Download Unit D: Transport Quarter 2

Unit D: Transport
Quarter 2-3, 30 days
Standards Addressed
During Unit
Highlighted Nature of
Science Standards
Students extend their understanding of living things as they learn more about how the transport system in the
human body. Students study terminology scientists use associated with the cardiovascular system and it’s role
in the human body. Students learn about the anatomy and physiology of the cardiovascular system and its
SC.912.L.14.34
SC.912.N.1.1
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complex integration of many parts. Students should be able to develop foundational anatomy and
physiology knowledge in order to make relevant learning connections for this course.
SC.912.L.14.36
Overview
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Fundamental Skills:
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
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Familiarity with components of cardiovascular system
Use of models to demonstrate how the human body works
Science laboratory safety practices
Coherence
Prior Learning Helpful to be Successful:
 Cells have characteristic structures and functions that make them distinctive.
 Processes in a cell can be classified broadly as growth, maintenance, reproduction, and homeostasis.
 Life can be organized in a functional and structural hierarchy ranging from cells to the biosphere.
 Most multicellular organisms are composed of organ systems whose structures reflect their particular function.
 All living things are composed of four basic categories of macromolecules and share the same basic needs for life.
 Living organisms acquire the energy they need for life processes through various metabolic pathways (primarily photosynthesis and cellular respiration).
 Chemical reactions in living things follow basic rules of chemistry and are usually regulated by enzymes.
 The unique chemical properties of carbon and water make life on Earth possible.
Unpacking the Standards: What do we want students to Know, Understand and Do (KUD)
The purpose of creating a Know, Understand, and Do Map (KUD) is to further the unwrapping of a standard to assist PLCs in answering question #1, “What do we expect all students to learn?” It is important for PLCs to study the
standards in the unit to ensure that all members have a mutual understanding of what student learning will look and sound like when the standards are achieved. Additionally, collectively unwrapping the standard will help with the
creation of the uni-dimensional scale (for use with students). When creating a KUD, it is important to consider the standard under study within a K-12 progression and identify the prerequisite skills that are essential for mastery.
Unit D: Transport
Unit Essential Question: What are the major parts of the cardiovascular system?
Standards:
SC.912.L.14.36 Describe the factors affecting blood flow through the cardiovascular system.
SC.912.L.14.38 Describe normal heart sounds and what they mean.
SC.912.L.14.34 Describe the composition and physiology of blood, including that of the plasma and the formed elements.
SC.912.L.14.35 Describe the steps in hemostasis, including the mechanism of coagulation. Include the basis for blood typing and transfusion reactions
Understand
“Essential understandings,” or generalizations, represent ideas that are transferable to other contexts.
The cardiovascular system is a complex system designed to keep our cells and tissues healthy. Many factors such as genetics, lifestyle choices, and injury can affect the system as a whole. Careful
consideration must be given regarding blood types in surgical procedures, parental testing, and crime scene investigations.
Know
Declarative knowledge: Facts, vocabulary, information.
1.
2.
3.
4.
5.
6.
7.
8.
The path of blood through the major parts of the heart.
The factors that affect blood flow.
The sounds the heart makes and why.
The composition of blood.
The steps of hemostasis.
The ABO blood system and factors that affect transfusions.
The histology of the blood vessels (Honors).
The components of and ECG (Honors).
Do
Procedural knowledge: Skills, strategies & processes that are transferrable to other contexts.
1.
2.
3.
4.
5.
6.
7.
Describe the path of blood through the cardiovascular system and factors that affect
it.
Explain how the sounds of the heart are made and the physiology behind it.
Identify the formed elements of blood and their functions. Explain the role of plasma
in blood composition.
Describe the steps of hemostasis and identify factors that can affect the cascade of
events.
Determine blood types of unknown individuals. Relate blood types to transfusions,
parental testing, and crime scene investigations.
Compare and contrast the anatomy of major blood vessels and how it affects their
functions. (Honors)
Explain the parts of an ECG and how they relate to the physiology of the heart beat.
(Honors)
Performance Task: Heart blood flow poster - students work in teams to create a drawing of the heart, labeling all structures and explaining how oxygenated and
deoxygenated blood flows through the heart, HASPI ECG-students complete a lab on ECG to better understand the electrical signals through the heart, HASPI Complete
Blood Cell Count-students complete a lab on blood cells to understand the components of blood and the features of each types of blood cell, Red blood cell story - students
write a fictitious story/fairy tale explaining the route of blood through the heart and body, Blood pressure lab - students measure heart rate and blood pressure of a
partner, Hemostasis comic-students complete a comic on the steps of hemostasis focusing on the positive feedback, crash course videos with questions-students will
complete inquiry based worksheets as they watch crash course videos, Blood typing and inheritance patterns- students will complete a worksheet using punnett squares
to identify blood types.
Unit D: Transport
Concept: Describe the factors affecting blood flow through the cardiovascular system.
Sample Scale
Score 4.0
In addition to 3.0, in-depth inferences and applications that go beyond what was
taught, I can:

