TEKS 10 A & B, 11C
Circulatory System
TAKS Objective 2 – The student will demonstrate an understanding of
living systems and the environment.
TEKS Science Concepts 10 A & B
The student knows that, at all level of nature, living systems are found
within other living systems, each with its own boundary and limits. The
student is expected to:
(A) interpret the functions of systems in organisms including
circulatory, digestive, nervous, endocrine, reproductive,
integumentary, skeletal, respiratory, muscular, excretory, and
immune;
(B) compare the interrelationships of organ systems to each other
and to the body as a whole;
11 C
The student knows that organisms maintain homeostasis. The student is
expected to:
(C) analyze the importance of nutrition, environmental conditions, and
physical exercise on health
TAKS Objective 2
page 1
TEKS 7.9 A
For Teacher’s Eyes Only
Teacher Background: There are twelve major organ systems in the human body
(i.e., circulatory, skeletal, respiratory, excretory, integumentary, nervous,
digestive, endocrine, reproductive, immune, lymphatic, and muscular systems). In
this TEKS, we will introduce students to the common structures of each system
and their basic functions. A brief description of these systems follows:
Circulatory System – The heart, blood and blood vessels (arteries, veins and
capillaries) are the vital components of the circulatory system. The overall
function of the circulatory system is to transport materials throughout the body to
particular target organs and tissues. Gasses, nutrients, waste, hormones, and
infection fighting cells are just some of the materials that the circulatory system
transports. For example, white blood cells and antibodies are carried throughout
the body using the circulatory and lymphatic systems. During respiration, the
exchange of oxygen and carbon dioxide occurs through the walls of the capillaries
that surround the alveoli in the lungs. The circulatory system also interacts with
the excretory system as during filtration of body wastes in Bowman’s capsule,
which is located in the nephron of the kidney. Many hormones associated with
endocrine system and reproductive system (e.g., thyroid-stimulating hormone,
Follicle-stimulating hormone, and insulin) are carried throughout the body via the
circulatory system. These hormones act on specific target cells to coordinate
body functions and bring about and maintain homeostasis. In the digestive
system, nutrients are absorbed into the blood through capillaries surrounding the
villi of the small intestine. Finally, lactic acid build up due to oxygen debt is
carried away from the muscles via capillaries. The circulatory system also helps
to maintain an internal homeostasis by stabilizing the pH and ionic concentration
of the body fluids. Additionally, it helps maintain body temperature by
distributing and transporting heat.
Student Prior Knowledge
Students should be familiar with the components associated with body systems
TEKS 6.10 (C) identify how structure complements function at different levels of
organization including organs, organ systems, organisms, and populations and the
functions of these systems.
TAKS Objective 2
page 2
TEKS 7.9 A
Gotta Have Heart
5 E’s
ENGAGE
Play song from St. Joseph’s Aspirin Commercial (originally in Happy Days
episode #142) at:
http://www.stjosephaspirin.com/page.jhtml?id=/stjoseph/include/5_2.inc
You may also be able to find several different videos on www.utube.com
using this song and heart animations.
LYRICS:
Pump, pump, pumps your Blood.
The right atrium’s where the process begins, where the CO2 Blood enters the
heart.
Through the tricuspid valve, to the right ventricle, the pulmonary artery, and
lungs.
Once inside the lungs, it dumps its carbon dioxide and picks up its oxygen supply.
Then it’s back to the heart through the pulmonary vein, through the atrium and
left ventricle.
Pump, pump, pumps your Blood.
TAKS Objective 2
page 3
TEKS 7.9 A
EXPLORE
Explore 1
How Does Exercise Affect Heart Rate? In Blackline Masters
Students will learn that as they exercise the muscle cells use more oxygen and
food which must be replenished. The cells also produce more waste, which must
be removed. They will determine that the heart responds to the change needs of
body cells by pumping harder. Students will determine their heart rate by taking
their pulse, hypothesize the effect of exercise on heart rate, and compare their
heart rate during rest and during exercise.
Explore 2
Circulatory System Relay Simulation In Blackline Masters
Set up the relay course according to the directions at A Circulatory System Relay.
Review with students the parts of the circulatory system.
Organize students into teams of five and tell them they are going to have a relay
race to see which team can complete a race of the circulatory system in the
shortest amount of time.
Explain the rules of the race and demonstrate the path they will take.
Have each team run the race. Begin timing each team when the first student enters
the left ventricle and stop when the last student enters the left atrium. Keep a
record to see which team circulates through the system most efficiently.
Explore 3
Anatomy Coloring Sheet
Student will complete an anatomy coloring sheet over the circulatory system.
TAKS Objective 2
page 4
TEKS 7.9 A
EXPLAIN
Complete the Circulatory System PowerPoint presentation and the blood
simulation with discussion and the completion of the following questions.
