Did you give your friends valentines and little heart-shaped candies on Valentine's Day?

Do you ever cross your heart when making a promise that you really, really mean? Or turn on the radio to hear a guy singing about his broken heart?

We see and hear about hearts everywhere. A long time ago, people even thought that their emotions came from their hearts, maybe because the heart beats faster when a person is scared or excited. Now we know that emotions come from the brain, and in this case, the brain tells the heart to speed up. So what's the heart up to, then? How does it keep busy? What does it look like? Let's find out.

Cardiovascular System: Lesson Plan

hurting themselves. This is how your heart pumps. Question to ask Students: Why does your heart pump? (to circulate blood) Discuss how muscles help you move things around and what your heart moves around in your body. For one minute, have the group squeeze their hands as hard and as fast as they can. Although it seems easy at first, the group will get a clear idea of how hard the heart works through this simple activity.

Teacher Modeling: Trace the pathway of blood through the heart on the diagram. The heart is the pump for ALL of the blood in the body. The right and left sides of the heart are different pathways for the blood. The septum in the middle of the heart keeps the blood on each side from mixing with the other. Objective: Identify the location, function and structure of the heart.Demonstrate the overall distribution of blood in the circulatory system followed by a brief overview of arteries and veins. Actively participate in the class discussions and observe the teacher modeling.Accuracy and precision will be expected and observed. Grade Level: 6-8 Time: approximately one hour. If time overrides, save the artery and vein introduction for next class. Materials: A mat or large poster with an anatomically correct heart drawn or printed on it (see below). Red (oxygenated blood cell) and blue (deoxygenated blood cell) balloons Timer. Anticipatory set: Ask everyone to point to where their heart is on their body. Identify the location of the sternum and ribcage and ask why there might be bones like this around the heart (protection). Make sure everyone is pointing to the middle of the breastbones, or slightly to the left. Have each student put a fist in the air. This is about the size of each of their hearts. Have them compare the size of their fists with those of their friends. Now tell the students to squeeze their fist as hard as they can without Talk about what the role of blood is in the body (delivering oxygen, nutrients and other things to cells in the body). The heart is the pump that pushes the blood throughout the body. Questions to ask Students: Where does blood get the oxygen it delivers? (The lungs) What waste product is exhaled from the lungs? (Carbon dioxide) Second Anticipatory Set: Have the students breathe in and breathe out. Explain that carbon dioxide is also carried in the blood. Tell them that blood entering the right side of the heart is coming from the muscles and is low in oxygen and high in carbon dioxide. Once blood enters the right side of the heart it gets pushed back to the lungs for more oxygen. The blood then comes back to the heart for another push to the rest of the body and muscles. There are two sides of the heart so low oxygen blood and high oxygen blood do not get mixed up and go to the wrong place. Your blood delivers (what ?) to the appropriate cells. The blood also takes away the waste products (what?) the body doesnt need. The heart is the engine that pushes it around. Together, this system is called the circulatory system. Ask students which side of the heart they think has to push harder, the right side that sends blood past the lungs, or the left side that sends blood all over the body. Tell them that the left side has to pump harder and point out on the diagram, that the right side of the heart muscle is smaller than the left. The left side has to push harder so it needs to be a bigger muscle. Second Teacher Modeling: Point out on the slide that the heart is divided into four rooms (or

chambers) and that it has four one-way doors (called valves). The two top rooms are called the Left and Right Atrium and the two bottom rooms are called the Left and Right Ventricles. Point out on the slide that each room in the heart has one a one-way door at its exit. Have the students brainstorm about what these doors are for. These doors let blood flow out of each of the rooms, but not back in. The four doorways have names too; they are the Pulmonary, Aortic, Tricuspid, and Mitral (also known as Bicuspid) valves. The Bicuspid Valve is the Mitral Valve located between the Left Atrium and Ventricle; all the other Valves in the Heart are Tricuspid Valves that have 3 sections that come together (as opposed to the two sections of a Bicuspid). Questions to ask the students: How does your blood move around your body? Do you hear the lub dub of your heart?

What can we do make our hearts stronger? (healthy lifestyle) What isnt healthy for the heart? (smoking, cholesterol, inactivity) Review with the students that the heart is a muscle and that it never stops as long as you are alive. While the heart is the pump, for your bodys blood, the pipes are the blood vessels. These vessels are called arteries, veins and capillaries. Question to ask Students: What is the difference between arteries and veins? Tell the students that an easy way to remember the difference between arteries and veins is to think of the A in arteries and the IN in veins. Arteries carry blood Away from the heart,and VeINs carry blood IN to the heart. Point out that the heart has its own arteries and veins too. Have the students discuss why it might be important to keep these blood vessels clean and clear. A few ways to do so are: to be as healthy as possible, exercise, eat well, talk to your doctor about what is best for you, learn about your heart and body and how to best take care of your body because everybody is different. It is also important to never smoke cigarettes. Smoking can make arteries clog up, and no matter whom you are; smoking is bad for the body and bad for the heart. Assessment (2 Parts): The student will receive one grade for the mapping exercise. A: 25 seconds or below with accuracy in the heart B. Accuracy but over 30 seconds C. Some accuracy and over 30 seconds

Why do you need blood?