Describe the problems that can result if some of the structures of the
heart are not working properly

Describe some homeostatic imbalances of blood and how they affect
the physiology of the rest of the body
Score 3.5
I can do everything at a 3.0, and I can demonstrate partial success at score 4.0.
Score 3.0
I can :






Score 2.5
Score 2.0
Explain heart sounds and the physiology behind it
Explain the parts of an EKG and how they relate to the physiology of the
heart
Describe the composition and physiology of blood, including plasma
and the formed elements
Describe the steps in hemostasis, including the mechanism of
coagulation including blood typing and transfusion reactions
Describe blood flow through the heart
Describe the physiology of the heart
Sample Performance Tasks
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

Diagnose disease
Design a model of a diseased heart
Analyze a diseased EKG
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Rap on the flow of blood through the heart
3D model of the heart
Hemostasis comic
Identify a diseased EKG
Design a Kahoot
Blood Type Lab
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


Design a quizlet
Vocab puzzle
Hemostasis map
Blood type map
I can do everything at a 2.0, and I can demonstrate partial success at score 3.0.
I can:






State factors that affect blood flow
Describe the components of blood
Describe the steps in hemostasis
Describe the different blood types
Describe the anatomy of the heart
Understand the vocabulary
Score 1.5
I can do everything at a 1.0, and I can demonstrate partial success at score 2.0.
Score 1.0
With help, a partial understanding of some of the simpler details and processes
and some of the more complex ideas and processes.
Key Learning: An overview of the major components of the cardiovascular system, with a more in-depth look at the cells that make up blood, blood typing,
transfusions, and the formation of scabs.
Concept: Blood flow through the heart
SC.912.L.14.36
Describe the factors affecting blood flow through the cardiovascular
system.
SC.912.L.14.38
Describe normal heart sounds and what they mean.
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(Honors) Describe the histology of the major arteries and veins of
systemic, pulmonary, hepatic portal, and coronary circulation.
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(Honors) Explain the components of an electrocardiogram
Driving Questions:
What is the pathway of blood as it moves through the
pulmonary and systemic circuits?
What are the factors that affect blood flow?
What causes the sound of a heart beat?
What is the difference between the histology of the major
arteries and veins of the cardiovascular system?
How do the components of an ECG relate to the physiology of
the heart?
Student Investigations:
Marieb Essentials of Human A&P Lab Manual Exercise #20
Anatomy of the Heart
Marieb Essentials of Human A&P Lab Manual Exercise #21
Anatomy of Blood Vessels
Vocabulary
Atria, ventricle, tricuspid valve, bicuspid valve, pulmonary vein,
pulmonary artery, semilunar valves, aorta, vena cavae, arteries,
arterioles, veins, venuoles, capillaries, systemic and pulmonary
circulation, plaque, Arteriosclerosis / atherosclerosis, blood
pressure, hypertension
Lub Dub, heart murmur, systemic Circulation, Pulmonary
Circulation, hepatic portal, Coronary circulation, tunica externa,
tunica media, tunica intima, ECG/EKG, atrial depolarization,
ventricular depolarization, ventricular repolarization, p-wave,
qrs wave, t-wave
Marieb Essentials of Human A&P Lab Manual Exercise #22
Human Cardiovascular Physiology- Blood Pressure and Pulse
determination
Hole’s A&P 10th ed. Lab exercise #41 Structure of Heart; Hole’s
A&P 10th ed. Lab ex. #45 Pulse Rate and Blood Pressure
HASPI cardiovascular system
http://www.haspi.org/uploads/6/5/2/9/65290513/13a_the_ca
rdiovascular_system.pdf
Password : haspi
HASPI ECG Activity
http://www.haspi.org/uploads/6/5/2/9/65290513/13c_ecg_ac
tivity.pdf
Password : haspi
Sheep heart dissection HASPI
http://www.haspi.org/uploads/6/5/2/9/65290513/13d_heart_
surgery___ppe.pdf
Password: haspi
Sample Formative Assessment Task:
Interactive student lab to investigate and
practice the placements of electrodes on a
cardiac patient.
http://www.nobelprize.org/educational/medi
cine/ecg/ecg.html
Resources
Text Resources:
Student Misconceptions:
Hole’s A&P 10th ed.
Electrocardiogram (understanding and reading