Blood Simulation - What is Blood Made of?
Teacher and students will make 'blood' out of candy. While performing the
activity the teacher will teach the blood components' names and functions.
Following each component introduction, the candy which represents the
component will be brought up by students and added to a container. In the end,
the mixture should represent a combination of all the components of the blood in
their relative amounts.
A. What are the four components of blood and their relative amounts?
B. What is the function of each component?
CANDY RED HOTS 44%: Red Blood Cells (RBCs) - carry oxygen and carbon
dioxide around body, RBCs only live for about 3 months but are continuously
produced in the bone marrow.
CORN SYRUP 55%: Plasma - syrupy, thick, clear, yellowish liquid that carries
dissolved food and wastes.
WHITE JELLY BEANS 1/2%: White Blood Cells (WBCs) - bigger than RBCs,
oddly-shaped cells that 'eat' bits of old blood cells and attack germs.
CANDY SPRINKLES 1/2%: Platelets - bits of cells and cytoplasm that help your
blood clot.
Emphasize the relative amounts of the blood components. Mix the candy 'blood',
dispense into small cups, and pass out one cup to each student. Supply spoons so
that the students can eat the candy if they desire.
ELABORATE
Elaboration 1
Blood Typing: To Clump or Not to Clump? In Blackline Masters
Students will perform a blood typing simulation activity. This activity will
reinforce the vocabulary such as antigens and antibodies.
TAKS Objective 2
page 5
TEKS 7.9 A
EVALUATE
1. Working in a group and given 40 minutes, the student will design and
implement an experiment to demonstrate the relationship between heart and
respiration rates. A minimum score of 70% on the “Check Sheet for Independent
Investigations is required.
Check Sheet for Independent Investigations
I.
II.
III.
IV.
V.
VI.
Stating a problem to investigate
Problem phrased as a research question
If…then hypothesis statement
Develop a procedure to compare baseline heart and
respiration rates to an after exercise heart and
respiration rates.
All steps in sequential order and reproducible
Multiple trials indicated
Materials are appropriate and described
Gathering respiration and heart rate data
Data organized in table or chart
Data has a title
Labels for manipulated & responding variables
Units are stated
Multiple trials, totals and averages are included
Graphing data
Appropriate graph type used
Appropriate scale, range, and interval are used
Graph has a title
Descriptive label for variable on the x-axis and
responding variable for the y-axis
Graphed data matches data collected. Units
indicated for each axis
Data analysis
Results from graph clearly stated
Inferences made about results
Conclusion
Conclusions based on results and inferences
Hypothesis is restated
Hypothesis is accepted or rejected
TAKS Objective 2
page 6
i)
5
15
15
20
20
25
TEKS 7.9 A
2. Using their textbook, in groups of two, student will draw and label the
major components of the circulatory system. Student will also write any
defining characteristics and functions of the circulatory system parts and
describe two diseases of the circulatory system and way to prevent these
diseases. A minimum score of 70% is required.
Revise and Resubmit
70-89
90-100
Less than 70% of the
items that need to be
identified have labels
OR it is not clear
which label goes with
which item.
Most items (70-89%)
that need to be
identified have labels.
It is clear which label
goes with which
structure.
90-100% of the items that
need to be identified have a
label. It is clear which
label goes with which
structure.
There are several
erasures, smudged
lines or stray marks on
the paper, which
detract from the
drawing. Overall, the
quality of the drawing
is poor.
There are a few
erasures, smudged
lines or stray marks on
the paper, which
detract from the
drawing OR color is
not used carefully.
Overall, the quality of
the drawing is good.
Lines are clear and not
smudged. There are almost
no erasures or stray marks
on the paper. Color is used
carefully to enhance the
drawing. Stippling is used
instead of shading. Overall,
the quality of the drawing
is excellent.
This rubric was created from the following website:
http://rubistar.4teachers.org/index.php
TAKS Objective 2
page 7
TEKS 7.9 A
TAKS Objective 2
page 8
TEKS 7.9 A
Exercise vs. Heart Rate
Introduction:
The heart pumps blood to all the cells of the body. As you exercise, the muscle
cells use more oxygen and food, which must be replenished. The cells also
produce more wastes, which must be removed. The heart responds to the
changing needs of body cells by pumping harder. In this lab you will determine
your heartbeat rate by taking your pulse, you will compare your heartbeat rate
during rest and during exercise, and you will hypothesize the effect of exercise on
heartbeat rate during rest and during exercise.
Materials:
Stopwatch or clock with second hand
Procedure:
Resting Pulse:
1. Locate your pulse by placing your index and middle fingers on the carotid
artery. This artery is located in your neck, under the corner of your jaw.
