Download Explorations—Bloodstream Superhighway Grades 6–8

Explorations—Bloodstream
Superhighway Grades 6–8
In This Guide
• Notes to the Teacher
How to use Explorations
• Review with your students the schedule of your trip, curriculum connections, behavior expectations, activities to
be completed at the museum or when you return to
school.
The circulatory system and healthy choices
Before your visit
About this topic:
After your visit
Explorations—Bloodstream Superhighway focuses on
two main parts of the Human Body Gallery—the Circulatory
System area (near the Big Bloodstream) and the Effects of
Tobacco area (near the door to the ExhibitsStairway). The
intent is to help students understand more about their own
cardiovascular system, so they will be able to make healthy
lifestyle choices and understand the damage that tobacco
use can cause to their bodies. Lifestyle choices are affected
by many things. This guide does not presume that this one
activity will assure that students will make healthy choices
about their bodies. Information alone will not stop most kids
from using tobacco. It needs to be a community and family
supported effort. More ideas and additional information are
available from sources listed in the Resources section.
Resources
• Minnesota Preparatory Standards
• Pre-visit Classroom Activity
• Post-Visit Classroom Activity
• At the Museum Activity
• Chaperone Guide Page
Notes to the Teacher
How to use Explorations:
• Give chaperones copies of Explorations At the Museum
Activity and Chaperone Guide Page.
• Componentsare not sequential. You can start
anywhere in the exhibit.
• If your time in the exhibits is limited, choose just a few
stops. Don't try to rush your students to finish the
Explorations suggestions. Some of the activities can be
done in your classroom as follow-up activities. Some
may leave students with more questions. Use these as
the basis for after-trip discussions or group research.
• Bring extra pencils and stiff cardboard for students to
write on.
• Although you can provide individual students with
Explorations guides, we recommend that students work
in small groups to share ideas.
This self-guide will reinforce three main ideas.
1. The human circulatory system brings nutrients
to and removes wastes from body tissues.
2.This system is present in all students!
3. Students can make healthy choices (especially
in regard to tobacco use) which will preserve the
optimum functioning of the circulatory system and
many other body systems.
• Visit the museum before your field trip. The Science
Museum offers two free tickets to teachers to preview
the museum. Call 1-800-221-9444 or (651) 221-9444.
• Visit the museum’s web site to get an overview of the
museum (www.smm.org). Share the floor plans (in the
Chaperone Guide Page) with your students.
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Notes to the Teacher
Circulatory system facts
The circulatory system consists of the heart, blood vessels
and blood.
• The four-chambered heart is the pump which circulates
the blood throughout the body. The human heart beats
an average of about 70 times per minute. In a 70 year old
person, it has pumped the equivalent of 25 railroad tank
cars of blood.
• Arteries are the blood vessels which carry blood away
from the heart to all the body tissues. In most cases, this
blood has already acquired oxygen from its journey into
the lungs, and so appears bright red. Veins return oxygen-poor blood to the heart. This blood is dark red, and
may appear blue when seen through the skin. (The only
exceptions are the pulmonary (lung) blood vessels
where oxygen-poor blood is pumped from the heart
through the pulmonary artery into the lungs, and
oxygen-rich blood returns to the heart through the
pulmonary vein, and it is then pumped by the heart to
the rest of the body.)
• Blood is like a liquid conveyor belt. Red blood cells,
white blood cells, and platelets make up 45% of the
blood. They are suspended in the other 55% of the
blood, a watery yellowish liquid called plasma. Plasma is
95% water and 5% nutrients, proteins, waste products
and hormones. At any moment, three-fourths of your
blood is in veins, one-fifth in arteries, and one-twentieth
in capillaries.
• Red blood cells are the only body cells without a nucleus. They contain hemoglobin, which transports oxygen
and carbon dioxide. As blood passes through the lungs,
oxygen molecules attach to the hemoglobin. When the
blood passes through the body's tissues, the hemoglobin releases the oxygen to the cells. The hemoglobin
molecules then bond with carbon dioxide in the tissues,
and transport it
back to the lungs
where it is expelled
by breathing.
Explorations—Bloodstream Superhighway
Grades 6–8
Healthy choices for cardiovascular health
• There are several risk factors which seem to affect cardiovascular health. Factors such as gender, age, or family background are beyond our control. Healthy choices
regarding diet, physical exercise, and use of substances
such as tobacco are within our control and can influence
risks of damage to the heart and circulatory system.
