Blood
Science | Blood | Lesson Plan
Prepared for NSERC’s PromoScience Program by Kutz Research Group at the University of
Calgary Faculty of Veterinary Medicine
Unit/Topic: Blood
Time: 2 days
Created by Fabien Mavrot and Kaleigh Eichel on Day 1: 1 hour 20 minutes
May 8, 2020
Day 2: 1 hour
Grade Level: 7-12 (can be adapted to younger
grades)
Local Experts:
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Nurse/Doctor: Why do you collect blood in people?
Wildlife Officer: How does blood help you understand what is going on in animals?
PromoScience Connection:
This lesson fits into the overarching learning goals associated with wildlife health and monitoring
by introducing how researchers use blood collected by hunters to assess wildlife health. Students
learn the components of blood, how these components change in response to trauma and disease,
and how researchers detect diseases using ELISA, blood smears, complete blood counts, total
solids, and chemistry.
Expectations: Identify overall or specific expectations from curriculum documents.
By the end of this lesson, the grades 1-6 students should be able to:
• Grade 1: Unit E: Needs of Animals and Plants
o 1-1: Bring focus to investigative activities, based on their own questions and those
of others
o 1-4: Demonstrate positive attitudes for the study of science and for the application
of science in responsible ways.
o 1–11: Describe some common living things, and identify needs of those living
things.
• Grade 2: Unit E: Small Crawling and Flying Animals
o 2-1: Investigate, with guidance, the nature of things, demonstrating an
understanding of the procedures followed.
o 2–4: Demonstrate positive attitudes for the study of science and for the application
of science in responsible ways.
• Grade 3: Unit E: Animal Life Cycles
o 3–1 Investigate the nature of things, demonstrating purposeful action that leads to
observations and inferences.
o 3–2 Identify patterns and order in objects and events studied; and, with guidance,
record observations, using pictures, words and charts; and make predictions and
generalizations, based on observations.
o 3–4 Demonstrate positive attitudes for the study of science and for the application
of science in responsible ways.
Prepared for:
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Grade 4: General Learner expectations
o 4–1 Investigate the nature of things, demonstrating purposeful action that leads to
inferences supported by observations.
o 4–2 Identify patterns and order in objects and events studied; and record
observations, using pictures, words and charts, with guidance in the construction
of charts; and make predictions and generalizations, based on observations.
o 4–4 Demonstrate positive attitudes for the study of science and for the application
of science in responsible ways.
• Grade 5: General Learner Expectations
o 5–1 Design and carry out an investigation, using procedures that provide a fair test
of the question being investigated.
o 5–2 Recognize the importance of accuracy in observation and measurement; and,
with guidance, apply suitable methods to record, compile, interpret and evaluate
observations and measurements.
o 5–4 Demonstrate positive attitudes for the study of science and for the application
of science in responsible ways.
• Grade 6: Diversity of Living Things
o 6–1 Design and carry out an investigation in which variables are identified and
controlled, and that provides a fair test of the question being investigated.
o 6–2 Recognize the importance of accuracy in observation and measurement; and
apply suitable methods to record, compile, interpret and evaluate observations and
measurements.
o 6–4 Demonstrate positive attitudes for the study of science and for the application
of science in responsible ways.
(The NWT Grades K-6 Science and Technology Curriculum (2004))
By the end of this lesson, the grade 7-9 students should be able to:
• “Conduct investigations into the relationships between and among observations, and
gather and record qualitative and quantitative data.”
• “Analyze qualitative and quantitative data, and develop and assess possible explanations.”
• “Work collaboratively on problems; and use appropriate language and formats to
communicate ideas, procedures and results.”
• Grade 8: Unit B: Cells and Systems: “Interpret the healthy function of human body
systems, and illustrate ways the body reacts to internal and external stimuli”
(Science Grades 7-8-9 Program of Studies 2003 (Updated 2009, 2014) by Alberta Education)
By the end of this lesson, Grade 10-12 students will:
• “Conduct investigations into relationships between and among observable variables and
use a broad range of tools and techniques to gather and record data and information”
• “Work collaboratively in addressing problems and apply the skills and conventions of
science in communicating information and ideas and in assessing results”
• “Formulate questions about observed relationships and plan investigations of questions,
ideas, problems and issues”
• Unit A: Living Systems Respond to Their Environment: “Analyze how the human
circulatory system facilitates interaction between blood cells and the external environment
and investigate cardiovascular health”
• Unit D: Human Systems:
o 2. explain the role of the circulatory and defence systems in maintaining an
internal equilibrium
(Biology 20-30 Program of Studies 2007 (updated 2014) by Alberta Education)
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Unit C: Disease Defence and Human Health: “Describe the natural mechanisms that
protect the human organism from pathogens”
(Science 14-24 Program of Studies 2003 (updated 2014) by Alberta Education)
Learning Goals: Describe what the students are expected to learn.
