and your respiratory system -...

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Physical Health and your

Respiratory System and

Circulatory System

Unit Plan

Emily Pritchard

Fall 2008

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Table of Contents

Unit Description…………………………………...………………3

Unit Rationale……………………………………..………………4

Unit Goals………………………………………………...……….6

Unit Objectives……………………………………..……………..7

National Health Education Standards……………………………. 8

Unit Block Plan…………………………………………….…….10

Special Considerations…………………………….......…………11

Lesson Plan 1…………………………………………………….12

Lesson Plan 2………………………………………………...…..17

Lesson Plan 3……………………………………….……………22

Lesson Plan 4……………………………………….……………28

Lesson Plan 5……………………………………………...……..33

Lesson Plan 6…………………………………………………….37

Unit Assessment…………………………………………...……..40

References…………………………………………………..……45

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Unit Description

Grade: 7

th

Content Area: Physical Health and your Body Systems- Circulatory and Respiratory

Skills: Analyzing Influences

Number of Lessons: 6

Length of Class Period: 50 minutes

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Rationale

My unit is titled Physical Health and Your Body Systems. Content will focus on

both the respiratory and the circulatory system, paying special attention to how decisions

they make influences both systems. It will cover the basic information on the respiratory

and circulatory system. It will continue with what affects these systems as well as how

decisions we make influences the productivity of both. It is important that the students

understand how decisions we make on a daily basis will determine the successfulness of

our body systems. For instance, choosing to smoke or allowing yourself to become obese

will affect the respiratory and circulatory system in many ways, resulting in negative

health outcomes.

Healthy People 2010 states that an estimated 3,000 young persons start smoking

every day. This is disturbing because most adult smokers admit to having their first

cigarette before the age of 18. Objectives 27-2b and 27-1a of Healthy People 2010 seek

to reduce cigarette smoking among adolescents and reduce cigarette smoking among

adults (USDHHS, 2000). This unit will address how this cigarette smoke will affect their

respiratory and circulatory system and therefore will decrease their overall quality of life.

It is my hope that by addressing the consequences of smoking to our respiratory and

circulatory systems, I will help decrease the prevalence of adolescent smoking among our

student body.

Healthy People 2010 also states that the number overweight children, adolescents,

and adults has increases over the past four decades. Furthermore, there was over an

estimated $99 billion dollars spent on medical costs for obesity in 1995 and that number

continues to rise today. Objectives 19-3c and 19-2 states that it is a goal to reduce the

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proportion of children and adolescents who are overweight or obese as well as reduce the

proportion of adults who are obese (USDHHS, 200). This unit will inform students how

extra weight will affect their respiratory and circulatory systems, and in turn influence

their overall health on a daily basis.

This unit addresses how vital the respiratory and circulatory systems are to life.

The unit will attempt to influence the decisions of the students in a positive manor. It is

important to allow the students to opportunity to understand that decisions they make

now will affect the rest of their life. Overall, this is a great opportunity to teach the

students about themselves and their bodies while keeping in mind how important it is to

make good decisions about their health.

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Unit Goals

Students will understand the parts and the function of the respiratory system


Students will be able to analyze the influences of their environment and decisions on their

health

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Unit Objectives


- Students will identify eight different structures and their function of the

respiratory system by the end of class

- Students will be able to determine at least one negative affect to each part of

the respiratory system by the end of the lesson

- By the end of the lesson students will be able express at least 3 different

things that will negatively affect the entire respiratory system without help

from the teacher

- Students will be able to discuss at least two ways to keep their respiratory

system healthy by the end of the lecture


- students will be able to take their own pulse and find resting heart rate in at

least two different places on their body by the end of the lesson

- Students will be able to explain why the heart beats faster during exercise

compared to at rest by the end of the lesson

- By the end of the lesson, students will be able to describe at least one risk

factor of heart disease

- Students will be able to describe at least two different examples of

cardiovascular disease by the end of the lesson


health

- students will be able to analyze the influences of their environment and

decisions on their overall health by the end of the lesson

Students will understand where to find reliable information about their health

- Students will understand where to find reliable information about their health

Students will be able to work well as a team

- students will be able to show good teamwork by discussing answers and

together coming up with answer respectfully during the trivia game

- Students will be able to show teamwork by working together to create a

diaphragm out of balloons, tape, and a clear bottle by the end of the less

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Standards Students will understand the parts and the function of the respiratory system

- Students will identify eight different structures and their function of the


o 1.8.5 Describe the benefits of and barriers to practicing healthy

behaviors

- Students will be able to determine at least one negative affect to each part of


o 7.1.6 Describe how immediate health care can promote individual

health.

- By the end of the lesson students will be able express at least 3 different

things that will negatively affect the entire respiratory system without help

from the teacher

o 7.1.3 Discover how the environment can impact personal health.

- Students will be able to discuss at least two ways to keep their respiratory


o 7.7.2 Describe healthy practices and behaviors that will maintain or

improve the health of self and others.

Students will understand the parts and the function of the circulatory system

- students will be able to take their own pulse and find resting heart rate in at


o 7.1.3 Discover how the environment can impact personal health.

- Students will be able to explain why the heart beats faster during exercise

compared to at rest by the end of the lesson

o 7.1.6 Describe how immediate health care can promote individual

health.

