Heart and Blood Disease - Flipped

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SWBAT identify how blood types are determined and review the role that heredity plays in some blood related diseases.

Big Idea

Use this lesson to link genetics and the circulatory system while examining sickle cell anemia.


5 minutes

As the students enter the room, they take out their journals and respond to the prompt: Is blood type important?  Why or why not?

While the students work on their journals, I circulate through the room to review their responses and ask them questions about what they have written. Once the students have had time to write down their thoughts, I ask for volunteers to share their journal with the class.  The students tend to say that blood type is important and provide the example of being in an accident and needing a blood transfusion, as is seen in this student journal.

To challenge their thinking, I ask them if blood type is so important, how many of them know their blood type. Very few students raise their hands. I ask them to explain why they do not know something that they have described as being so important. Generally a student will answer that they do not need to know the information because a doctor or someone else knows the information. This provides a lead in for reviewing blood types and how a person's blood type is found.


5 minutes

This is the video the students view prior to this lesson and this is the accompanying Heart and Blood Disease Notes Review.

Based on the students' solid level of understanding of heart and blood diseases as demonstrated on the student work, and their previous review of this information during health class, this lesson focuses on some information from this set of flipped notes (specifically sickle cell anemia) and the notes from the Circulatory System - Flipped. I ask the students to explain the information from the notes by describing the blood and heart diseases and how they can be avoided or treated.


25 minutes

I open the Red Cross website and lead the students in a brief review of information about the different blood types, focusing on which blood types are compatible in transfusion and we spend time reviewing the chart that shows the potential blood types that offspring can inherit from their parents. As we review this information, the students fill in answers on their Blood Type worksheet.

I then go to the second website, The Blood Typing Game and guide the students through the first two tutorials, to help them understand how blood type is determined. I remind them to take notes as necessary. We then play the blood typing game together as a class. I have the students write down their answers first and then ask for volunteers to share their answer with the class. Once the volunteer has shared his/her answer, I ask the rest of the class if they agree or disagree. The answer is then selected on the computer and students are able to correct their papers, if necessary.  

After determining the patient's blood type, the students are required to select blood to use for a transfusion. I again ask a volunteer to share their answer with the class and ask the class if they agree or disagree.  We continue in this manner until all of the patients have been saved. The use of this website addresses NGSS SP2 and the Cross Cutting Concept of Systems and System Models as the students use this activity as a model of how to determine blood types and give transfusions and as we explore the disclaimers on the tutorials regarding additional information.

For the last portion of the lesson, we review a website about sickle cell anemia. As a class, we review each tab of the website and I explain the information to the students as they view the photographs. During our genetics unit, we discussed sickle cell anemia, and a review of that information addresses NGSS MS-LS3-1. When we get to the tab labeled A Heredity Condition, I have the students complete Punnett squares on their paper in order to answer the questions. This provides them with a good review of Punnett squares, while helping them understand sickle cell anemia as well.

In this video, I explain how I use the websites with the students.

This is a sample of proficient student work.

Wrap Up

5 minutes

At the end of the class period, I ask the students to talk to their small group members and share one piece of new information they learned during the lesson.  As the students share within their groups, I tell them that they are not allowed to repeat information that is shared by another group member.  This ensures that multiple topics are covered and that each student is reflecting upon the lesson.