Share goals with students.
Students will learn the basic functions of blood and the basic components of blood. Students will
understand why researchers, scientists, and doctors look at blood.
Success Criteria: Describe from a student’s perspective what attainment of a learning goal looks like.
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Able to explain the functions of plasma, red blood cells, white blood cells, and platelets.
Able to describe how coagulation of blood works
Able to identify a red blood cell and white blood cell on a microscope slide. (Grades 7-12)
Describe how some diseases can be diagnosed from blood analysis. (Grades 7-12)
Pre-assessment: Describe links to prior knowledge
What makes up the cardiovascular system? What does a heart do? What do blood vessels do?
What does blood do?
Learning Environment: Describe the setting including groupings and management strategies
Environment: Classroom or lab with a sink, computer, projector for PowerPoint
Equipment and Materials are available and prepared:
- Blood filter paper example
- Materials for activity 1 (Making blood): See page 7
- Materials for activity 2 (Blood clots): See page 8
- Materials for activity 5: (Blood smears): See page 12
Management considerations:
Safety: Wear personal protective equipment (PPE) for all activities. Wash hands with soap at the
end of each lab session.
Accommodations: Students will be reminded that they need to work well with the individual they
choose and if their grouping is not working out, they will have to work independently (for
students who would prefer to work independently, additional worksheets and clipboards will be
on hand). Teacher will circulate and monitor students to ensure understanding.
o For students with processing issues and or ESL/ELL students, considering making
pairs that will provide these students with a lab partner that will help them to be
successful.
o For students with high levels of anxiety, particularly OCD, consider providing a copy
of the lab protocol for students to look over prior to the lesson or discuss with the
student which questions will be asked so that the student can prepare for discussions
involving bacteria growth and cleanliness
- For students with ADHD, ADD or other focus issues, consider “chunking” the
lessons and spreading them out so that one part occurs before a recess/ break and the
second part occurs after recess/ break, with a brief recap to reinforce ideas from the
first part of the lesson
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Blood
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This lesson is designed for grades 7-12. The lesson can be adapted for grades 1-6 by doing
activities 1 and 2, using simpler language, and focusing on observational skills during the
demonstrations.
Instruction
Day 1
Time
Introduction
“Minds on”: Brief review of the cardiovascular system. Discuss with the
class: What makes up the cardiovascular system? What does a heart do?
“Action Piece”: Have the class stand up and do jumping jacks or run in
place for 30 seconds.
“Minds on”: Why did you heart speed up when you were exercising?
What do blood vessels do? What does blood do? (To encourage
answering questions, you can give out candy to students who
participate.)
Research Connection
In research with wildlife, we collect blood to learn about how well an
animal is. We can learn if the animal is stressed by looking at a hormone
called cortisol. We can learn if they are sick by looking at the number and
type of blood cells present. We can even see if there are germs in the
blood, micro-organisms like bacteria and parasites. We can tell if
something is wrong with different organs like the kidneys, liver, and
intestines. (if time allows, can also discuss function of liver and kidneys).
Explain how you use blood filter paper from hunters to learn about
animal health.
• Today, you are going to learn about what is in blood and then
you are going to be a pathologist for a day. Does anyone know
what a pathologist is? Pathologists diagnose diseases by looking
at blood samples and other parts of the animal, such as urine,
hair, skin, and other tissue or fluid samples.
5 minutes
5 minutes
Community Connection
Ask the nurse/doctor or wildlife officer why they care about blood. How
does blood tell you what is wrong with a patient or animal? Give an
example of a disease that you can identify by blood (eg diabetes, kidney
failure, sepsis).
20 minutes
Section 1: Functions and components of Blood (Grades 1-12)
“Minds on”: Let’s take a look at blood. Go to PowerPoint for the
components of blood presentation. While presenting the components,
you can make blood soup step by step.
“Action Piece”: Activity 1: Blood Soup (demonstration or students
work at desks in pairs, see below)
20 minutes
Section 2: Blood Clots (Grades 1-12)
“Minds on”: What happens when you get a paper cut or skin your knee?
You bleed because the walls of the blood vessel have been broken. But
eventually, the bleeding will stop. How does this happen? The secret is in
the platelets! Go to PowerPoint presentation.
