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PHLEBOTOMY
Essential Question: How Do You Say Phlebotomist?
Learning Targets:
Students will:
 Use a variety of media to develop and deepen understanding of a topic or idea.
 Model the composition of human blood.
 Diagram component of human blood.
 Explain blood typing and its importance.
 Use trial and error to determine if a patient can accept a transfusion based on their
simplified blood type.
 Deal with frustration as they learn complex new content.
Lesson Overview
A phlebotomist’s role in the health professions is to draw and test blood from patients. The
Young Professionals begin by learning some blood basics before building a model of human
blood. After making a diagram of their results, the YPs are introduced to the composition to
human blood types (A, B, AB, and O) and an antibody factor. They then conduct a simplified lab
simulation to determine matches of blood type before a blood transfusion. Identifying the correct
blood type is very important in the health sciences, particularly in treating trauma and when
conducting surgery. Finally, the YPs explore the career of phlebotomists and their role in the
day-to-day operations of a doctor’s office or medical lab.
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Lesson Agenda
Opening (5 min)

Emergency Scenario: The Phlebotomist
Work Time





I Vant to Learn about Blood? (10 min)
Bloody Model (15 minutes)
What’s a Blood Type? (10 min)
Trials before Transfusions (25 min)
Career Reflections
Closure (5 min)
Materials
□
□
□
□
Projector, speakers
Young Allied Health Professional student packet
Blood KWL Chart (to project)
Materials for blood model (per group):
□ ½ cup of light corn syrup
□ ½ cup of Red Hots (candy). This candy will color the liquid as real red blood
cells. Not all Red Candy will have the same effect (i.e. skittles).
□ 5 dry lima beans
□ 1 tablespoon of dry lentils
□ Video (to project)
□ 10 Little Known Facts About Blood
Extensions:
□ The Blood Typing Game (ready to play at computer stations)
□ Computer stations
□ Blood composition demonstration: (per pair of students)
□ Red sequins (for red blood cells; around 1000; estimate)
□ Plastic beads (for white blood cells and platelets; around 100)
□ Water colored with yellow food color and 100 mL of cola
□ A graduated cylinder (100 mL)
FACILITATION NOTES
Intro Video. The 10 Little Known Facts About Blood video is fast-paced. Students will be
completing a KWL note-catcher while watching it. You may need to show the video more than
once so that students can adequately catch notes.
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Videos. The videos in this lesson will help students build background knowledge about blood
types and how blood type knowledge is used during blood transfusion. These videos are packed
with vocabulary and the information can seem complicated. Be sure you understand the
content, which you can learn by reviewing the resources and materials in this lesson.
The Narrative Arc. The more each <Emergency Scenario> can be presented as if telling a
story, the more engaged the audience will be. Work to avoid a stale reading and lean towards
bringing the information to life as in a conversation or a “reveal” of the next chapter. Think of
creative ways to make the story your own.
IN ADVANCE
□ This lesson uses videos and online simulations. In advance, prep or reserve the
necessary technology. Test video playback and web availability.
□ Preview 10 Little Known Facts about Blood, found at:
https://www.youtube.com/watch?v=uQp3XM3zugI.This video is an interesting
introduction to information about blood. Show all 2:09 minutes of the video.
□ Preview and load: <How Stuff Works: Blood
Transfusions> http://science.howstuffworks.com/life/29280-100-greatest-discoveriesblood-transfusion-video.htm. Show full video (about three minutes).
□ Preview and load: <How Stuff Works: Blood Types>
http://videos.howstuffworks.com/discovery/30914-why-tell-me-why-different-blood-typesvideo.htm. Show full video (about three minutes).
□ Preview <What Are Blood Types>: https://www.youtube.com/watch?v=ttjn1jVACk8.
The video introduces the 8 human blood types, what blood type means, and how this
information influences blood transfusions. The video is 3:04 minutes in length.
□ Preview the Lab Protocol: Blood Typing video. It shows a phlebotomist in action testing
blood for blood type. This video can be found at
https://www.youtube.com/watch?v=z1rRTnaWrMw. Show all 2:00 minutes of the video,
as it will be needed for the game.