What is carried in blood and why? Guided Practice: Each pair will trace the pathway of blood through the heart using the mat or poster. Starting at the top of the mat/poster (the aorta) I will demonstrate how blood flows through the heart, pointing out each chamber and valve. I will begin in the right atrium, move to the right ventricle, then out to the lungs. Once in the lungs, I will pick up a red water balloon (this is oxygen-rich, bright, red blood). Then I will move back through the heart with the balloon passing through the left atrium and left ventricle, and on to a muscle in the body. I will give the muscle the oxygen rich blood (red balloon) and exchange it for oxygen-depleted blood (a blue balloon), and continue back through the heart to the lungs where the body gets rid of the waste product (which is carbon dioxide). Individual Practice: This is a mapping exercise. Each pair will be timed, however it is very important that the focus is placed on moving through each chamber and valve. The rest of the groups can act as referees and monitor each teams progress. If a team skips a heart part the team will have 5 seconds added to their final time. With 3 red balloons and 3 blue balloons, it takes the average pair about 20 seconds to move through the heart. Point out that this is approximately how long it takes for a blood cell to travel through an adults entire body. Closure: Questions to ask Students: Does all of the blood in your body pass through your heart? (yes) Why are there two sides in the heart? (to keep the oxygenated blood and deoxygenated blood from mixing) How does blood circulate to different parts of your body? (veins

D. No accuracy or over 1 minute For homework the students will reflect on what they have learned from the activity. They will then write a journal entry pretending they are a drop of blood traveling through the circulatory system. The students can be creative or accurate whichever fits their personality, and they will be graded as such: Minimum 1, Maximum 5 1. No concept of circulatory system 2 Some understanding but not able to link ideas together 3. Able to identify key functions and structures, but unaware of the basic idea and concept. 4. Explains the concept well but not a well developed essay. 5. Able to identify key functions and structure, can explain the idea and concept behind the circulatory system as well as outline an introduction, body and conclusion.

and arteries constricting and dilating)

THE CIRCULATORY SYSTEMMajor Parts of the CirculatorySystem I . O b j e c t i v e s : At the end of the lesson, pupils areexpected to:1 . I d e n t i f y t h e m a j o r p a r t s o f t h e circulatory system.h e a r t - b l o o d v e s s e l s b l o o d 2.Show awareness on t h e importance of our heart. II.Subject Matter: Unit: The Circulatory and NervousSystems Topic: The Circulatory System Subtopic: Major Parts of the Circulatory System Concepts: The 3 major parts of thecirculatory system are heart, blood vessels and blood:H e a r t i s t h e p u m p i n g station of the bodyB l o o d v e s s e l s p e r m i t the blood to flow to thedifferent parts of the bodyB l o o d c a r r i e s t h e nutrients to the different parts of our body III.Materials: Poster of the CirculatorySystemReference: Into the Future: Scienceand Health, pp. 2-3 Juanita M. Cruz, et al IV.Lesson Development: A . R e v i e w 1.What are t h e d i f f e r e n t systems in your body?B . M o t i v a t i o n 1 . H o w d o n u t r i e n t s , o x y g e n a n d mineral distributed to ourbody?2 . W h a t a r e t h e o r g a n s responsible for it?C . A c t i v i t y P r o p e r 1.Tea c h e r s h o w s p o s t e r o f t h e circulatory system and let thepupils identify the 3 majorparts of the circulatorysystem.D . G e n e r a l i z a t i o n 1 . W h a t a r e t h e 3 m a j o r p a r t s o f the circulatory system?2 . H o w w o u l d y o u t a k e c a r e o f your heart?E . A p p l i c a t i o n 1. Jump f or 10 seconds. Whathappens to your heart beat? V.Evaluation: Differentiate the 3 major parts of the circulatory system. VI. Assignment: 1. What are the 3 kinds of bloodvessels?2. What are the components of ourblood? THE CIRCULATORY SYSTEMKinds of blood vesselsComponents of our blood I. Objectives: At the end of the lesson, pupils areexpected to:1 . I d e n t i f y t h e 3 k i n d s o f b l o o d vessels vein, artery, capillary2 . D i f f e r e n t i a t e t h e 4 c o m p o n e n t s of our blood plasma, RBC,WBC, platelet A . R e v i e w 1. What are the differentsystems found in yourbody? B . M o t i v a t i o n 1. How do you nutrients, oxygenand other substancesdistributed to theparts of our body?2. What are the organsresponsible for it? C. Activity1. Pupils identify the major partsof the circulatorysystem in the poster D. Discussion 1. Teacher asks the functionand description of heart,blood, and bloodvessels. 2. Misconception is addressedby the teacher.E. Concept Formatio n1. What is the function of ourheart, blood and bloodvessels?F.