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“Action Piece”: Activity 2: Blood clotting cheese curds (demonstration,
see below)
“Minds on”: What are Antibodies? What do they do? Go to
PowerPoint.
“Action Piece”: Activity 3: Antibody Saves the day: Antibodies vs
Antigens
“Minds on”: Detecting antibodies in the blood using ELISA. Go to
PowerPoint.
“Action Piece”: Activity 4: You Sunk My ELISA: How do ELISAs
work to find positive samples?
“Consolidate”:
What are the functions of blood? What are the components of blood?
How does blood clot?
Why do scientists, researchers, doctors, and nurses look at blood?
EXIT TICKET: Name 1 new thing that you learned today.
15 minutes
10 minutes
5 minutes
Day 2
Section 3: Diagnosing Diseases from Blood (Grades 7-12)
“Minds on”: Recap: We have been talking about the components of
blood. What are they? What were the red jelly beans? What were the
marshmallows? What were the sprinkles? What was the water with sugar
and salt and protein powder added? Today we are going to look at blood
under the microscope.
Community Connection
“Mind on”: Ask the local expert how they analyze blood (filter paper,
microscope slides, get back a lab report about what is in the blood).
“Action Piece”: Activity 5: Prepare a blood smear (skip this step if you
are using prepared blood smears, or prepare blood smears ahead of time)
“Minds on”: Identify abnormal cells on the powerpoint while we wait
for the slides to dry.
“Action piece”: Activity 6: Let’s look under the microscope.
PowerPoint or handout with the different parts of blood labelled. The
teachers and local experts can walk around and explain the underlying
disease and why it is causing the abnormalities that they see.
“Consolidate”: What disease did you see under the microscope? Why
did it look different from normal blood?
EXIT TICKET: Name 1 new thing that you learned today.
5 minutes
5 minutes
15 minutes
5 minutes
25 minutes
5 minutes
Assessment (data collection)/Evaluation (interpretation of data)
Grades K-3: Draw what is in blood. This is a creative assignment that allows students to
consolidate their knowledge.
Grades 4-6: Draw what is in blood. Fill out the accompanying worksheet about the components
of blood.
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Blood
Grade 7-12 students: Draw what they observe under a microscope and label the cells. Define the
function of red blood cells, white blood cells, and platelets. Give an example of 1 disease that can
be diagnosed from blood. Worksheet to identify blood cells.
Additional Resources:
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https://www.education.com/activity/article/Components_Blood/
https://tinkerlab.com/cool-science-experiments-make-curds-whey/
How to use a microscope: Amoeba Sisters:
https://www.youtube.com/watch?v=tVcEEw6qbBQ&t=214s
https://www.amoebasisters.com/uploads/2/1/9/0/21902384/microscopes_recap_by_a
moeba_sisters.pdf
https://vetclinpathimages.com/
i Some resources may not be authorized but are provided to identify potentially useful ideas for
teaching and learning. The responsibility to evaluate these resources rests with the user.
ii All website addresses listed were confirmed as accurate at the time of publication but are subject
to change.
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Activity 1: Blood Soup
You can do this as a demo at the front of the class (Grades 9-12) or have students pair off and work
at their tables to produce their own blood soup (Grades 3-8).
Materials:
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Clear plastic cups (12 oz)
Measuring spoons
Graduated cylinder or measuring cup
Water
Sugar
Salt
Protein powder
Red Jelly Beans (about 40 per student/pair to allow for eatage)
Marshmallows (regular size)
White candy sprinkles
PPE: gloves, lab coats, goggles
https://www.education.com/
activity/article/Components_
Blood/
Instructions:
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Wash your hands. Put on PPE.
Make the plasma: Plasma composes 55% of our blood and 90% of plasma is water. Plasma
carriers dissolved nutrients such as glucose, electrolytes (e.g. sodium, chloride, bicarbonate),
and proteins as well as hormones (e.g. insulin, cortisol, adrenaline) to all the cells in the body
and also picks up the wastes from cells (e.g. nitrogen, potassium, phosphate). Fill your cup
half full of water (165 ml: final volume will be 300 mL, so 0.55*300 = 165). Add a sprinkle
of sugar to represent glucose (in the 5 liters of blood in a human body, there are 4 grams of
glucose which is less than a teaspoon of sugar). Add a sprinkle of salt to represent
electrolytes. Add a sprinkle of protein powder to represent protein and hormones. Stir the
solution until the solids dissolve.