EXTENSIONS
Blood Typing Games. Play the Blood Typing Game yourself in advance and bookmark it on
computers. It is a fun way to practice what was learned in the lab simulation. Can you keep the
patient alive? You can find the Blood Typing Game here:
http://www.nobelprize.org/educational/medicine/bloodtypinggame/. Students can work in pairs
or alone.
A simplified game exists on the Red Cross site:
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http://www.redcrossblood.org/donating-blood/donor-zone/games/blood-type. If you choose to
use this version, be aware that the game requires flash, so test your system to ensure it is
supported. This version can be supplemented with the following instructions (p. 1).
http://www.cbsd.org/cms/lib010/PA01916442/Centricity/Domain/1844/AP%20Biology%20Suppo
rting%20Materials/Donor%20Match%20Blood%20Type%20Game.pdf. If you do not have
computer stations to play the Blood Typing Game, you can have students complete the second
page at this link as an alternative activity.
Parts of this extension was adapted from the work of the National Science Foundation:
http://www.cfep.uci.edu/cspi/docs/lessons_secondary/Are%20You%20My%20Type.pdf.
Bloody Math. This is an extension activity. You may run it as a demonstration/model or expand
it into a math-rich activity. Review information about ratios so that you can teach students about
ratios and percentages when learning about the hematocrit ratio concept in the composition of
blood.
Text-Based Questions. To meet common core ELA standards, students can read more about
blood types http://www.nobelprize.org/educational/medicine/bloodtypinggame/1.html and
http://www.nobelprize.org/educational/medicine/bloodtypinggame/2.html and answer the textdependent questions.
Review the definitions for antigen, antibodies, and agglutinogens from the previous
chart.
1. Why do blood and antibodies agglutinate or not when the antibody is added to
the blood sample?
2. If agglutination occurs when testing for blood type, what does it indicate?
Check for Understanding:
If the cups for a blood sample agglutinate in the A cup and the Rh cup, what is
the patient’s blood type?
Vocabulary
Content
phlebotomist, platelets, serum, hematocrit,
agglutination, antigen, antibody, hypoxia
Tier II
function, ratio
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Opening (5 min)
Emergency Scenario
Say: The allied health fields are filled with many different careers. Some you know, like
doctors and nurses. However, many different health care professionals contribute to patient
health and recovery. Today, we are going to learn about a person that many of us have
interacted with, but few of us know their title: The Phlebotomist.
Ask: Have you ever had your blood drawn? Why? Share your experience.
o
o
o
Invite the young professionals to share with a partner a story about a time they
had their blood drawn.
Call on volunteers to share their stories.
Inquire if they have ever heard the word “phlebotomist.” Why do hospitals and
doctors test peoples’ blood?
Share the next chapter of the story by reading or acting out: <Emergency Scenario: The
Phlebotomist>
Highlighting
“behind the
scenes" careers
is important to
helping young
people develop
a nuanced
understanding
of the world of
work. This
approach
cultivates a
broader
understanding
both of future
opportunities
and varied
contributions of
diverse careers.
Work Time
I Vant to Learn About Blood! (20 min)
The following vocabulary will be used; remember to emphasize function over terminology:
phlebotomist, platelets, agglutination, antigen, antibody, blood type.
Phlebotomists deal with blood as a regular part of their job. They need to be able to handle the
sight of blood and needles—and to interact positively with the people they are sticking needles
into! Blood is a fascinating substance. What do you know about it?
Blood KWL Chart
1. Distribute and project the <Blood KWL Chart>.
2. Ask: What do you know about blood?
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o
o
o
o
o
Invite volunteers to answer. Record their statements in the K column of the
chart. K stands for Know.
Remind the Young Professionals that they are also accountable for
recording these statements on their chart.
Ask: Who can remind me what the W and the L stand for?
Listen for: W: Want to know (questions) and L: Learned.
Explain that as they watch the video, they will add new facts learned to
the L column and new questions to the W column.
3. Project <10 Little Known Facts About Blood>:
https://www.youtube.com/watch?v=uQp3XM3zugI
o
o
o
As you watch the video, model adding to the KWL chart with new facts
and questions.
Invite the young professionals to turn and talk and share out what they
learned and the questions they still have about blood (in small groups).