• A single cigarette speeds up the heartbeat, increases
blood pressure, upsets the flow of blood and air in the
lungs. Within one minute of starting to smoke, the heart
rate begins to increase by as much as 30 percent.
Smoking also raises blood pressure: blood vessels constrict, which forces the heart to work harder to deliver
oxygen to the rest of the body. Carbon monoxide in
tobacco smoke reduces the blood's ability to carry oxygen, by binding tightly to the hemoglobin in red blood
cells. This blocks the oxygen from binding to hemoglobin.
• Smoking tends to increase blood cholesterol levels.
Cigarette smokers also have raised fibrinogen levels and
platelet counts, which make the blood more sticky.
These factors eventually lead to atherosclerosis ("hardening of the arteries").
• Why is it so hard to quit? Why be concerned with kids
“experimenting” with tobacco? All tobacco products contain nicotine, a powerful drug which is extremely addictive. Nicotine is powerful because it reaches the brain
quickly (6–10 seconds after the first puff) and stimulates
brain functions which physiologically “reward” the activity that introduced the nicotine. The “reward” is then
reinforced by hundreds of puffs from each cigarette.
Continued tobacco use apparently generates additional
nicotine receptor sites in the brain, causing more craving
for nicotine. Nicotine also has other effects on the body,
including increasing the heart rate and blood pressure
and causing changes in skeletal muscle tension.
• What are other health effects of tobacco use? Tobacco
use has been strongly linked to lung cancer, cancers of
the larynx, oral cavity, and esophagus. In addition, it is
highly associated with bladder, kidney, pancreatic, and
cervical cancers. Aging and drying of the skin, blocked
blood flow to the legs, emphysema, discolored skin and
teeth, and bad breath also are related to tobacco use.
• Most young people who experiment with smokeless
tobacco may not realize that the nicotine it contains is
just as addictive as that found in cigarettes. Irritation of
tissues in the mouth may also lead to
cancers of the mouth and throat.
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Notes to the Teacher
Before your visit:
• Scan the museum activities for new words or skills –
review if necessary.
• Prepare students for the museum visit by introducing the
schedule of the day, activities to complete while at the
museum, behavior expectations, and your expectations
for the visit.
Explorations—Bloodstream Superhighway
Grades 6–8
Students can make their own booklet to bring to the
museum: distribute paper for the cover and insert a
copy of At the Museum activities included in this
Explorations guide. Add cardboard backing to make it
easier to write or draw.
• Do the Pulse of Life Pre-Visit Classroom Activity.
• Call (800) 221-9444 for free tickets to preview the
Human Body Gallery before your class visit.
• Make copies of the Chaperone Guide Page and any student pages you use for your chaperones
After your visit:
• Review questions and answers from Student At the
Museum Activity.
• Discuss: Most of the 5 heart models or drawings in this
area have red and blue sections. Does the picture of the
circulatory system also use red and blue? Why? Is blood
really blue?
• Research the effects of tobacco on the body using the
Resources list or other library materials.
• Ask students to write a review of the most persuasive
exhibit video warning about tobacco use, including a
short summary and why it was so persuasive. Check
publications with movie reviews for ideas and format.
• See Make a Video Post-visit Classroom Activity.
• Discuss: Smoking impairs oxygen transport and utilization. What happens to tissues deprived of oxygen? How
would this affect body systems seen in other areas of
the Human Body Gallery?
• Chart and graph the whole class results for Check out
your circulatory system in The Human Body Gallery!
activity. Are there any patterns in the whole class
results? What things might effect the outcomes?
Choose one and describe what change, if any,
would take place in the outcomes you observed in
this activity at the museum. Use of tobacco would
change:
• amount of blood?
• pattern of heart electrical impulses?
• blood pressure?
• size or shape of capillaries and/or red
blood cells?
Major support forthe Human Body Gallery and associated outreach programs has been provided by
Blue Cross and Blue Shield of Minnesota to reduce tobacco use for a healthier Minnesota.
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Resources
Explorations—Bloodstream Superhighway
Grades 6–8
Resources:
The American Heart Association has leaflets and brochures available for classroom use at a very reasonable cost. Call 952-2783626 for more information and a price list.