Add the Red Blood Cells: Red blood cells account for 44% of our blood. They contain
hemoglobin and carry oxygen to all the cells in our body and carries carbon dioxide from the
cells back to the lungs where it is exhaled. Red blood cells only live for about 3 months and
are continuously being made in the bone marrow. Add about 38 red jelly beans to represent
red blood cells. (For older grades: a jelly bean takes up about 3.5 cm3. 1 cm3 = 1 ml.
Therefore, 1 jelly bean would take up 3.5 ml. Blood is 44% red blood cells. If the final
volume will be 300 ml, and red blood cells take up 44%, 0.44*300 = 132 ml. 132ml* (1 jelly
bean/3.5ml) = 38 jelly beans.)
Add White Blood Cells: White blood cells account for 0.5% of our blood. Their goal is to
fight infections and are also made in the bone marrow. White blood cells live for about 13-20
days. Add 2 regular sized marshmallows (300ml*0.5% = 15 ml, each regular sized
marshmallow is about 7.4 mL, so you will need 2 marshmallows).
Add Platelets: Platelets account for about 0.5% of our blood and help our blood clot when
we get a cut. Add 3 teaspoons (15 ml) of sprinkles to represent platelets.
Eat the left overs. Clean up.
Wash your hands.
Resources: https://www.education.com/activity/article/Components_Blood/
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Activity 2: Blood Clot Cheese
Demo at the front of the class
Materials:
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½ cup of milk
Red food colouring dye
1 tablespoon of vinegar
Stirring spoon
Small pot
Strainer
Bowl
Heating element/cooking stove
Instructions:
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Wash your hands.
Pour the milk (blood plasma and white blood cells) and vinegar (platelets) into a small pot
and add a few drops of red food colouring dye (red blood cells) while stirring until you have
a red liquid.
Create an “insult” or injury by turning on the element to medium heat. In blood, the
platelets become activated when they interact with broken blood vessel cells or hit against
each other because the blood isn’t moving (e.g. like on airplanes when someone sits too in
one spot), or moving too much (e.g. increased turbulence when blood valves aren’t working
properly or parasites or cholesterol are blocking the vessels). As you talk, curds should start
to float to the top. The platelets will activate and group together, catching proteins called
fibrinogen that get converted into fibrin and also catching red blood cells and other
components of the blood to create a blood clot. The blood clot stops the blood from leaving
the injured vessel.
Strain the curs out of the pot and put over the bowl so students can see the blood clot. Turn
off the heat. Once it is cooled, you can roll the curd into a ball and pass around the “blood
clot”.
Wash your hands. Clean up.
Resources: https://tinkerlab.com/cool-science-experiments-make-curds-whey/
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Activity 3: Antibody Saves the Day
Materials:
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Printouts of antibodies and antigens: Cut before class begins
Candy: Marshmallows, Jelly beans, gummy bears, skittles, M&Ms, twizzlers
Instructions:
Divide the class in 2. One half will be antibodies, the other half will be antigens.
1. Form two lines: the antibody students in one line and the antigen students in another line.
Shuffle the antibodies and handout antibodies to the Antibody Team: some students can
receive more than 1 antibody or none at all. Shuffle the antigens and handout antigens to the
Antigen team: 1 per student.
2. The two students at the front of the line face off.
a. Does the student have the antibody to that antigen? The antigen is eliminated from
the game and the antibody wins. The antibody student can go to the back of the
antibody line.
b. If the student does not have the antibody, the student becomes infected! The
antibody student and the antigen student play rock, paper, scissors. If the antibody
student wins, the antigen is eliminated from the game, and the antibody student
receives the corresponding antibody because the student survived the infection and
goes to the back of the antibody line. If the antigen wins, the antibody student “dies”
from the infection (eliminated from the game) and the antigen goes to the back of the
antigen line to continue the game.
3. The game ends when there are either no more antibodies or no more antigens left in the
game.
4. As a class, the students figure out which antigens are which (Marshmallosis, Jelly Beanfluenza, Skittle Pox, Gummy Bear Pink Eye, M&M-mycosis, Twizzler-itis).
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Handout for Activity 3: Antibody Saves the Day: Antibody vs Antigen
Print multiple sheets depending on class size, so more antibodies can be handed out during the game
when antigens are defeated. Before handing out, cut along the dotted lines to separate the antibodies
from the antigens. Shuffle the antibodies and antigens separately.
Antigen
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Antibody for
Gummy Bear
Pink Eye
Antigen
Antigen
Antibody for
Twizzler-itis
Antibody for
M&Mmycosis
Antigen
Antigen
Antibody for
Jelly
Bean-fluenza
Antibody for
Skittle Pox
Antigen
Antibody for
Marshmallosis
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Activity 4: You Sunk my ELISA
Materials:
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Handout
Colouring pencils/markers
Instructions:
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You are testing for Brucellosis in your samples.