Figure 1shows the position your fingers should be in.
2. Press your fingers lightly against your neck to feel the pulse. Each pulse
of blood is caused by one beat of the heart.
3. Work in pairs. Your partner will be the timekeeper. You will be the
experimental subject.
4. Six quietly for 2 minutes.
5. Count you pulse for 15 seconds and record this number in Table 1.
6. Repeat step 5 twice more.
7. Calculate your heartbeat rate per minute by multiplying each of the 15second counts by 4.
8. Calculate your average resting heartbeat rate per minute.
9. Make a hypothesis to explain how exercise will affect heartbeat rate.
Write your hypothesis in the space provided.
TAKS Objective 2
page 9
TEKS 7.9 A
Exercise:
1. Follow your teacher’s instructions for exercising. Remember that
whatever exercise you do should be done at a steady rate throughout all
exercise periods.
2. You will exercise for 30 seconds of each minute for 10 minutes. In
between exercise periods, you will count your pulse for 15 seconds and
record this count in Table 2. Figure 2 shows that each minute should be
divided as follows.
a.
b.
c.
d.
Recovery:
30 seconds – exercise
5 seconds – locate the pulse
15 seconds – count the pulse
10 seconds – record the count and prepare to exercise again
1. Immediately after you finish the exercise period, sit down and begin the
procedure for counting your pulse as you recover from exercising.
2. You will count your pulse twice each minute for 10 minutes. Each count
lasts 15 seconds. Figure 3 shows that each minute should be divided as
follows.
a. 15 seconds – count the pulse
b. 15 seconds – record the count and prepare for the next count
c. 15 seconds – count the pulse
d. 15 seconds – record the count and prepare for the next count
All counts should be recorded in Table 2.
3. Calculate the number of beats per minute for all counts recorded in Table
2.
Graphing:
1. Plot your heartbeat rates during exercise for minutes 1 through 10.
2. Plot your recovery pulse rates for minutes 11 to 20.
TAKS Objective 2
page 10
TEKS 7.9 A
Data and Observations:
Table 1
Pulse
Condition
Trial
Beats/15seconds
Beats/minute
1
2
Rest
3
Average
Table 2
Pulse
Condition
Minutes
Beats/15 seconds
Beats/minute
1
2
3
4
5
6
Exercise
7
8
9
10
TAKS Objective 2
page 11
TEKS 7.9 A
11:00
11:30
12:00
12:30
13:00
13:30
14:00
14:30
15:00
Recovery
15:30
16:00
16:30
17:00
17:30
18:00
18:30
19:00
19:30
20:00
TAKS Objective 2
page 12
TEKS 7.9 A
Graph:
Analysis:
1. What was your average resting heartbeat rate?
2. What was you highest heartbeat rate?__________ When did this rate
occur?_____________________
3. Did you return to your resting rate during Part C? ________If so, how many
minutes did it take?________________
4. Why do some classmates return to their resting rates more rapidly than
others?___________________________________________________
5. Describe the shape of your graph.____________________________________
6. What factors, other than exercise, would increase heartbeat
rate?___________________________________________________________
_______________________________________________________________
_______________________________________________________________
Conculsion:
Was you hypothesis supported by your data? Why or why
not?______________________________________________________________
__________________________________________________________________
Compare the average heartbeat rate of the males with that of the females in your
class.
Test the effect of lying down, standing up, and sitting on your resting heartbeat
rate.
TAKS Objective 2
page 13
TEKS 7.9 A
Circulatory System Relay Simulation
NASA Quest Cardiovascular Activity #9
http://quest.arc.nasa.gov/smore/teachers/act9.html
1. Students begin in the Left Ventricle as an oxygenated blood cell.
2. They travel through the Aorta.
3. After passing through the aorta students carry their oxygenated blood to
the muscles.
4. From the muscles students carry carbon dioxide loaded blood to the Right
Atrium.
5. From the Right Atrium students travel into the Right Ventricle.
6. Students travel through the Pulmonary Artery.
7. From the Pulmonary Artery students travel into the lungs where they
exchange their carbon dioxide for oxygen.
8. Now carrying oxygenated blood students enter the Left Atrium and are
ready to begin the circulatory cycle again.
TAKS Objective 2
page 14
TEKS 7.9 A
Circulation Relay
1. Prior to beginning the activity, review the parts of the circulatory system with
the students.
2. Show the students the relay course and review the circulatory pathway. You
may wish to use a transparency of the relay to help in explaining.
3. Divide the students into teams. Explain to students that the red balloons will
represent oxygenated blood cells. Meanwhile, the blue balloons will represent
carbon dioxide loaded blood cells that have given away their oxygen and are
now carrying away the cells' waste.