- By the end of the lesson, students will be able to describe at least one risk

factor of heart disease o 7.1.5 Explain ways to reduce or prevent health risks among adolescents.

- Students will be able to describe at least two different examples of

cardiovascular disease by the end of the lesson o 7.1.1 Examine how healthy behaviors influence personal health.

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health

- students will be able to analyze the influences of their environment and

decisions on their overall health by the end of the lesson o 7.2.9 Discuss how some risky choices can influence the likelihood of

unhealthy behaviors

Students will understand where to find reliable information about their health

- Students will understand where to find reliable information about their health

o 3.8.5 Locate valid and reliable health products and services

Students will be able to work well as a team

- students will be able to show good teamwork by discussing answers and

together coming up with answer respectfully during the trivia game o 7.4.1 Demonstrate effective communication skills to enhance health.

- Students will be able to show teamwork by working together to create a

diaphragm out of balloons, tape, and a clear bottle by the end of the less o 7.8.3 Work with others to advocate for healthy individuals and families.

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Block Plan:

Lesson: Title: Content/ Skill

1 Can you Breathe? Intro to Respiratory

System

2 What are You

Doing?

Negative Affects on

Your Body/

Analyzing

Influences

3 Helping Yourself Influences on the

Respiratory System

4 No Beats About It Intro to Circulatory

System

5 Healthy Heart Your Heart

6 Fun Facts about the

Heart

Facts about the Heart

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Special Considerations

Wea Ridge Middle School is located in Lafayette, Indiana. The school consists of

three grades: 6th

, 7th

, and 8th

. There is an enrollment of 589 students with 80% being

white while the other 20% is made up of Hispanic, Black, Asian, and multicultural

students. 21% of the students are on a free or reduced lunch (14% free, 7% reduced). The

classes average between 20 and 29 students. Each student in the school will take one

semester (two 9 week sessions) of health and with the other semester consisting of

physical education. This school opened on August 1, 2003. The new building gave new

opportunities to use technology and extra classroom space. This building consists of three

separate wings. The students are separated in the wings by grades, lockers, and

classrooms. Each wing has a computer lab with over 30 computers. This gives each

teacher the tools to utilize the technology and the opportunities that come along with

computers. The building provides a good environment for the students and the faculty.

The overall feeling of the school promotes learning. The elementary schools that feed

into Wea Ridge have similar school environments. This allows for an easy transition

between elementary to middle school. The drawback to this school is that there is not a

projector for the computer in each classroom. There is a projector that can be checked out

but at times causes more problems than it is worth. This affects the teacher lecture by not

having the ability to use PowerPoint. This unit allows the students to utilize the computer

lab, be creative within the classroom, and really take advantage of the healthy school

environment. It will introduce and reinforce the importance of taking care of both your

respiratory and circulatory systems.

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Lesson Plan #1

Name: Emily Pritchard

Grade Level: 7th

Grade

Unit / Content Area: Introduction to Respiratory System

Lesson Title: Can you breathe?

Objectives Objective 1: Students will identify eight different structures and their function of the


Health Standard Addressed:

1.8.5 Describe the benefits of and barriers to practicing healthy behaviors

Objective 2: Students will identify at least one health care provider in the community

who are qualified to treat respiratory problems by the end of the lesson

Health Standard Addressed:

3.8.5 Locate valid and reliable health products and services

Lesson Overview

Content Outline Methods / Strategy Estimated Time

Needed

Necessary Materials

I. Parts of system

a. Diaphragm

b. nose

c. mouth

d. trachea

e. bronchi

f. bronchioles

g. alveoli

h. lungs

Lecture/ Discussion 15 minutes - Picture of system

II. Function of Parts

a. Discuss

Function of all

parts

Demonstration/

Discussion

25 minutes - dryer hose with

rings

- tube sock

- picture of grapes

III. Review of parts worksheet 5 minutes - worksheet

Teaching Steps

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Introduction

Review of Previous Material

Today we are going to start a new unit, Physical Health and Your Body Systems

Overview & Rationale for Today’s Lesson

Today we are going to talk about the Respiratory System. This is a very important system

in our bodies and if it doesn’t work, we don’t live. It is also important to know how to

take care of your Respiratory system.

Ask: does anyone know what the respiratory system is in charge of?

Necessary Teaching Steps

Discuss Respiratory System

Ask students to hold their breath for 15 seconds, then for 30 seconds.

Ask: How does it feel to be able to breathe freely compared to holding one's breath?

What is the respiratory system?

Tell: They system we use to breathe in and out. It is also in charge of bringing all of the

air and therefore oxygen into our bodies

3. Groups label parts of respiratory system

Divide the class into small groups and distribute the student page. Write the following

terms on the board: diaphragm, nose, mouth, trachea, bronchi, bronchioles, alveoli, and

lungs.

Ask students to use the terms on the board to label the respiratory system from memory.

Tell students they can share their information in their groups. Students will not be graded

on this activity; they are finding out how much they already know.

4. Review Structure and function of the respiratory system

Explain the structures of the respiratory system and their functions. Ask students to take

notes and make the needed corrections on the My Respiratory System student page.

Diaphragm- the muscle which expands or decreases the size of the chest cavity,

allowing air in or pushing air out of lungs

Nose and mouth- air enters the body through these parts

Air travels down the throat and nasal passage to the trachea.