Secretly, so you neighbour cannot see: Colour in 5 wells (circles) of your ELISA results blue.
Blue wells are Strong Positive results, these animals have Brucellosis. Colour 10 different
wells Light Blue. Light Blue wells are weak positive results, these animals may have a
Brucellosis infection, but may not be sick from it. Leave the remaining wells White. White
wells are negative, and these animals do not have Brucellosis.
Take turns with your neighbour guessing the grid location (number, letter; for example: 4B)
where the 5 positive Brucellosis results are on their grid (similar to the game “Battleship”).
As your opponent guesses, cross off the well so you know it was guessed. The game ends
when all 10 positive results are found.
Count up the total number of results to get the score: 2 points for strong positives, 1 point for
weak positive, 0 points for negative. Who found the most cases of Brucellosis?
A
B
C
D
1
2
3
4
5
6
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Activity 5: Prepare Blood Smears
Materials:
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Glass capillary tubes
Microscope slides
Vial of horse blood (kept at 5°C for a week at most, purple top to prevent coagulation)
Diff-Quik Stains
Paper towels
Water
Gloves, goggles, lab coats
Instructions:
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Wash your hands. Put on PPE.
Label a microscope slide with your name.
Suck up some blood from the vial using a glass capillary tube.
Tap a small drop of blood from the capillary tube onto the microscope slide, in the centre,
closest to the label.
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Use a second microscope slide to draw back onto the blood drop at a 30-degree angle
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Push the top microscope slide away from the blood drop to spread the drop of blood. Use
one smooth motion and “fall off the edge” of the bottom microscope slide (do not lift up at
the end) to create an even spread.
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A good blood smear looks like a thumb print with a gradually fading “feathered edge”.
Let the slide completely dry. (5-10 minutes)
Use Diff-Quick stains to stain your slide. If your slide is wet before this step, the blood will
come off the slide.
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Dip your slide into the fixative (#1 Blue,
methanol) for 1 second, and repeat dipping for a
total of ten times, tap the excess off.
o Dip your slide into the stain solution (#2 Red,
eosinophilic) for 1 second, and repeat dipping for a
total of ten times, tap the excess off.
o Dip your slide into the counter stain (#3 Purple,
basophilic) for 1 second, and repeat dipping for a
total of ten times, tap the excess off.
o Rinse gently with water to remove excess stain.
Allow to dry completely before looking under the microscope.
Clean up. Place used glass in the sharps container and anything contaminated with blood in
the biohazards container. Wash your hands.
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Resources:
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IDEXX: How to make a blood film in 3 steps:
https://www.youtube.com/watch?v=rqXy45sRJkw
Diff-Quik Staining: https://www.bristol.ac.uk/medialibrary/sites/vetscience/documents/clinical-skills/Diff-Quik%20Staining.pdf
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Activity 6: Blood Smear Diagnostics
Students pair off and identify blood cells in normal and abnormal blood smears.
Materials:
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Microscopes and supplies (oil, Kim wipes, lens cleaner and wipes)
Prepared blood smear slides (normal and abnormal)
Handout for blood cell identification
Lab notebook.
Instructions:
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Wash your hands.
Prepare the microscope. Observe the blood smear under
the 10x, and 40x objectives.
Find the monolayer, where red blood cells are not
overlapping.
Identify red blood cells and white blood cells.
Record what you see. Is this normal or abnormal?
Clean up. Wash your hands.
https://www.lab.anhb.uwa.edu.au
Normal Horse Blood cells: https://vetclinpathimages.com/2018/03/27/normal-equine-erythrocytes/
Abnormal Horse red blood cells with normal neutrophil: https://vetclinpathimages.com/2018/03/27/normal-equine-erythrocytes/
Resources:
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How to use a microscope: Amoeba Sisters:
https://www.youtube.com/watch?v=tVcEEw6qbBQ&t=214s
https://www.amoebasisters.com/uploads/2/1/9/0/21902384/microscopes_recap_by_amo
eba_sisters.pdf
https://vetclinpathimages.com/
https://www.lab.anhb.uwa.edu.au/mb140/CorePages/Blood/blood.htm
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Blood
Blood Cell Identification
Lymphocyte Neutrophil
White Blood cells
(vetclinpathimages.com)
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Monocyte
Eosinophil
Basophil
Mast Cell
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Blood
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