Web sites:
http://sln.fi.edu/biosci/heart.html
An interactive, activity-based site about the circulatory system designed by the Franklin Institute Science Museum in
Philadelphia.
http://www.letsfindout.com/subjects/browse?body
Short segments of factual information about the human body, for elementary and middle school students
http://www.cdc.gov/tobacco/
An excellent comprehensive site about tobacco use and health by the Center for Disease Control. Contains links to many other
tobacco-related sites and sections for young people.
Book:
Eyewitness Books: Human Body, Steve Parker, Dorling Kindersley; ISBN: 0789448831
An engaging, beautifully illustrated guide to the systems of the body. Reading level: Ages 9 and up.
We welcome your mailed, faxed (651) 221-4528, or e-mailed ([email protected]) student letters, a sample of
completed Explorations or comments about your trip to the museum.
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Minnesota Preparatory Standards
Minnesota Preparatory Standards
Although each museum exhibit hall has exhibits and activities which will enrich students’ experiences in the standards
below, using the Explorations—Bloodstream
Superhighway! will facilitate direct application of the
standards in bold. Supplementing the museum activities
with appropriate pre- and post-trip activities will enhance
additional experiences in the standards below.
APPLIED SCIENTIFIC METHODS Middle-level Content
Standards
Living Systems
A student shall demonstrate knowledge of interactions and
interdependence of living systems by understanding the
human body, including heredity, reproduction, and regulation and behavior; plants, animals, and microorganisms
including diversity and adaptation of organisms, and populations and ecosystems; and the dynamic effect of humans
interacting with the environment by:
1. formulating questions to be answered based on
systematic observation
Explorations—Bloodstream Superhighway
Grades 6–8
2.direct observations, interviews, or surveys, including
framing a question; collecting data through observation, interviews, or surveys; recording and organizing
information; and evaluating the question based on
findings.
DECISION MAKING Middle-level ContentStandards
Personal Health
A student shall demonstrate understanding of the impact
of nutrition, food selection, safety, and eating patterns on
health; how to recognize abusive or harassing behaviors;
the consequences of using tobacco, alcohol, and other
drugs; strategies for preventing accidents and environmental
hazards; what to do in case of sudden illness or injury; signs
and symptomsof health problems that affect adolescents;
sexual responsibility; how to prevent communicable
diseases, HIV and sexually transmitted disease infections,
and pregnancy; and basic structures and systems of the
human body by:
1.analyzing the relationship of physical, social, and
mental health;
2.designing and conducting investigations and
field studies
2.applying a decision-making process to analyze
health issues and attain personal goals;
3.analyzing data to support or refute hypotheses by
identifying patterns in data; and comparing results to
known scientific theories, current models, or personal
experience; and considering multiple interpretations
of data
3.an alyzing how health-related decisions are influenced
by internal and external factors;
4.demonstrating communication skills to express
needs and enhance health
4.describing how a premise is supported by scientific
concepts, principles, theories, or laws; and
5. creating a model to illustrate a contemporary or
historical concept, principle, theory, or law
INQUIRY. Middle-level Content Standards
Direct Observation
A stu d e n ts hall demonstrate the ability to gather information
to answer a scientific or social science question through:
1.direct observations, including framing a question,
collecting and recording data, displaying data in
appropriate format, looking for patterns in observable
data, relating findings to new situations or large
group findings, answering a question or presenting
a position using data, and identifying areas for
further investigation; and
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Pre-Visit Classroom Activity
Explorations—Bloodstream Superhighway
Grades 6–8
Pulse of Life
Compare heart rates of students. Are they the same or
different?
What is a pulse? What information can we get from measuring
our pulse?
What is the average heart rate of all students?
Materials:
Clock or watch with second hand or digital seconds reading
How does activity affect the heart rate? Is this the same for
all students?
Optional Research: How does smoking affect heart rate?
FYI:
Activities:
Help the students locate their pulse points either on their
wrists or necks. On the wrist, the pulse point is located on
the thumb side of the wrist (the palm face up). Ask students
to place their right index and middle finger on the palm side
of their left wrist. On the neck, the pulse point is located
beneath the ear and jawbone.
Count the number of beats in 15 seconds. Multiply this by
four to get the number of beats in one minute. Rates will vary
between 60 to 110; adult rates are often lower.