The lungs are like an upside down tree. The trachea is the trunk which divides

into branches and twigs. The two branches are called bronchi. These divide into

the twigs or bronchiole. At the end of the twigs are tiny balloon-like air sacs

called alveoli.

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Oxygen in the air passes through the thin walls of the air sacs and through the thin

walls of tiny blood vessels into the bloodstream. Blood cells carry the oxygen

from the lungs to the heart. The heart pumps the oxygen to all body cells. The

carbon dioxide leaves the same way through the alveoli.

Show students a dryer hose to represent the trachea. The rings in the dryer hose keep it

open, just as the rings of cartilage keep the trachea open. Show students a flattened tube

sock or toothpaste tube to illustrate that the esophagus is flat when not in use. Why? (It

has no cartilage rings to keep it open.) Show a bunch of grapes to represent alveoli. Blow

into the balloon and then release the air to show how the alveoli move air out of the

lungs.

Trachea- dryer hose. Show how the hose keeps its shape by using the metal ring.

Cartilage keeps the trachea open

Esophagus- flattened tube sock or toothpaste tube. Show how the esophagus lays flat

until it is inflated with air.

Alveoli- cluster of grapes and balloon. Show cluster of grapes all still attached to vine.

This represents how the alveoli look in your lung, they are clustered together. Blow

balloon up and release to show how air moves in and out of the alveoli and therefore

lungs.

5. Present information.

Ask: what do you do to care for the respiratory system?

Tell: you should not smoke and you need to exercise. This will help you keep your

respiratory system as healthy as possible.

Ask: Does anyone know some basic treatment for respiratory or breathing problems?

Tell: Doctor’s can prescribe medicine if you have asthma or any other breathing

problems

Ask: Where do you find valid information about the respiratory system?

Tell: you can see go see your doctor, ask an adult, look at brochures, in your textbook,

and look on the internet. You have to be careful on the internet. To make sure the

information you are receiving is valid, make sure the website ends in .edu, .gov, or .org.

6. Summarize and Debrief

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Go through each of points on the worksheets to determine in all students know where

the parts are located

Debriefing Review and Discussion Points

Ask:

What are some ways to care for this part of the respiratory system?

Do not smoke, do not use drugs, get a job with clean air

Whom could you contact for more information?

You could talk to your doctor, ask your health teacher, ask any health

professional in your area

Summarize and Debrief

Today we learned about the Respiratory System and what the system is in charge of.

Tomorrow we will discuss both positive and negative influences on the respiratory

system.

Go through each of points on the worksheets to determine in all students know where the

parts are located

Assessment Strategy

Pass out a copy of the worksheet Ask students to try to do their best in completing the

answers.

Students will find location of: Diaphragm Nose Mouth Esophagus Bronchi and

Bronchioles Alveoli Lungs

Ask them to write on the back of the paper two different places where they could go to

get more information on the respiratory system

Students will be graded on:

8 correct answers…………………………………………………………………..8 points

Name on paper………………………………………………………………….….2 points

TOTAL………………………………………………………………………….10 points

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Name_____________________________

1. ______________________________________________________________________

2. ______________________________________________________________________

3. ______________________________________________________________________

4. _____________________________________________________________________

5. ______________________________________________________________________

6. ______________________________________________________________________

7. ______________________________________________________________________

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Lesson Plan #2


Grade Level: 7th

Grade

Unit / Content Area: Negative Affects on Your Body

Lesson Title: What are you Doing?

Objectives Objective 1: Students will be able to determine at least one negative affect to each part of


Health Standard Addressed: 7.1.6 Describe how immediate health care can promote

individual health.

Objective 2: By the end of the lesson students will be able express at least 3 different

things that will negatively affect the entire respiratory system without help from the

teacher

Health Standard Addressed: 7.1.3 Discover how the environment can impact personal

health.

Objective 3: students will be able to analyze the influences of their environment and

decisions on their overall health by the end of the lesson

Health Standard Addressed: 7.2.9 Discuss how some risky choices can influence the

likelihood of unhealthy behaviors

Lesson Overview


Needed

Necessary Materials

IV. Review of

Respiratory

System

a. All parts

b. What parts

do

Lecture / Discussion 10 minutes - None

V. Negative Affect

Of respiratory

system

a. Smoking

b. Pollution

c. obesity

Discussion/ Poster

board write out

25 minutes - poster board

VI. Assessment writing 15 minutes essay paper

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Teaching Steps

Introduction


Last class we learned all about the respiratory system.


Today, we are going to review the respiratory system, then talk about some of the

negative choices that can lead to an unhealthy respiratory system. This is an extremely

important system and many things could affect it negatively.


1. Review parts of the Respiratory System

Diaphragm- the muscle which expands or decreases the size of the chest cavity,

allowing air in or pushing air out of lungs

Nose and mouth- air enters the body through these parts

Air travels down the throat and nasal passage to the trachea.

The lungs are like an upside down tree. The trachea is the trunk which divides

into branches and twigs. The two branches are called bronchi. These divide into

the twigs or bronchiole. At the end of the twigs are tiny balloon-like air sacs

called alveoli. Draw on board an upside down tree. Label the trachea as the trunk,

to big branches as bronchi, and twigs as bronchiole. Draw small circles on twigs

to represent the alveoli.