Generalization1. What are the 3 major parts of our circulatorysystem?2. How would take care of ourheart?G. Application1. Jump for 15 seconds.Observe what happens toyour heart beat. IV. Assessment: 1 . G i v e t h e 3 m a j o r p a r t s o f t h e circulatory system.2 . W h a t i s t h e f u n c t i o n o f e a c h part? V. Assignment: 1. Give the different components of our blood. THE CIRCULATORY SYSTEMFour Components of our Blood I. Objectives: 1. Identify the 4 components of ourblood.2. Differentiate each component of our blood. II.Subject Matter: Reference: Into the Future:Science and Health VI by Juanita M.Cruz et. AlPELC: 1.1 Pages: 11-15Concepts: The 4 components of our bloodare RBC, WBC, Plasma andPlatelets.1 . R B C c a r r i e s oxygen2 . W B C f i g h t s infection3 . P l a s m a l i q u i d portion in our blood4 . P l a t e l e t s responsible for bloodclottingProcesses:InferringCommunicationMaterials: Poster of a circulatorysystem III. Procedure: A . R e v i e w 1 . W h a t a r e t h e m a j o r p a r t s o f the circulatory system?B . M o t i v a t i o n 1 . W h y d o y o u t h i n k your blood is color red?

2 . W h a t g i v e s t h e b l o o d a red color?C . A c t i v i t y 1 . T e a c h e r a s k s p u p i l s to describe a blood if theyhave seen one.2 . T e a c h e r a s k s t h e components of the blood.D . D i s c u s s i o n 1. Teacher let the pupils enumerate and differentiatethe blood components.E . C o n c e p t o f F o r m a t i o n 1. W hat are the functions of - RBC- WBC- PlasmaPlateletsF . G e n e r a l i z a t i o n 1 . D i f f e r e n t i a t e R B C from WBC, Plasma fromPlateletsG . A p p l i c a t i o n 1? What may happen if youdont have platelets? IV. Assessment: 1 . W h a t a r e t h e d i f f e r e n t ki nds of veins? V. Assignment: 1. What are the different kinds of veins? THE CIRCULATORY SYSTEM I. Objectives: 1. Identify the different kinds of blood vessels.2. Differentiate systemic circuitfrom pulmonary circuit. II. Subject Matter: Reference: Into the Future:Science and Health VI by Juanita M.Cruz et. AlPELC: 1.1 Pages: 9-10, 15-18

Concepts: The capillaries, veins andarteries are the different kinds of blood vessels.Blood follows either pulmonaryor systemic circuit.(more concepts in manila paper) Processes:Generating Communicating Materials:Pictures of pulmonary andsystemic circuitsManila paper for conceptformation III. Procedure: A. Review 1.W hich component of theblood acts like soldiers? 2.W hat is the function of RBC? 3.Differentiate plasma from platelets .B.Motivation 1 . H o w l o n g a r e y o u r blo od vessels if puttogether? C. Activity 1. Teacher asks the pupils totrace the blood vessels onthe picture/poster. 2. Pupils describe the bloodvessels and differentiateeach kind. 3. Pupils trace the pulmonaryand circulatory circuit. D. Discussion 1. Pupils state the sequenceof the blood flow in pulmonary andsystemic circuit.E. Concept Formation1. What are capillary, veinand artery?2. What is pulmonary andsystemic circuit?F. Generalization1. Differentiate capillary, veinand artery.2. How does blood flow inpulmonary and systemiccircuit?G. Application1. Why do you think it isnecessary for ourcirculatory system to havetwo circuits? IV. Assessment: 1 . I t c a r r i e s t h e b l o o d a w a y f r o m the heart. (artery)2 . I t c a r r i e s t h e b l o o d t o w a r d s t h e heart. (vein)3 . I t i s w h e r e e x c h a n g e o f g a s e s occurs. (capillary)4 . I t i s a c i r c u i t w h i c h i n v o l v e s t h e lungs. (pulmonary)5 . I t i s a c i r c u i t w h i c h i n v o l v e s t h e different parts of the body.(systemic) V. Assignment: 1. What is nervous system?2. What are the parts of thenervous system?