Unit/Lesson Title
Survive! It takes a lot of blood to survive.
(created by S. Falwell 2012)
Standards
NC State Standards :
Science 7.L.1.4
Summarize the general functions of the major systems of the human body (digestion, respiration,
reproduction, circulation, and excretion) and ways that these systems interact with each other to
sustain life.
Common Core:
Writing in History/Social Studies, Science, & Technical Subjects.6-8.7. Conduct short research
projects to answer a question (including a self-generated question), drawing on several sources and
generating additional related, focused questions that allow for multiple avenues of exploration.
NSTA:
Content standards 5-8, Life Science C
As a result of their activities in grades 5-8, all students should develop an understanding of
structure and function in living systems
Learning Objectives:
Language Objective:
 Students will be able to explain how the
 Use the terms homeostasis and feedback to
circulatory system adapts to stress in order to
describe what is happening in your circulatory
maintain homeostasis.
system when you exercise.
 Students will be able to label a diagram of the  Use the scientific terms for the parts of the
heart.
circulatory system that are involved in
maintaining homeostasis while you exercise.
 Students will be able to explain what is
happening as blood flows though the heart
and body.
Materials Needed
Technology Set Up:
For Teacher:
For Students:
Pre-Lesson Links on blog:
PowerPoint Survive! It takes a
 Stopwatch
lot of blood to survive.
 Link to video on
 Worksheet “Your Heart”
homeostasis
(p.26 of The Human Body
http://www.youtube.com/wa
by Instructional Fair)
tch?v=0kxsviCkS40&featur
 Blue and red colored pencils
e=fvwrel (7:07 minutes)
 Link to video on blood
vessels
http://www.youtube.com/wa
tch?v=whtNDBIhczQ&featu
re=related (3:16 minutes)
 Link to interactive heart
diagram
http://www.sciencelearn.org.
nz/Contexts/See-throughBody/SciMedia/Animations-and-
Interactives/Label-the-heart
Post-lesson links on blog
 Homeostasis: Negative
Feedback Control of Blood
Pressure
http://www.youtube.com/wa
tch?v=YQMgV9pkwwA
(2:37 minutes)
Science Curriculum:
 Post-lesson video on
homeostasis and blood
pressure refers to the
medulla oblongata (the
lower half of the brain stem
which controls automatic
body functions). This
connects to the nervous
system portion of our
anatomy unit.
 Students are encouraged to
connect circulatory with
other systems cooperating to
maintain homeostasis.
Connections
21 Century Skills:
 Use systems thinking
st
Lesson
“Flipped” classroom, Prior to lesson:
Having watched the videos (links on blog), students will
come to class with
 definition and some examples of how the body
maintains homeostasis.
 the 3 types of blood vessels and how their form &
functions differ.
Engage
 BOP (Beginning of Period) Question: What happened in
Usain Bolt’s body between the start and the end of the
race? PowerPoint has before and after pictures of the
Interdisciplinary:
 Language Arts: In the book
Shackleton’s Stowaway,
expedition members did a
lot of strenuous labor. They
also did exercise for the
specific purpose of keeping
warm. The stowaway gets
frostbite and loses his toes
because of poor circulation.
Shackleton later dies of
heart problems (and it is
suspected that he had heart
problems earlier)
 P.E.- students should
connect how their body
deals with exercise in PE
class
 Math- enrich activities asks
students to convert units.
(Math Common Core
7.RP.2 Recognize and
represent proportional
relationships between
quantities.)
Modifications
Students who do not have computers
at home are invited to my classroom
before or after school.
Olympic gold medalist and record holder to stimulate
interest and ideas.
 Expect students to bring up effects on multiple systems
(such as the Integumentary/skin sweating). Be sure the
names of the systems are used in the discussion.
Emphasize how all the systems have to work together to
maintain homoeostasis.
 End the conversation by telling students that today’s
lesson will focus on the circulatory system.
Explore (Lab)
Question: How does exercise affect heart rate?