Oxygen in the air passes through the thin walls of the air sacs and through the thin

walls of tiny blood vessels into the bloodstream. Blood cells carry the oxygen

from the lungs to the heart. The heart pumps the oxygen to all body cells. The

carbon dioxide leaves the same way through the alveoli.

2. Negative Affects on Respiratory System

Students are asked to take notes on anything they find important or interesting

Ask: now that we remember all about the respiratory system, what are things that

could hurt the system?

A. Smoking:

Ask: what do you think smoking does to any of the parts of the respiratory

organs?

Get as many points from students as possible about how smoking affects parts

of the respiratory system.

After points are given from students, tell:

Smoking:

- Irritates mouth and throat

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- Irritates lining of trachea and lungs

- Dulls sense of taste and smell

- Increases frequency of all respiratory diseases from the common cold to

pneumonia

- Emphysema- scarring or collapse of air sacs which causes breathing difficulty

- Parts of the respiratory system touched by tar from the cigarettes often

develop abnormal cells which can become cancer

- Tar from the cigarettes irritates alveoli causing them to explode. This

decreases the exchange of oxygen and carbon dioxide

- Smokers often feel out of breathe

- Smoking causes cancer to the mouth and throat and lungs and contributes to

many other cancers

- Causes heart disease

B. Pollution

Ask: what are some other things that could hurt our respiratory system?

Tell: pollution could hurt parts of the respiratory system

Ask: what do you think air pollution could do to hurt this system?

After all points have been taken from students, tell:

Pollution:

- Irritation of nose and throat

- Upper respiratory infections such as bronchitis and pneumonia

- Can aggravate the lungs of people with asthma

- Chronic respiratory disease, lung cancer, heart disease

C. Obesity

Ask: what is one more thing that could affect the respiratory system

Tell: obesity can really affect all the parts of this system

Ask: how do you think obesity affects the respiratory system?

Obesity:

- Can cause asthma- chest lightness, coughing, shortness of breath, wheezing

- Lots of weight on the lungs makes it harder to breath

- Could restrict people from walking up stairs, to the end of the street, etc.


Today we talked about all of the negative things that could affect our respiratory system.

Many of the issues can be avoided by making health conscious decisions. It is important

that our respiratory system stays healthy and by making the right choices, we can help out

the system.

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Assessment Strategy

Story:

Students are asked to create a story about a person, male or female. This person has made

choices that either helped or hurt their respiratory system. Explain who the person is,

what decisions they have made, and the results from the decisions. Be sure to include

information learned about the respiratory. The paper should be at least 3 paragraphs.

Students will be graded on including decisions made and results from the decisions. Also

graded on completeness.


Who is this person/ background…………………………………………………..2 points

Decisions (good/bad)……………………………………………………………..2 points

Consequences (good/bad)………………………………………………………...4 points

Well written/ appropriate grammar……………………………………………….2 points

TOTAL………………………………………………………..…………………10 points

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Name:________________

Class:________________

Directions: You will be writing a story about a person, male or female. This person has

made choices that either helped or hurt their respiratory system. Explain who the person

is, what decisions they have made, and the results from the decisions. Be sure to include

information learned about the respiratory. The paper should be at least 3 paragraphs.

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Lesson Plan #3


Grade Level: 7th

Unit / Content Area: Respiratory System- influences

Lesson Title: Helping Yourself

Objectives Objective 1: Students will be able to discuss at least two ways to keep their respiratory


Health Standard Addressed: 7.7.2 Describe healthy practices and behaviors that will

maintain or improve the health of self and others.

Objective 2: Students will be able to show teamwork by working together to create a

diaphragm out of balloons, tape, and a clear bottle by the end of the lesson

Health Standard Addressed: 7.8.3 Work with others to advocate for healthy individuals and

families.

Lesson Overview


Needed

Necessary Materials

VII. influences

a. review

b. inhaling

c. exhaling

d. keeping it

healthy


VIII. Diaphragm

creation

a. Group work

Group work/

creation of

diaphragm

15 minutes - balloons

-clear bottle- bottom

cut out

-tape

IX. writing writing 5 minutes -paper

-pen/pencil

Teaching Steps

Introduction


In the last lessons, we learned about the respiratory system and the negative effects.

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Today, we are going to learn about your breathing and how to keep your respiratory

system healthy. This is really important because obviously, if we can’t breathe properly

we cannot live a healthy life.


1. Review respiratory system

Ask: what are all of the parts of the respiratory system that we learned about?

a. Diaphragm

b. nose

c. mouth

d. trachea

e. bronchi

f. bronchioles

g. alveoli

h. lungs

Ask: what does each one of these do for our respiratory system?

Tell:

a. The diaphragm is a dome shape muscle that works with your lungs to

allow you to inhale and exhale

b. Your nose and your mouth allow the air to get into your body

c. The trachea is your windpipe

d. The trachea splits into two pipes called the bronchi. One goes to the left

lung and one goes to the right lung

e. The bronchi split into many bronchioles. These are the tiniest tubes and

there are about 30,000 of them in each lung. They are about the width of a

strain of hair

f. At the end of the bronchioles are the alveoli. These are the air sacs of your

body. There are about 600 million of them. If you stretched them out,

they would cover an entire tennis court.

g. Of course your lungs are where all of this takes place.

2. Inhaling

Ask: what does inhaling mean?

Tell: I want everyone to slowly breathe in real deep and think about all of your

body parts working together to allow you to breathe in.