Ask students to brainstorm what may change the rate of their
pulse (heart rate). What change would they anticipate if they
were to exercise?
Do some exercise such as running in place, jumping jacks, or
other exercise for one minute. Stop and calculate pulse for
15 seconds. Use the chart below (or a similar chart or graph
paper) to have students graph their results.
Pulse Rate for one minute
200
150
100
• During each heartbeat, the muscles of the heart contract
causing a wave of pressure which forces blood through
the arteries. This wave of pressure is known as a pulse,
one for each heartbeat. The pulse can be felt at points of
the body where the arteries are just under the skin, temples, neck, crookof the elbow, wrist, groin, back of the
knee, inside back of the ankle. Normal pulse rate varies
with age.
• With exercise or physical activity, the heart rate increases to supplythe muscles with more oxygen to produce
extra energy. The heart can beat up to 200 times per
minute with extreme exercise. The brain sends a signal
to the heart to control the rate. The body also produces
chemical hormones, such as adrenaline, which can
change the heart rate. When we are excited, scared, or
anxious our heart getsa signal to beat faster. A trained
athlete’s heart can pump more blood with each beat so
his or her heart rate is slower. There are two ways the
heart can meet the
body’s need for oxygen.
It can beat faster or it
can beat harder, moving
more blood per pump.
The heart can easily
beat faster or slower.
But it can onlybeat
harder if it has been
strengthened through
regular exercise.
50
0
Resting
Walking
Running in place
Jumping jacks
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Post-Visit Classroom Activity
Make a Video
Materials:
Paper for storyboard
Sound effects equipment
Photography equipment
Videotape/camcorder
VCR
Discuss the videos done by the teen QUITS team at the
Science Museum of Minnesota in the tobacco section of the
Human Body Gallery.
What was effective? What did not work so well? Which
ones were the favorites of the students? Why?
Where were the videos filmed? Outdoors? Indoors? What
kinds of settings? Were there any props? Sound effects
or music? What special effects did students notice?
Using the decision-making model below as a guide, ask students to develop some ideas for their own video to assist
other young people in making a decision about tobacco use.
Review the basic steps in planning, then divide the class
into groups to complete the activity.
Develop a script. What will the story be? Whose point of
view? A strong script is the key to an effective presentation.
Explorations—Bloodstream Superhighway
Grades 6–8
Create a storyboard using photos and/or drawings to create
a visual sequence of the final video. This will help the group
keep to filming sequence and with the finalediting.
If you will be actually completing the video, continue with
the following steps:
Begin taping the video. Tape all the main character scenes
at the same time. Try a variety of set ups, filming the
same scene as a close up, medium, and long shot. When
editing is done, use a variety of shots.
Videotape extras—scene changes, commercials, narrator,
or news anchor.
Edit the program following the written script. Two VCRs can
be used to edit. Check local cable companies—sometimes they are open for public use. Check other local
schools (especially high schools) for studio editing
equipment.
Decision-making model: (based on Marzano 1992)
Identify decision to be made and state as a question
Identify and describe options and choices
Identify criteria for making decisions
Investigate visual options, live action or dramatic
sequences, or the use of still photographs.
External influences (media, culture, technological or
medical advances)
Conduct interviews with family, friends, community
resources. (Some may be willing to be interviewed on
camera for the final production.)
Internal influences (interests, values, desires, curiosity,
fears, likes/dislikes, personal problems, selfesteem)
Discuss props, scenery, and costumes.
Interpersonal communication and relationships (family, friends, peers, co-workers, teachers, etc.)
Select music or other sounds.
Discuss visual cues (close-up, medium, long shot)
Discuss the following production roles and ask students to
decide on group and individual roles. Ask students to look
up unusual terms and share their functions in class.
Technical Crew:
Grip
Talent:
Actors
Gopher
Narrator
Script consultant
Musical performers
Floor director
Gaffer
Weigh each option and choice against criteria (benefits
and consequences of each option)
Make decision and explain reasoning
Thanks to Candace Gruman, Mounds View High School,
for suggestions regarding the decision-making model.
Video 101 with Professor Monkey is a very thorough web site
guide to producing a video and all of its components.
http://www.sotherden.com/video101/
Editor
Director
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At the Museum Activity
Explorations—Bloodstream Superhighway
Grades 6–8
Follow the Bloodstream
Superhighway!