Encourage groups to add each other’s thinking to their own KWL chart.
The KWL chart
connects new
information to the
student’s prior
knowledge. It
encourages curiosity
and also sets a
purpose for viewing
new content. This
scaffold is
particularly important
for ELL students,
struggling learners,
and students with
limited background
knowledge. Time
permitting, consider
using the Science
Talk protocol and
norms.
4. Use equity sticks to call on the young professionals to share a fact or question
from their discussions.
5. Direct the YPs to the <Bloody Quiz> in their students sheets. Give them 2-3 minutes to
complete the questions using notes from their KWL charts, and do a quick popcorn
shareout to ensure correct responses.
Bloody Model: Components of Blood (25 min)
What is blood? We know it runs through our veins and can get messy if we cut ourselves. But
what purpose does it have, and what is it made of? Let’s create a model to help us learn about
the parts of our blood and their functions.
This activity
presents an
1. Project: https://www.youtube.com/watch?v=kq_kLjq7QWk.
opportunity to
bring in the
Now that we have a general overview of what blood does and what it’s made of, let’s start
math of ratios
and
building. We learned that blood is a mixture of: plasma, red blood cells, white blood cells,
percentages.
hemoglobin, and platelets. There is liquid in our blood called plasma. All of the other
There is about
components float around in the plasma.
1 white blood
cell to every
2. Add ½ cup of light corn syrup to a clear bowl to represent plasma.
600-700 red
3. Add ½ cup of Red Hots to represent the red blood cells. Stir.
blood cells.
o Ask: What do you notice? Listen for: The red blood cells turn the liquid red.
Lesson 12
includes a
4. Add 5 dry lima beans to represent the white blood cells.
deeper
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o
Ask: What does our model tell you about the ratio of white blood cells to red blood
cells?
5. Add 1 tablespoon of dry lentils to represent the platelets.
o
Ask: Does anyone remember what platelets do?
6. Stir the mixture together.
7. Invite the YPs to turn to the <Vat Is in Blood?> handout.
Now that you have a model, take a moment to sketch and label what you see. As you sketch, try
to capture the ratios you see in the model.
What’s a Blood Type? (15 min)
The staff in the emergency room stabilized our patient skateboarder and determined that
surgery was needed to fix his leg. There is a lot that goes into preparing for surgery. The patient
and his family have to go to a pre-admission testing appointment where they meet with the
anesthesiologist (what do you think they do?), the nurse, and often a phlebotomist, who has a
very important job. The phlebotomist is responsible for drawing our patient’s blood. That blood
will be analyzed and typed to ensure that if something goes wrong during surgery, we have
blood available in case we need to transfuse our patient.
1. Project the video, <100 Greatest Discoveries: Blood Transfusions>.
o
o
This video offers background information on the life-saving breakthrough of blood
typing and transfusions. If students have a hard time understanding the dangers
of mismatching blood types during transfusion, here is a great visual aid (mute
the background music): https://www.youtube.com/watch?v=VgPdjIlb1tE.
Ask: What happens when a transfusion fails? Based on what you saw, how
would you describe agglutination? Why do we test a person’s blood type before
a surgery?
Trials Before Transfusion (30 min)
Modeling the Lab
This lab is complicated, so take the time to model the process of mixing and recording results.
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1. Set out four clear plastic cups labeled: O, A, B, and AB. Ensure the labels are high on
the cups so they can be seen through the liquid. Mix the blood type cups in advance:
o
o
o
o
o
o
Be sure to
emphasize the
difference
between “donor”
and “recipient”
during this
demonstration.
This is a crucial
distinction for
students to
understand the
real world
implications of
the lab.
Fill each cup about halfway with water.
Leave one cup filled with clear water- this will be the ‘O’ cup.
Put several drops of red food coloring in the ‘A’ cup and stir.
Put several drops of blue food coloring in the ‘B’ cup and stir.
Put equal amounts of red and blue in the ‘AB’ cup and stir (purple).
There will now be a cup of clear water (Type O), a red water (Type A), a blue
water (Type B), and a purple water (Type AB).
