Blood Vessels - The Roads of Life

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Objective

SWBAT compare and contrast the three types of blood vessels.

Big Idea

Students learn about blood vessels and their role in blood circulation.

Engage

10 minutes

To engage students in lesson I ask students if they have ever been to a water park.  Living in Southern California most of my students have been to a water park so this an experience they can relate to.  For those students that haven't been to a water park I show them the following map of one of the local water parks.

I give students 3 minutes to complete a quick write, where they are required to describe the map.

Once 3 minutes are up I have students answer the following questions:

  1. Describe the rides in a water park? How do they work? Be descriptive as possible.
  2. All are rides the same? For example are they all covered (i.e. in the dark)? Do some require you to use tubes? How about speed? 
  3. What fluid is circulated throughout the park?

I follow these questions by showing students this video on blood circulation through blood vessels. 

I proceed by asking students to compare and contrast the water park to our circulatory system by using a Venn Diagram.  

Teacher Note:  The objective for this activity is for students to see that our blood vessels are similar to the various tube rides at a water park.  Just like the rides, our blood vessels come in different shapes and sizes depending on their function and both circulate a fluid around their relative system.  Another analogy that can be used, especially due to their similar shape, is the structure and function of a plastic tube and a red blood cell (plastic tubes carries riders throughout ride just as red blood cells carries oxygen/carbon dioxide throughout blood vessel).

Explore

15 minutes

In this section of lesson students explore the structure and function of blood vessels by visiting cK-12.

In this activity students are able to explore the following topics:

  1. Three types of blood vessels (arteries, veins, capillaries).
  2. Roles of blood vessels in Pulmonary and Systemic Circulation (MS-LS1-3. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.) 

After reading, students watch the video below that compares and contrasts all three types of blood vessels.

After watching video students answer the following questions:

  1. What is the difference between capillaries, veins, and arteries?
  2. What is endothelium? What vessels have this tissue?
  3. What do arteries and veins have that capillaries don't?

Explain

10 minutes

In this section of the lesson I show students the following video that reinforces what they learned in the previous section of the lesson. 

After video I have students discuss with one another the following questions:

  1. How does the structure of arteries differ from the structure of veins?
  2. How is the structure of arteries related to their function?
  3. How is the structure of veins related to their function?

After discussion of the questions above I show a second video that discusses pulmonary and system circulation.

After the video, students discuss with one another the following questions:

  1. What are the three types of circulation of the blood?
  2. What is the function of the systemic circulation system?
  3. What is the function of the pulmonary circulation system?

Strategy for Student Discussions:

1.  Students write down answers to their questions.

2.  Students pass their answers to their neighbor.

3.  Partners add to partners answer.

4.  Rotate papers with a third person.

5.  Return papers to original owner for reflection on answers written.

Elaborate

15 minutes

In this section of the lesson students create a model to explore coronary heart disease, the buildup of cholesterol and other material, called plaques, in the arteries. (SP2- Developing and Using Models - Develop a model to describe unobservable mechanisms.)  

To demonstrate and model blood flow I have students conduct an activity from Science Buddies (Sandra Slutz).

Learning Objectives

  • Model blood flow through various types of blood vessels (i.e. different diameters)
  • Introduce effects of atherosclerosis 

Materials

Prepare Ahead:

  • Scissors (1)
  • Food coloring 
  • Water (enough to fill all the cups at least once)

Needed for each demo: 

  • Container for pouring water (1)
  • 2 Clear Plastic Cups
  • Straws (2); make sure one has a larger diameter than the other (fast food restaurants usually carry different straw sizes)
  • Play dough, clay, or silly putty
  • Pan or basin for catching water

 

Classroom activity Modeling blood flow 
A few simple household materials are all that are needed to do this fun science activity.
Figure 1. A few simple household materials are all that are needed to do this fun science activity.

 

Classroom activity Modeling blood flow  Place play dough, or a similar material, around the straw on the inside of the cup to prevent leaking. Water should only  be able to escape through the straw.

Figure 2. Place play dough, or a similar material, around the straw on the inside of the cup to prevent leaking. Water should only be able to escape through the straw.


Classroom activity Modeling blood flow  Water will flow out of both straws, but at different rates.

Figure 3. Water will flow out of both straws, but at different rates. 


I chose a teacher demonstration to teach this activity since I felt that this would maximize time for discussion and inquiry. 

1.  Label Cups ( A or B)

2.  Side of cup with straw is faced away from student.

3.  With the help of a student volunteers have each student pour water from water bottle (with red food coloring) to each cup.

4.  With the use of online timer projected on board have students record time it takes for water to pour out of each cup.

  • Expected Results: Cup with larger straw will pour faster than one with smaller straw.

5.  Have students record observations in notebook (qualitative, quantitative).

6.  Students complete quick write to answer the following  question -"Why did one cup empty out faster than the other?" 

7.  Once students have finished individual writings have students complete a Rally Robbin where they share their answers to question.

  • RallyRobin (mastery, thinking, communication). In pairs, students alternate generating oral responses.

    1. Teacher poses a problem to which there are multiple possible responses or solutions.

    2. In pairs, students take turns stating responses or solutions orally.

8.  Bring students back to whole group discussion where students share out their claims using evidence from their observations.

9.  Wrap up discussion by explaining the real reason which is that straws had different diameters therefore affecting flow out of cups.

10.  Real World Application:  Explain to students that this occurs in our bodies in atherosclerosis and as a result we should limit the amount of foods with high saturated fat which causes the build up of plaques from high levels of cholesterol.

Evaluate

10 minutes

In this section of lesson students compare and contrast the three types of blood vessels by completing a Triple Venn Diagram.  

Students have used a Venn Diagram before so this is an extension of a familiar tool. Possible topics that can be used to model using a Triple Venn Diagram:

1.  Holidays (Halloween, Christmas, Thanksgiving)

2.  Sports (Basketball, Soccer, Baseball)