Directions: 1. Choose a circulatory system disorder from the list below or as assigned.2. Follow the HOSA competitive events guidelines for Extemporaneous

Health Poster to develop a poster representing the disorder that you choose.

3. Prepare a poster that demonstrates the nature of the disorder to include but not limited to:

a. Summary of the condition

b. Symptoms of the condition

c. How the condition is diagnosed

d. How the condition is treated

e. What is the prognosis

4. Present your poster to the class.5. The HOSA competitive events rubric for Extemporaneous Speaking will be

used to grade your presentation. 6. Note: The teacher will determine the amount of time allotted for the

activity.

Circulatory System Disorders:A. Aneurysm

B. Angina pectoris

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C. Arrhythmias

D. Arteriosclerosis

E. Atherosclerosis

F. Coronary artery disease

G. Heart failure

H. Hypertension

I. Murmurs

J. Myocardial infarction

K. Peripheral vascular disease

L. Pulmonary edema

M. Transient ischemic attack

N. Varicose veins

2.02 Prototype Assessment Items

Note: These items illustrate the types of items used in the item bank for this objective. All items have been written to match the cognitive process of the understand verb in the objective. Questions require students to interpret, summarize or explain safety procedures. These exact questions will not be used on the secured test, but questions in similar formats will be used.

These assessment items may be used as prototypes by teachers and students to generate similar items to comprise formative assessments for you classroom. This strategy is especially helpful during the field test year when classroom item banks are not available. Results of formative assessment should be used to diagnose levels of mastery, determine if re-teaching is needed, and guide further instruction.

1. Addison complained of ringing in her ears, not feeling right, and a severe headache. Her blood pressure was 160/90. Addison was diagnosed as having:A. aneurysm.B. hypertension.C. hypotension.D. myocardial infarct.

B

2. Megan spends long periods of time standing to perform her nursing job. She experiences night cramps and pain in her feet and ankles. On inspection, she

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noticed swollen and distended veins in her lower extremities. Megan was diagnosed with:A. embolism.B. peripheral vascular disease.C. thrombosis.D. varicose veins.

D

3. Lucas inherited a bleeding disorder causing him excessive bleeding after an injury. To treat his disorder, the physician prescribed administration of clotting factor. Lucas has:A. anemia.B. hemophilia.C. leukemia.D. thrombocytopenia.

B

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