2. Share: We just watched a video on blood types. In a moment, you will take on the role of
a phlebotomist preparing a trauma patient for a blood transfusion. We do not want you to
harm your patient! This demonstration should help clarify the complex topic of blood type
compatibility (making sure blood types are the same) and prepare you for the lab.
3. Explain: If I can pour one type into another and not change the color of the receiver,
then the receiver can accept the donation—the transfusion will be successful!
o
o
o
o
o
Hold up type O and act as if you are about to pour type A into it. Pause.
Ask: What would happen if I poured A into O?
Invite a student to share.
Listen for: The clear water would change color, so type O cannot receive type
A blood—the transfusion would fail.
Model combining a few of the samples and recording the information in the
chart (see student packet).
Now you will take on the role of a phlebotomist.
Who can recap the procedure you will use as you test “blood types”? Who would like to
share their first question about the procedure?
You are going to work with a colleague to decode the mystery of blood types using your
critical thinking and problem solving skills. It is important to learn a person’s blood type
before any surgery or transfusion.
Ask: Why is this important?
You are going to test various patients’ blood types to learn what kind of blood they can
receive in an upcoming surgery. Remember, this is life or death, so stay focused as you
collaborate with your partner.
Ensure the
YPs are
working in
collaboration
as they test
results and
record data
when they mix
samples.
Circulate and
ask them to
discuss their
results and
thinking. Cue
the YPs to
keep
conversation
focused on
the topic
during the
simulation/lab
activity.
1. Distribute the materials for the <Phlebotomist: Trials Before Transfusion Lab>.
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o
Students will repeat an activity similar to what was modeled, recording their data.
2. As groups finish, have them discuss and answer the <Lab Questions>.
3. Debrief.
o
o
o
o
Ask: One of these blood types is called the universal donor. It can be given to
any other blood type. Which type is the universal donor? Can you justify your
thinking using your data?
Listen for: Type O is the universal donor because it can be added to all of the
cups without changing the color of the water.
Ask: One of these blood types is called the universal receiver. It can receive all
blood types. Which type is the universal receiver? Can you justify your thinking
using your data?
Listen for: Type AB is the universal receiver because all types can be added to
it without changing the color of the water.
4. Watch the video <What Are Blood Types?>
(https://www.youtube.com/watch?v=ttjn1jVACk8)
5. Say: Clearly, blood types are more complex than the demonstration we did in the lab.
We made a simplified chart based on blood types, without thinking of the influence of the
Rh antigens. Positive can accept positive and negative, while negative can only accept
negative.
In summary:
o
o
o
o
o
o
O can receive only O blood.
A can receive both A and O blood
B can receive both B and O blood
AB can receive all blood types and is the universal receiver.
O is the universal donor—it can give to any blood type.
Note: this experiment does not deal with positive and negative blood types,
but is meant as an introduction to blood types.
Blood Transfusion Game (20 min)
Young phlebotomist, are you ready for a life or death simulation? Use your new
knowledge and your chart from the blood transfusion lab to help—and hopefully not
hurt—your patient!
1. Project the website:
Note: If there are
not enough
computers for
students to try this
in pairs, consider
projecting it and
having the class
problem solve
together.
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2.
3.
4.
5.
6.
7.
http://www.nobelprize.org/educational/medicine/bloodtypinggame/
Hand the YPs the prepared chart as a reference for the game.
Walk students through identifying the blood type of the patient, and then choosing what
blood he/she can receive. This is a two-step process.
Assign the young professionals a colleague and a computer station.
Provide time for the young professionals to play the game.
Remind them to use their charts from the blood transfusion lab to assist them.
As they play the game, challenge them to complete the chart for matching donor and
recipient blood types in their student packet so they can track their progress. If students
are struggling to complete this chart, you can provide them with the answer key to
assist:
8. Be prepared to support struggling or frustrated pairs.
1. http://www.redcrossblood.org/donating-blood/donor-zone/games/blood-type
provides an easier game (but requires flash).
9.
Circulate and assist pairs as needed.
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Closure (5 min)
Phlebotomist: Career Droplets
If the sight of blood won’t make you queasy or faint, the important work of the phlebotomist in
the health care professions might be for you. You can gain certification and employment as a
phlebotomist in less than a year after high school! Training programs are a mix of classwork and
hands-on training—how else could you learn to draw blood and do all the lab testing? After the
yearlong certification, you can work anywhere blood needs to be drawn in patient treatment.