There are dozens of parts working together to allow you to inhale without thinking about

it. First, your diaphragm contracts and flattens out. This allows more room for your lungs

to expand. Your rib muscles also lift your ribs up and out to allow more room. The air

enters your mouth and nose and moves down your trachea. In the trachea, there are tiny

hairs called the cilia. These little hairs basically clean the air coming to your lungs by

collecting the dirt and mucus and keeping them out. The air continues through the

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bronchi and bronchioles. When the air reaches the alveoli, it collects in the 600 million

air sacs. This causes your lungs to get bigger. It's the alveoli that allow oxygen from the

air to pass into your blood. All the cells in the body need oxygen every minute of the day.

Oxygen passes through the walls of each alveolus into the tiny capillaries that surround it.

The oxygen enters the blood in the tiny capillaries, hitching a ride on red blood cells and

traveling through layers of blood vessels to the heart. The heart then sends the

oxygenated (filled with oxygen) blood out to all the cells in the body.

(Source: kidshealth.org- Your Lungs and Respiratory System)

3. Exhaling

Ask: now that we know what happens when we inhale, who can guess what we do

when we exhale?

Tell: think about everything in the opposite direction

Your diaphragm relaxes and pushes the air out. Wastes enter your alveoli and are

released with the air. The air goes through the bronchioles, out the bronchi, out

the trachea, and finally out through your mouth and nose.

4. Keeping it Healthy

Ask: now that we know about our respiratory system, what are some ways to keep

it healthy? We talked about what not to do, so what are some things that we can

do?

Discuss: have students come up with ways to keep their respiratory system

healthy.

a. Not smoking

Lungs are normally tough and strong, but when it comes to cigarettes, they

can be hurt easily — and it's often very difficult or impossible to make them

better. If you need to work with chemicals in an art or shop class, be sure to

wear a protective mask to keep chemical fumes from entering your lungs.

b. exercising

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Exercise is good for every part of your body, and especially for your lungs

and heart. When you take part in vigorous exercise (like biking, running, or

swimming, for example), your lungs require more air to give your cells the

extra oxygen they need. As you breathe more deeply and take in more air,

your lungs become stronger and better at supplying your body with the air it

needs to succeed.

(Source: kidshealth.org- Your Lungs and Respiratory System)

5. Creating a Diaphragm

Ask: who really understands how the diaphragm works?

Tell: We are going to create our own diaphragm

Students will split into four different groups and create their own diaphragm

Demonstration: take a clear bottle and cut out the bottom. Stretch a balloon over

the open area and tape down to make sure no air can get through. Over the top of

the bottle, place a balloon inside and stretch over opening. The balloon part

should be sealed in the bottle. Tape balloon on the outside so no air can get

through. Have students pull bottom balloon down and watch as the balloon on the

inside inflates.

Explain to students that this is how your diaphragm works to expand your lungs.


We must remember how important our respiratory system is. We cannot live without it so

it is extremely important to keep it as healthy as possible. Remember not to smoke and

exercise when your can, your lungs will thank you for life!

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Assessment Strategy

Students will be given a worksheet with list of parts of respiratory system. They are asked

to talk about what that part does or a specific way to keep it healthy. Students will be

graded on thoroughness and understanding of material


Function of each part……………………………………………………………..8 points

How to keep healthy…………………………………………………………...…8 points

TOTAL…………………………………………………………………….……16 points

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Name:____________________

Class:____________________

Directions: Below you will find the parts of the respiratory system. Please write in what

that part does and one specific way to keep that part healthy. You may use an answer

only once.

Diaphragm

Function:

---------------------------------------------------------------------------------------

Keep Healthy:

Nose

Function:

---------------------------------------------------------------------------------------

Keep Healthy:

Mouth

Function:

---------------------------------------------------------------------------------------

Keep Healthy:

Trachea

Function:

---------------------------------------------------------------------------------------

Keep Healthy:

Bronchi

Function:

---------------------------------------------------------------------------------------

Keep Healthy:

Bronchioles

Function:

---------------------------------------------------------------------------------------

Keep Healthy:

Alveoli

Function:

---------------------------------------------------------------------------------------

Keep Healthy:

Lungs

Function:

---------------------------------------------------------------------------------------

Keep Healthy:

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Lesson Plan #4


Grade Level: 7th

Unit / Content Area: Circulatory System- Intro

Lesson Title: No Beats About It

Objectives Objective 1: Students will be able to explain why the heart beats faster during exercise

compared to at rest by the end of the lesson.

Health Standard Addressed: 7.1.6 Describe how immediate health care can promote

individual health.

Objective 2: students will be able to take their own pulse and find resting heart rate in at


Health Standard Addressed: 7.1.3 Discover how the environment can impact personal

health.

Lesson Overview


Needed

Necessary Materials

X. circulatory

system

a. heart

b. functions of

heart

c. circulation

d. exercise

Lecture / Discussion 40 minutes - Poster

XI. exercise and heart

paragraph

worksheet 10 minutes - worksheets

-pencils

Teaching Steps

Introduction


During the few classes, we learned about the respiratory system and different things that

may affect it. Today we will be starting to learn about our circulatory system.


The circulatory system is a vital component of good health. It can be thought of as the

engine of a car, because it provides the basis by which all other bodily systems are able to

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function. Therefore, it is extremely important to understand how it functions, and how

you can keep it healthy.