one)
Marieb Essentials of Human A&P Lab Manual
Pathway of Blood
See Text Publisher Site for extensive online
resources.
Deeper Learning:
http://www.visualdictionaryonline.com/humanbeing/anatomy/blood-circulation/principal-veins-arteries.php
Students can trace the flow of blood and learn about
deoxygenated and oxygenated.
Key Learning: An overview of the major components of the cardiovascular system, with a more in-depth look at the cells that make up blood, blood typing,
transfusions, and the formation of scabs.
Concept: Components of Blood:
Driving Questions:
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What is the composition and physiology of blood?
Describe the composition and physiology of blood,
including that of the plasma and the formed elements.
What is the role of each of the formed elements?
Sample Formative Assessment Task:
Pogil Activity 1: Red Blood Cells
Student Investigations:
Blood Typing kit- purchase from Carolina Scientific or other
catalog
Marieb Essentials of Human A&P Lab Manual Exercise #19
Blood
Image of formed elements
http://upload.wikimedia.org/wikipedia/commons/1/1d/Blause
n_0425_Formed_Elements.png
Vocabulary
Formed elements, Red blood Cell (erythrocyte), White blood
cells (leukocyte), platelet, plasma, serum
Concept map of composition of blood
http://www.myvmc.com/uploads/VMC/DiseaseImages/1796_
Composition-of-the-Blood-Pu.jpg
Which of the following statements about
erythrocytes is correct?
a) They fight infection.
b) They clot blood.
c) They lack a nucleus.
d) They are produced in the spleen.
HASPI Complete Blood Cell Count
http://www.haspi.org/uploads/6/5/2/9/65290513/
13b_cbc_count.pdf
Password : haspi
Resources
Student Misconceptions:
Text Resources:
Hole’s A&P 10th ed.
Elements formed from Blood
Marieb Essentials of Human A&P Lab Manual
https://www.youtube.com/watch?v=C5qmKirdiic&list=PLa
LE19_lBUC5Fkqqhbgw0Vkrq6_cS9q77&index=5
Online Resources - See Text Publisher Site for extensive
online resources.
Deeper Learning:
Virtual Lab
The Cardiovascular System
http://projects.edte.utwente.nl/pi/Java/Simulaties/Car
dioP1/Cardio.htm
The computer simulation program CARDIO enables
students to experiment with the basic principles of
blood pressure regulation
Key Learning: An overview of the major components of the cardiovascular system, with a more in-depth look at the cells that make up blood, blood typing,
transfusions, and the formation of scabs.
Concept: Hemostasis, Blood Typing, and Transfusions
Driving Questions:
SC.912.L.14.35
What are the steps in hemostasis?
Describe the steps in hemostasis, including the
mechanism of coagulation. Include the basis for blood
typing and transfusion reactions.
What determines a person’s blood type?
Why is it important to know a person’s blood type
before he or she receives a transfusion?
How don its kinetic en
Antigens, antibodies, agglutination, Rh factor, ABO Blood
groups
1. Based on the information in this table,
which man could not be the father of
the baby? Justify your answer with a
Punnett square.
Name
Blood Type
Mother
Type A
Baby
Type B
Hole’s A&P 10th ed. Lab exercise #38Blood Cells;
Sammy the player
Type O
Hole’s A&P 10th ed. Lab exercise #40 Blood Typing
George the sleeze
Type AB
The waiter
Type A
The cable guy
Type B
Vocabulary
Platelet plug, vasospasm, coagulation, hemostasis, fibrin,
fibrinogen
Sample Formative Assessment Task:
Student Investigations:
Diagnosis For Classroom Success: Making Anatomy and
Physiology Come Alive by Nicole Maller (NSTA Press- can be
purchased through NSTA or Amazon) Chapter 5 Lab 3 Blood
Smears
ABO Blood Typing
Video: https://www.youtube.com/watch?v=gCIZdSTbHE8
Blood Typing
Game: http://www.brainpop.com/games/bloodtyping/
Blood Typing Lab :
http://sciencespot.net/Media/FrnsScience/bloodtypinglab2wk
st.pdf
Resources
Text Resources:
Hole’s A&P 10th ed.
Marieb Essentials of Human A&P Lab Manual
Online Resources - See Text Publisher Site for
extensive online resources.
Student Misconceptions:
Deeper Learning Opportunities:
Literature Connections:
Hemostasis
https://www.youtube.com/watch?v=rLIEeUP_eCase Study - It’s All Greek To Me: Physiology Edition
Y
http://sciencecases.lib.buffalo.edu/cs/collection/detail.asp?case_id=631&id=631
Using Blood Types To Identify Babies and Criminals
http://serendip.brynmawr.edu/exchange/waldron/bloodtests
National Center for Case Study Teaching in Science
http://sciencecases.lib.buffalo.edu/cs/collection/