Phlebotomists can double their salary by continuing along a career ladder to become registered
nurses, medical laboratory technicians, or clinical laboratory scientists.
Project: https://www.youtube.com/watch?v=ISpKAn1-6-g (1:04).
Let’s take a moment to look at this career using your three lenses. As you read through the
statements, color the one’s that apply to you red. Select three elements about the career of
phlebotomist that match your talents, interests or goals. As an alternative to this activity,
consider having the YPs do a career line-up from 0-100 using the same statements on the
student sheet.
 Remember, the idea is not to convince the YPs to become phlebotomists, but to help
them think about their futures and transferable elements of careers available.
 A phlebotomist is considered an entry-level career due to its limited salary options.
o
Discussion Extensions:
 Why might people be interested in an entry-level career?
 What is the difference between an entry-level job and an entry-level
career? (Entry-level careers may allow students to gain experience in the
Allied Health field as they work their way through college—or take
advantage of an employer’s educational benefits to pursue further
opportunities.)
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Name:
Date:
PHLEBOTOMY: How Do You Say Phlebotomist?
Today’s Learning Objectives:
I can:




Use a variety of media to develop and deepen my understanding of a topic or idea.
Model the composition of human blood.
Diagram the components of human blood.
Deal with frustration as I learn complex new content.
I will begin this lesson by learning some blood basics before building a model of human blood.
After making a diagram of my results, I will be introduced to the composition to human blood
types (A, B, AB, and O) and an antibody factor. I will then conduct a simplified lab simulation to
determine matches of blood type before a blood transfusion. Finally, I will explore the career of
phlebotomists and their role in the day-to-day operations of a doctor’s office or medical lab.
Today’s Activities:




Emergency Scenario: The Phlebotomist
I Vant to Learn about Blood
Bloody Model
Exit Survey
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Emergency Scenario: The Phlebotomist
As a phlebotomist, you draw blood from patients so that their blood can be studied by
hematologists, or the doctors who study blood. Phlebotomy is a Greek word that translates to
vein cut. Usually, you use one of two methods to collect a blood sample: blood drawn from a
vein, typically in the arm, or a venipuncture, a finger stick. You need to collect a blood sample
from a young skateboard accident victim who needs surgery on his leg. You need the blood
sample so that the medical providers know some things about him and his health before the
operation. Your first task is to introduce yourself to the young patient and be sure that he is the
correct patient. You introduce yourself, ask him his name, talk to him a little about his accident,
and check his medical bracelet and his file folders for his patient identification number. You then
explain that you will be doing a blood draw and talk him through what you need to do.
You are drawing blood to test the patient for a few things. First, doctors need to know the
patient’s blood type, in case a blood transfusion is needed during surgery due to a lot of
bleeding. You also need to test the blood for a condition known as anemia, when the patient
does not have enough red blood cells to transport oxygen. If a patient is anemic, then he or she
can have an issue with low oxygen during surgery. Other tests let the doctors know if the patient
has kidney problems and so would not be able to flush out the medications used during surgery
very well. They also test blood for indications of malnutrition, or not getting enough good food,
and for whether or not the blood clots effectively, so the person does not have a lot of bleeding
that cannot stop.
You love your work and the number of people you meet. You sometimes see up to 150 patients
per day! You’re always on the move, and you know your role is critical for taking care of people
who need medical help.
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Bloody Facts! KWL
K (Know)
W (Want To Know)
L (Learned)
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Bloody Quiz!
Directions. Select the correct response to the questions below.
1. How many components does human blood have?
A. Over 1,000
B. Over 20,000
C. Over 4,000
D. Over 35,000
2. Which blood
A. Type
B. Type
C. Type
D. Type
type is most attractive to mosquitoes?
A
B
AB
O
3. How many blood types does a human have? How many blood types does a cow
have?
A. 4; 4
B. 4; 800
C. 800; 4
D. 800; 800
4. Which blood
A. Type
B. Type
C. Type
D. Type
type can be donated to anybody?