1. Intro to circulatory system

Show students a large poster of human with parts of the circulatory system.

Starting with the left heart, take them through the steps of blood flow/path of the

body. Be sure to number each step and write down on board so students can read

the steps.

Oxygen rich blood begins in the left heart. It then travels to the arteries, then to

the capillaries where oxygen is sent to the cells and body tissues. Then it travels

to the veins (it is now low in oxygen). The low oxygen, high carbon dioxide

blood travels to the right heart, and finally to the lungs where carbon dioxide is

exhaled and oxygen is inhaled. The process begins again.

Arteries carry blood to the body.

Capillaries connect arteries and veins.

Veins carry blood from the body to the heart.

Pulmonary circulation carries blood from heart, through lungs, back to

heart.

Systemic circulation sends oxygen-rich blood to body tissues.

2. Structure of the Heart

Ask: what do you know about your heart?

Tell: Your heart is actually a muscle located on the left/center part of your chest.

This is the muscle that pushes the blood all around your body. There are actually

two pumps in your heart. The right side of your heart receives blood from the

body and pumps it to the lungs. The left side of the heart does the exact opposite:

It receives blood from the lungs and pumps it out to the body.

There are four important chambers. Left Atria, Left Ventricle, Right Atria, Right

Ventricle. The atria is on top of the ventricle. Think about it in alphabetical order,

atria on top, then ventricle.

The atria and ventricles work as a team — the atria fill with blood, then dump it

into the ventricles. The ventricles then squeeze, pumping blood out of the heart.

While the ventricles are squeezing, the atria refill and get ready for the next

contraction

There are valves that keep the blood from going backwards in the heart. A valve

lets something in and keeps it there by closing — think of walking through a

revolving door. The door shuts behind you and keeps you from going backward.

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3. Functions of the heart

Tell: The heart is the muscle that pushes the blood all around your body. It also

takes the waste back to the lungs where it is taken away during the exhaling

process. It actually only takes 60 seconds to pump blood to every cell in your

body. That’s fast. The blood takes oxygen to the cells and allows them to function

properly.

4. Circulation

Ask: how does the blood get through your body?

Tell: We have all heard of blood vessels. These blood vessels are attached to the

heart. The blood vessels that carry blood away from the heart are called arteries.

The ones that carry blood back to the heart are called veins.

The left side of your heart sends that oxygen-rich blood out to the body. The body

takes the oxygen out of the blood and uses it in your body's cells. When the cells

use the oxygen, they make carbon dioxide and other stuff that gets carried away

by the blood.

The returning blood enters the right side of the heart. The right ventricle pumps

the blood to the lungs for a little freshening up. In the lungs, carbon dioxide is

removed from the blood and sent out of the body when we exhale. What's next?

An inhale, of course, and a fresh breath of oxygen that can enter the blood to start

the process again

(info from kidshealth.org- Your Heart and Circulatory System)

5. Exercise

Ask: what happens to your heart when you exercise?

Tell: your heart begins to beat faster right?

Ask: why do you think that is?

Tell: When you exercise, your body and all of its parts need more oxygen to

function at a faster rate. For example, your muscles are moving faster and burning

more calories, they need more oxygen. Also more blood is pumping through your

veins so your pulse is more prominent. In order to compensate for the exercise,

your heart beats faster and therefore gets oxygen through your body quicker.


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Today we learned about the circulatory system. This system is extremely important in

keeping you alive by making sure all your cells in your body have enough oxygen to run

properly.

Assessment Strategy

Students are taught how to take pulse.

You can find your pulse by lightly pressing on the skin anywhere there's a large artery

running just beneath your skin. Two good places to find it are on the side of your neck

and the inside of your wrist, just below the thumb. You'll know that you've found your

pulse when you can feel a small beat under your skin. Each beat is caused by the

contraction (squeezing) of your heart.

You will sit at your seat and take your pulse for one minute. This will be close to your

resting heart rate. After you write down this number, I want you to stand up and jump in

place as fast as you can for one minute. When you finish, take your pulse again for one

minute. Compare the numbers.


Resting Heart Rate……………………………………………………………….3 points

Heart Rate after Exercise………………………………………………….……..3 points

Explaining what is happening to heart…………………………………………..6 points

TOTAL………………………………………………………………………….12 points

Name:_____________________

Class:_____________________

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Resting Heart Rate Number:____/minute

Heart Rate after Exercising: _____/minute

You will write one paragraph comparing the two numbers and explaining what is happening with your heart. You will be graded on your explanation of what is happening in your body.

Lesson Plan #5

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Grade Level: 7th

Unit / Content Area: Circulatory System- Heart

Lesson Title: Healthy Heart

Objectives Objective 1: By the end of the lesson, students will be able to describe at least one risk

factor of heart disease

Health Standard Addressed: 7.1.5 Explain ways to reduce or prevent health risks among

adolescents.

Objective 2: Students will be able to describe at least two different examples of

cardiovascular disease by the end of the lesson

Health Standard Addressed: 7.1.1 Examine how healthy behaviors influence personal health

Lesson Overview


Needed

Necessary Materials

XII. Cardiovascular

Disease

a. examples

b. Risk Factors


XIII. E-cards

a. worksheet

Interaction/

worksheet

25 minutes -computer

-internet access

-worksheet

Teaching Steps

Introduction


Last class we learned about the circulatory system.