This exhibit is about your heart, blood, arteries, and veins.
Your name ____________________________________________________________
Watch the Bloodstream Superhighway (the big
bloodstream) for two minutes. List everything you
notice about it.
Observations:
With two or three other students, make up six questions that you have about
the Bloodstream Superhighway ( the big bloodstream)
1.
2.
3.
4.
5.
6.
Choose one of your questions and find the answer to it in the exhibit.
Most of the five heart models or drawings in this area have red and blue sections. Sit in
the red blood cell chair and think about why they are colored this way. Does the picture
of the circulatory system also use red and blue?
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At the Museum Activity
Explorations—Bloodstream Superhighway
Grades 6–8
Put your hands on the Bloodstream Superhighway (the Big
Bloodstream).
Why does the right hand feel different than the left? (Check your answer by reading the label
and asking one of your classmates.) ______________________________________________________
___________________________________________________________________________________________
Check your own pulse. How is it like the Bloodstream Superhighway? ____________________
___________________________________________________________________________________________
How is it different? ________________________________________________________________________
___________________________________________________________________________________________
What are some other differences between the Bloodstream Superhighway model and your
own circulatory system? ___________________________________________________________________
___________________________________________________________________________________________
Check out your own circulatory system in the Human Body
Gallery.
Try these exhibits and keep track of your results.
Exhibit Name
Your results
How many pints are you circulating?
Measure your blood supply: _____ pints
Electrocardiograph
Draw your pattern. Circle the heart beat.
Blood Pressure Cuff
________ Systolic pressure
________ Diastolic pressure
Take a look at the red blood cells
and capillaries in your eye.
Draw or describe what you see.
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At the Museum Activity
Explorations—Bloodstream Superhighway
Grades 6–8
Compare your results with two others from your group:
Exhibit Name
Results: person 1
Results: person 2
How many pints
are you circulating?
_________pints
_________pints
_________Systol i cp ressure
_________Systol i cp ressure
_________Diastol i cp ressure
_________Diastol i cp ressure
Electrocardiograph
Blood Pressure Cuff
Take a lookat the red
blood cells and
capillaries in your eye.
Choose the results from one of the above and compare the data from all three.
Are they all alike?
Do you see any patterns in the comparisons?
Explain why there were similarities or differences in the three results.
Propose a way to test your explanation:
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At the Museum Activity
Explorations—Bloodstream Superhighway
Grades 6–8
Keep your own Bloodstream Superhighway happy and healthy.
Know about some of the dangers.
Describe one harmful affect of tobacco on the cardiovascular system.
How does tobacco affect your (write your answers below):
Blood vessels
Blood
Heart
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At the Museum Activity
Explorations—Bloodstream Superhighway
Grades 6–8
What are other ways tobacco
affects you?
Find exhibits in this area that will
help you answer this question.
Label the areas ofthe body affected
by tobacco and describe one way
tobacco can affect you.
_______________________________________
_______________________________________
_______________________________________
Making choices
Watch all 4 videos in the tobacco section. Which one do you like best?
What did the teens who made these videos use to try to convince you not to smoke?
Which one is most convincing?
What would you include if you made a video for other students your age?
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Explorations—Bloodstream Superhighway
Grades 6–8
Chaperone Guide Page
The Explorations—Bloodstream Superhighway
self-guide is used in areas A and B on the map:
Tips:
• Share the excitement
of the field trip by talking with your group
about the exhibits.
Don’t worry about
understanding all the
exhibit messages.
Other topics and areas in the Human Body Gallery
1
Body Image—Every body is not the same.
2
Genetics—genes, chromosomes, genetic disease
3
Senses and Perception—light, sight, smell, ear
vibrations, illusions
4
Perception Theater—18-minute multimedia presentation for 25–30 students
5
The Brain—memory, brain surgery, Alzheimer’s
Disease
6
The Sneezer
7
Cell Lab—10–20 minute cell experiments, first-come,
first-served, for up to 12 students/time slot, ages 8+
A
Bloodstream Superhighway
• Science Museum Staff
in blue vests, aprons
or shirts can help you
with questions and
find exhibits.
1
7
2
A
6
B
3
5
B
• If your group has selfguide questions, help
them find the appropriate exhibits and
compose their own
personalized answers.
4
Tobacco and Health
Human Body Gallery—Level 4
2000