A
B
AB
O
5. What are the common types of blood donations?
A. Whole blood, plasma, red blood cells, and platelets
B. Just whole blood
C. Whole blood and plasma
D. Whole blood, plasma, and red blood cells
6. About how much blood does a newborn baby have?
A. 3 liters
B. 1 cup
C. 10 cups
D. 1 liter
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Vat Is in
Blood?
Diagram your model. Draw and label the components of human blood in the circle below.
WORD BANK
Red Blood Cells: Carry oxygen to all parts of the body
Plasma: The liquid
White Blood Cells: Consume harmful bacteria that enters the body
Platelets: Create clots to stop cuts from bleeding
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Exit Survey
Directions. Complete the following survey. Answer the questions
using complete sentences.
Today’s lesson was fun and engaging.
1
2
3
4
5
Strongly Agree
Agree
Somewhat Agree
Disagree
Strongly Disagree
Which activity did you find most engaging? Least engaging?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
I learned a lot in class today.
1
2
3
4
5
Strongly Agree
Agree
Somewhat Agree
Disagree
Strongly Disagree
Explain at least one thing you learned today:
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Share at least one idea to improve class:
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
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New Terms
Instructions: Fill in the blanks with the correct term.
________________________________________________: a person who draws blood
for diagnostic tests or to remove blood for treatment purposes.
________________________________________: a marker on a red blood cell that
tells our immune system that something does not belong in our body.
Type A. This blood type has a marker known as "A."
Type B. This blood type has a marker known as "B."
Type AB. The blood cells in this type have both A and B markers.
Type O. This blood type has neither A nor B markers.
Phlebotomist: Trials Before Transfusion Lab
Adapted from NSF Focus! Lesson Are You My Type?
Materials:
 4 small plastic cups of water
 4 small empty plastic cups
 Red, blue, and purple food coloring
 Sharpie pen
Procedure:
1. Make a small cup of red water, label “Blood Type A”
2. Make a small cup of blue water, label “Blood Type B”
3. Make a small cup of purple water, label “Blood Type AB”
4. Pour a small amount of plain water into a cup, label “Blood Type O”
5. Pour a small amount of one of the blood types into an empty cup (recipient). Add
a second blood type to it (donor), simulating a “blood transfusion.”
6. Notice the results and record on the data table.

A color change indicates that the transfusion failed. (In a real blood transfusion,
this failure would be evidenced by agglutination, or clumping, of the red blood
cells.)
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Trials Before Transfusion Lab Data Table & Lab Questions
Blood Type
Receiver O
Receiver A
Receiver B
Receiver AB
Donor O
Donor A
Donor B
Donor AB
Instructions: Record change/no change. A color change indicates a failure. Highlight
successful transfusions. Then, answer the questions below.
1. The “universal donor” is the blood type everyone can accept. Which blood type is
this? Share your reasoning.
2. The “universal recipient” can accept all types of blood. Which blood type is this?
Share your reasoning.
3. If a blood bank could only receive ONE type of blood, what do you think they
would want? Why?
4. Why is it important to know an individual’s blood type?
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Blood Typing Game
Directions. As you play the Blood Typing game, place a ✓ in the box for each
matching blood type(s) for the donors and recipients in the chart below. One row, AB-,
has been filled out for you. After completing the chart, answer the questions that
follow.
1. What transfusions were successful? How do you know?
2. What new challenges did you face with this game?
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Health Sciences Module: Phlebotomy
Pathways to Prosperity Network
Career Droplets
SELF
I am good at
calming others
down, so I will be
able to distract
patients who might
be afraid of getting
their blood drawn.
I am very detailoriented, so I feel
confident that I will
make successful
blood transfusions.
I am comfortable
working directly
with needles and
blood.
SECURITY
I like the idea of
getting right in the
laboratory after high
school by
completing a three
weeks to six- month
training program.
I’m excited for the
potential to double
my salary as I gain
experience as a
phlebotomist.
Median salary is
about 30,000.
I want to try an
entry-level job to
gain paid experience
for future health
science careers and
studies.
SOCIETY
I want to help
people being by
making sure they
get the transfusions
they need to
survive.
I want to contribute
to the growing field
of research on blood
and blood typing.
21
Health Sciences Module: Phlebotomy
Pathways to Prosperity Network