Today we will learn about the bad things that can happen to our circulatory system. If we

know about the things that could happen, we may be able to prevent some of them and

actually keep our circulatory system healthier for longer.


1. Cardiovascular Disease

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Tell: it would be great if our heart had no problems getting blood to the rest of our

body. Unfortunately, it is not always easy for the heart to get this blood around

our body. There is something called heart or cardiovascular disease.

Cardiovascular disease is a group of problems that occur when the heart and

blood vessels aren't working the way they should. There are so many different

examples and over 61 million Americans have some form of it.

Some examples:

Arteriosclerosis. Also called hardening of the arteries, arteriosclerosis means the

arteries become thickened and are no longer as flexible.

Atherosclerosis. People with atherosclerosis have a buildup of cholesterol and fat

that makes their arteries narrower so less blood can flow through. Those deposits

are called plaque.

Angina. People with angina feel a pain in the chest that means the heart isn't

getting enough blood.

Heart attack. This is when a blood clot or other blockage cuts blood flow to a

part of the heart.

Stroke. when part of the brain doesn't get enough blood due to a clot or a burst

blood vessel.

Ask: does anyone know someone that has suffered from any of these conditions?

Tell: heart disease is not contagious. However, there are certain things that increase a

person's chances of getting cardiovascular disease. Doctors call these things risk factors.

Some of these risk factors a person can't do anything about, like being older and having

other people in the family who have had the same problems. However, exercising could

help prolong the problems for a long time. But people do have control over some risk

factors — smoking, having high blood pressure, being overweight and not exercising can

increase the risk of getting cardiovascular disease.

You may know someone who suffers from heart disease or at least has some risk factors

of heart disease. The main thing is to be sure they are doing everything in their power to

avoid the problems. Our circulatory system is very important and we need it to survive.

The healthier it can be the better our lives will be!

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It is important to know about heart disease so we can protect ourselves to the best of our

ability. Right now you may not be at risk, but someday you will be. It is important to start

healthy habits now to prepare for the future.

Assessment Strategy

Tell: Today we will be going to the computer lab. We will be sending a American Heart

Association Heart to Heart E-Card to someone we know. This is almost like an electronic

greeting card that will let someone know important information about their

cardiovascular health.

Ask: we talked about the risk factors for heart disease. Can you think of someone that

may be at risk and does not know it?

Tell: Today we will be sending these people a card to remind them how important our

health is. If you do not know anyone or do not have their email address, it is alright. We

can print them off so you can hand the card to them. You will also be turning in a card to

me so I know what information you feel is important.


Turned in E-card…………………………………………………………………5 points

Question #1 answered……………………………………………………….…...2 points

Question #2 answered……………………………………………………………2 points

Question #3 answered……………………………………………………………3 points

TOTAL………………………………………………………………………….12 points

Name:____________

Class:_____________

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Directions: sign into your computer. Go to www.americanheart.org.

On the left side of the homepage, click on Ways to Give. Click on Heart to Heart E-

Cards. Follow directions on how to send a card. At the end, you can send your card to a

person you know or to your teacher. You will also print off at least one copy of your card

and turn it into me. Answer the questions below when finished with card.

1. What makes this website valid?

2. Why did you choose that particular person to give or send your card to?

3. Why did you choose that particular message to send to that person?

When completed, turn this paper in with your printed out E-Card

Lesson Plan #6


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Grade Level: 7th

Unit / Content Area: Circulatory System- Info on the Heart

Lesson Title: Fun Facts about the Heart

Objectives Objective 1: students will be able to show good teamwork by discussing answers and

together coming up with answer respectfully during the trivia game

Health Standard Addressed: 7.4.1 Demonstrate effective communication skills to enhance

health.

Objective 2: Students will be able to work with team members to help advocate the

importance of a healthy respiratory and circulatory system

Health Standard Addressed: 7.8.3 Work with others to advocate for healthy individuals and

families.

Lesson Overview


Needed

Necessary Materials

XIV. blood

a. in body

b. types


XV. Trivia Game

a. questions

Teamwork/

discussion

10 minutes - paper

-pencils

XVI. Advocating for

Healthy

15 minutes -poser board

-markers

Teaching Steps

Introduction


Earlier we learned about the circulatory system and risk factors of the heart.


Today we are going to learn more about the blood in our body. At the end of the lesson

we will be taking a quiz over the unit.


1. Blood through Body

Explain parts of the blood

Explain the parts of the blood. Plasma makes up over half of blood volume. It

carries nutrients to cells. The rest of blood is made of red blood cells, white blood

38 | P a g e

cells, and platelets. Red blood cells carry oxygen to the body. White blood cells

fight infection. Platelets help blood to clot when there is a wound.

Plasma carries nutrients to cells.

Red blood cells carry oxygen to the body.

White blood cells fight infection.

Platelets help blood to clot when there is a wound.

2. Types of Blood

Ask: does anyone know about the types of blood? What are the types?

Tell: There are four different types of blood. The four types of blood are A, B,

AB, and O. They are categorized in relation to the type of red blood cells they

contain. Only compatible blood types can be mixed safely; otherwise, blood

cells clump together and block blood vessels. (explain how this would affect

procedures such as a blood transfusion).