Hypothesis: (students will fill this in)
Materials: Stopwatch
Procedure:
 Determine what kind of exercise you wish to do (must
be done safely in the classroom or location specified
by the teacher, running in place or jumping jacks are
examples).
 Take your resting heart rate for 1 minute (or 15
seconds and multiply by 4).
 Exercise for 1 full minute, then take your heart rate.
 Take your heart rate at 1, 3, 5, and 10 minutes.
Data: (students will fill this in)
Analysis: (students will fill this in) Students will create
their own data table.
Conclusion: (students will fill this in)
Line of Learning (L.O.L): (students will fill this in) Make
sure they include terms homeostasis, blood pressure,
artery, stimulus, and response.
Explain
 PowerPoint link to animation of heart
http://www.sumanasinc.com/webcontent/animations/c
ontent/human_heart.html
 Use as guide for students to label worksheet “Your
Heart” (p.26 of The Human Body by Instructional Fair,
ISBN 0-88012-827-5). Have students draw ovals on
the side to represent lungs. During the presentation
they will need to connect the pulmonary vessels to the
lungs.
 After presentation, check that all students have labeled
the diagram correctly. Then students will color the
oxygen-rich blood red and the oxygen-poor blood
blue. I recommend students start by coloring the lungs
red, identify where oxygen exchange takes place and
color that blue, and then proceed. Talk about why
blood looks but is not really blue in your veins.
SPED:
 For hypothesis give sentence
format “I think exercise will
affect my heart rate by
______________ because
__________________.”
Emphasis making connections
with what they already know.
 For data set up chart with rows
labeled with student names and
columns labeled with the times.
ESL, SPED:
Provide word bank so they can
focus on key terms
Absent:
The worksheet is protected by
copyright. Students who are
absent can use blog links to
alternate diagrams. The answer
key for alternate diagram 3 is
http://www.pediatriccardiacinquest
.mb.ca/ch02/howitworks.html.
Although this diagram is more
complex, the animation does
address all the labels.
Enrich
Heart Beat and Heart Pump activity: Students will need to
calculate their heart rate and do unit conversions to answer the
questions found on page 5 of
Cherif, A. H., Gialamas, S., & Verma, S. (January 24, 1997).
Mathematical journey through the human body:
Integrating science, mathematics, and social studies at
elementary school levels. Retrieved from
http://www.abourcherif.com/pdfs/Mathematics
Journey Through The Human Body.pdf
Evaluate (formative)
Pay special attention to how students use the terms in the
L.O.L. in their lab report. Look for understanding that body
recognizes and responds to stimuli. Look for connections to
other body systems cooperating with the circulatory system to
maintain homeostasis.
“Flipped” classroom, After the lesson:
 Homeostasis: Negative Feedback Control of Blood
Pressure (Link on blog)
 Students will use the interactive diagram (link on
blog) to label the parts of the heart.
Evaluate (Summative
Modifications
Assessment)
Part 1 involves labeling a
ESL/SPED:
diagram of the path blood takes word bank provided
through the body. Part 2 is an
essay question: “When you
exercise, how is the circulatory
system affected and how do
other body systems get
involved?”
You will need to re-teach if students
struggle with concept of homeostasis
or stimuli.
Students who do not have computers
at home are invited to my classroom
before or after school.
Rubric
Diagram correctly labels
[Each item in diagram counts 5
points, 70 total for part 1]
 right atrium
 right ventricle
 pulmonary artery
 lungs
 pulmonary vein
 left atrium
 left ventricle
 artery
 capillary
 vein
 valve (each side of heart and
in a vein)
 septum
Essay correctly explains
[Any item in this list adds 5
points to the total score, for a
maximum of 105.]
 Heart rate increases
 because more oxygen is
needed by muscles.
 Capillaries expand
 to increase amount of blood
going to muscles.
 Increased blood flow to skin
cool off b/c muscle
movement generates heat.
 Correctly name and identify
how another system
cooperates with circulatory
system to maintain
homeostasis. (more than one
possible)
Lesson plan created by Susan Falwell 2012. Teachers may use if they include credit and a link
to comelearnmore.com. I welcome feedback.