4. Demonstrate the path with one student. Walk the student slowly through this
pathway:
a. Students begin in the Left Ventricle as an oxygenated blood cell.
b. They travel through the Aorta.
c. After passing through the aorta students carry their oxygenated blood to
the muscles.
d. From the muscles, students carry carbon dioxide loaded blood to the
Right Atrium.
e. From the Right Atrium students travel into the Right Ventricle.
f. Students travel through the Pulmonary Artery.
g. From the Pulmonary Artery students travel into the lungs where they
exchange their carbon dioxide for oxygen.
h. Now carrying oxygenated blood students enter the Left Atrium and are
ready to begin the circulatory cycle again.
5. Once everyone seems to have the idea, tell the students they are going to have
a relay race to see which group can complete the relay in the shortest amount
of time. Explain that from the moment the heart begins beating until it stops,
the heart works tirelessly, without ever pausing to rest. The average heart
muscle will contract and relax about 70 to 80 times a minute. It takes one
blood cell approximately 20 seconds to complete the journey through the
circulatory system.
6. Blood cells go exactly where they are needed most in the body without ever
stopping. Students should be prepared to take on the role of a blood cell and
know exactly where to travel in the circulatory system. Have one group of 5
students demonstrate. One student must go through the entire circulatory
system before the next blood cell may continue. Begin timing with a stop
watch with the first student starting from the left ventricle, and end timing
when the last student reenters the left atrium from the heart. If each blood cell
only takes 20 seconds to complete the circuit a group should be able to
complete the process in about 1 minute and 20 seconds. Keep a record of
group times to see which group circulates through the system most time
efficiently.
TAKS Objective 2
page 15
TEKS 7.9 A
7. Have several students link together to form a blood clot and traverse the
course. What are the health impacts of blood clots? What happens if the left
ventricle pushes blood cells out inefficiently (i.e., too slow)? If the valves
between the heart chambers allow back flow, rather than control flow in one
direction? If the vessels or valves collect deposits that narrow or restrict them?
TAKS Objective 2
page 16
TEKS 7.9 A
Blood Typing:
To Clump or Not to Clump?
Introduction:
Blood type is determined by genetics. The primary blood group is ABO. This
group contains 4 blood groups listed here from most to least common: A, B, O,
or AB. The Rh group includes Rh+ and Rh-. This blood factor is named for the
Rhesus monkeys in which the factor was first isolated. When certain blood types
are combined, agglutination (or clumping) occurs. This is caused by an antigenantibody interaction. Antibodies (if present) are found in the plasma and antigens
(again, if present) are found on the membrane of the red blood cell. The presence
or absence of antigens and antibodies of each blood type are listed below:
Problem:
What blood types may be transfused to other blood types and maintains
homeostasis?
Hypothesis:
Type Antigen
Antibody
Receive From
Donate To
A
________
_________
______________
__________
B
________
_________
______________
__________
AB
________
_________
______________
__________
O
________
_________
______________
__________
Procedure:
Part A:
1. Using pipettes and the correctly labeled blood samples, put 5 drops of
sample blood types A, B, O, and AB in 4 separate spot plate wells.
2. Add a 5 drop sample of type O to each of the above samples.
3. Using a toothpick, mix the samples in each well. Be sure to use a new
toothpick for each well to avoid contamination. Wait one minute.
Observe. Record.
TAKS Objective 2
page 17
TEKS 7.9 A
4. Add a 5 drop sample of type A to a 5 drop sample of type B. Stir with a
clean toothpick. Observe. Record.
5. Add a 5 drop sample of Rh+ to a 5 drop sample of Rh-. Stir with a clean
toothpick. Wait one minute. Observe. Record.
Part B
6. Obtain new samples from you instructor.
7. Add 5 drop samples of type O to 3 separate spot plate wells. Add a 5 drop
sample of type A into one of the wells. Repeat with type B and AB. Stir
each sample with a clean toothpick and let sit one minute. Observe.
8. Repeat step 7 changing the initial sample from O to AB.
9. CLEAN ALL MATERIALS AND THROW AWAY ALL USED
TOOTHPICKS.
Data: Make a data table for Part A and Part B
TAKS Objective 2
page 18
TEKS 7.9 A
Conclusion:
1. What is the independent variable?
2. What is the dependent variable?
3. What blood type is the universal donor?
4. What blood type is the universal acceptor?
5. Did your data support your hypothesis? Why or why not?
6. Based on our observations, fill in the following chart correctly:
Type
Antigen
Antibody
Receive From
Donate To
A
________
_________
______________
__________
B
________
_________
______________
__________
AB
________
_________
______________
__________
O
________
_________
______________
__________
TAKS Objective 2
page 19
TEKS 7.9 A