Tell: your blood type is determined by your parents. You do not just get a

random blood type, it is determined by your parents and their parents and their

parents.

3. Fun Trivia Game

Tell: for the next few minutes we will be playing a fun trivia game about our

blood. You will be in groups. When I ask a question, you will talk to your team

members and guess your answer. The team that has the closest answer to the

correct answer will receive a point. Write your answer on your paper and we will

discuss the answer.

Split groups in groups of 3 or 4 people. Have them get out a piece of paper and

pen.

1. In one day, your blood travels __________miles

12,000 miles. That is four times the distance across the US from coast to

coast

2. About how many times does your heart beat in one year?

Around 35million times a year

3. Your heart pumps ____________ barrels of blood during the average

lifetime

1 million

4. How many times does your heart beat in one day?

100,000 times

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5. Your heart beats ____________ times in a lifetime

2.5 billion

After all questions are answered, tally up the scores

Ask: which answer were you most surprised by?


I hope everyone had fun with the fun facts about our blood and heart. We are going to

finish this unit with a worksheet. You are not allowed to use your notes or your

neighbor’s paper.

Assessment Strategy

Students will get together with two other classmates. They will create a poster to be hung

in the hallway advocating how important it is to keep the respiratory and circulatory

system healthy. Be sure to include important information and facts on how to keep people

healthy. Be creative and include at least one picture


At least one way to keep the systems healthy……………………………………4 points

At least one important fact about the systems……………………………………4 points

At least one picture……………………………………………………………….2 points

Creativity…………………………………………………………………………2 points

TOTAL………………………………….………………………………………12 points

Unit Assessment

40 | P a g e

Name:______________

Class:______________

Please answer the following questions. Do not use notes and turn in when completed

1. The _____________ is the muscle which expands or decreases the size of the

chest cavity, allowing air in or pushing air out of lungs

a. Diaphragm

b. Alveoli

c. Gastronomists

d. Deltoid

e. None of the above

2. Describe one negative influence that will affect your respiratory system

3. How many types of blood are there?

a. One

b. Two

c. Three

d. Four


4. Explain why your heart rate increases when you begin to exercise

5. Name at least two risk factors of heart disease

_________________________________________________________

_________________________________________________________

6. There are 600 million ____________ in our lungs

a. Bronchi

b. Bronchioles

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c. Alveoli

d. Trachea

e. None of the about

7. List the four chambers of the heart (hint: think about sides and alphabetical

order)

___________________________

___________________________

___________________________

___________________________

8. Blood returning from the body is received on the _____________ side of the

heart

9. Complete the following sentence:

One important fact that I learned from this unit is__________________________

10. T/F Your type of blood is inherited by your parents.

11. what is the function of the nose in regards to your respiratory system?

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

12. about how long does it take for your heart to pump blood to every cell in your

body?

a. 6 seconds

b. 60 seconds

c. 60 minutes

d. 6 hours

42 | P a g e

Unit Answers Name:______________

Class:______________

Please answer the following questions. Do not use notes and turn in when completed

1. The _____________ is the muscle which expands or decreases the size of the chest

cavity, allowing air in or pushing air out of lungs

f. Diaphragm

g. Alveoli

h. Gastronomists

i. Deltoid

j. None of the above

2. Describe one negative influence that will affect your respiratory system

Smoking- it will: irritate mouth, throat, feel out of breathe, causes heart disease,

causes cancer, etc.

Pollution- irritates nose and mouth, respiratory infections, respiratory disease,

lung cancer, heart disease, etc.

Obesity- cause asthma, hard to breath from extra weight, cannot do simple

physical tasks, i.e. walk up stairs, etc.

3. How many types of blood are there?

a. One

b. Two

c. Three

d. Four


4. Explain why your heart rate increases when you begin to exercise

Body parts need more oxygen, heart pumps more blood to get the oxygen to the

parts that are working harder

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5. Name at least two risk factors of heart disease

smoking

not exercising

having high blood pressure

being overweight

family history

growing older

6. There are 600 million ____________ in our lungs

a. Bronchi

b. Bronchioles

c. Alveoli

d. Trachea

e. None of the about

7. List the four chambers of the heart (hint: think about sides and alphabetical order)

Right Atria

Left Atria

Right Ventricle

Left Ventricle

8. Blood returning from the body is received on the RIGHT side of the heart

9. Complete the following sentence:

One important fact that I learned from this unit is__________________________

10. T/F Your type of blood is inherited by your parents.

TRUE

11. what is the function of the nose in regards to your respiratory system?

Allow air to get into respiratory system

12. about how long does it take for your heart to pump blood to every cell in your

body?

a. 6 seconds

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b. 60 seconds

c. 60 minutes

d. 6 hours

Sources:

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Kidshealth.org (n.d.) Heart Disease. Retrieved on November 14 2008 from

http://kidshealth.org/kid/grownup/conditions/heart_disease.html

kidshealth.org (n.d) Your Lungs and Respiratory System. Retrieved on November 14

2008 from http://kidshealth.org/kid/htbw/lungs.html

Kidshealth.org (.n.d) Your Heart and Circulatory System. Retrieved on November 14

2008 from http://kidshealth.org/kid/htbw/heart.html

United States Department of Health and Human Services. (2000). Healthy

People 2010(Vol. 1,2). Sudbury, MA: Jones and Bartlett.

and your respiratory system -...

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