South Carolina ETV

South Carolina ETV
1101 George Rogers Boulevard
Columbia, SC 29201-4761
Phone: 803-737-3545

Lub Dub (Grades 5-7)

Master Teacher

Becky Haigler

Time Allotment

Three 45-minute class periods

Overview

The circulatory system, known as the transport system of the body, is made up of blood, arteries, capillaries, veins, and the heart. Arteries carry oxygen-rich (oxygenated) blood away from the heart, with the exception of the pulmonary artery, which carries oxygen-poor (deoxygenated) blood from the heart to the lungs. Veins carry oxygen-poor (deoxygenated) blood to the heart, with the exception of the pulmonary veins that carry oxygenated blood to the heart.

The blood transports water, oxygen, and nutrients to the cells of the body. The blood also removes waste in the form of carbon dioxide, nitrogenous waste, and excess water from the cells.

Humans have a four-chamber heart approximately the size of a fist, located in the center of the chest. The two upper chambers of the heart, atriums

(auricles), are the receiving chambers of the heart. The two lower chambers of the heart, ventricles, are the pumping chambers. A wall of muscle called the septum separates the right and left sides of the heart. The blood flows in only one direction because of the opening and closing of the valves. This opening and closing of the valves causes the "lub-dub" sound.

Deoxygenated blood from the upper and lower parts of the body enters the heart through a vein to the right atrium. The blood then passes through a valve to the right ventricle. Blood leaves the right ventricle passing through the valve, located between the right ventricle and the artery, and out the pulmonary artery to the lungs, where carbon dioxide is dropped off and oxygen is picked up. The oxygenated blood travels to the left atrium via the pulmonary vein.

Once the blood is in the left atrium, the blood passes through the valve to the left ventricle. Oxygenated blood from the left ventricle passes through the valve to the body through the aorta. The process then begins again.

While the blood is transporting nutrients throughout the body, both sides of the heart are pumping at the same time. The left wall of the heart, thicker than the right, is due to the fact that the left side of the heart is pumping blood to the entire body rather than only to the lungs like the right side.

Through the activities presented in this lesson, students will become more familiar with arteries, veins, valves, atriums, and ventricles by tracing blood through the four chambers of the heart, as well as noting the differences in the heart when the body is at rest and is active.

Subject Matter

Life Science and Mathematics

Learning Objectives

Students will be able to:

name the vessels and parts of the heart
trace the path of blood through the heart
explain the function of the circulatory system
recognize the differences between a heart when the body is at rest opposed to one in which the body has been involved in exercise
explain the relationship between the circulatory and respiratory system
collect data related to the pulse rate of a person's heart when the body is at rest compared to one in which the body has been involved in exercising
graph the data collected in the above objective
compare the pulse rate of a person's heart when the body is at rest to the heart rate of a person who has been exercising

South Carolina Standards

Visit the South Carolina Department of Education for the South Carolina Science Standards.

Visit the South Carolina Department of Education for the South Carolina Mathematics Standards.

Life Science—Grade 5

II. A. 2.

b. Label the parts and distinguish among the function of the major organs of the circulatory system, including the heart, arteries, veins, capillaries, and blood
cells.

c. Describe how the respiratory and circulatory systems work together to carry gases to and from the body.

Life Science—Grade 7

II. A. 4. a. Identify the general functions of the major body systems and give examples of how these systems work together
(e.g., respiratory and circulatory).

Mathematics—Grade 5

VI. D. 1. The student will read and interpret graphs.

C. 1. The student will collect and display
numerical data.

Mathematics—Grade 7

VI. C. 3. The student will analyze experimental data.

D. 2. The student will construct and/or use
displayed data.

Media Components

Video

Inside Our Human Body, Lesson 3: Have a Heart looks at the parts of the human heart and their functions.

Web Sites

Circulatory System. Type in Yahooligans.com. In the go box (Search), type in circulatory system.

Click on the ninth bullet, A Look Inside the Human Body. Next, click on the Circulatory System.

Heart Throbs allows students to explore the effects of various activities on their heart rates.

Materials

Per group of four students:

apron
scissors
4 toothpicks
2 straws
deer hearts (obtained from a local processing plant)
dissecting tray
paper towels
graphing calculator
gloves
copy of the Deer Heart Dissection Lab (Activity Sheet 2)
colored pencils (red and blue)
clay
two cups (8 oz.)
rubber tubing
match stick
stopwatch

Per student:

Graphic Organizer on the Heart (Activity Sheet 1)
Heart Throbs Measurement Sheet
Rubric for Assessment (Activity Sheet 3)
pencil and paper

Prep for Teachers

Prior to teaching this lesson, bookmark all Web sites that will be used during the lesson.
Set the videotape to the first excerpt.
Give yourself plenty of time to obtain enough deer hearts for students, who are divided into groups of four. The hearts can be stored in zip- lock bags and frozen until ready for use. Let hearts thaw the night before dissection. On the day of dissection, have each station set up with gloves, aprons, scissors, dissecting tray, heart, toothpicks, straws, and paper towels. You must cut 1 inch off of the apex before dissection can take place.

Introductory Activities (Day 1)

Step 1

Send each student to the "Heart Throbs" student worksheet found at and have each print out a copy. If this will consume too much time, print the sheet earlier and duplicate copies for students. Students need to complete the activity found at this site.

Step 2

Focus for Media Interaction: Begin exciting stu-dents about the heart and circulatory system by sharing interesting facts found at Amazing Facts. Type in Yahooligans.com. In the go box (Search), type in circulatory system. Go to the ninth bullet and click on A Look Inside the Human Body. Click on the Circulatory System. Scroll to the bottom of the page and click the icon at the end of the sentence that reads, "To see some amazing facts about the Circulatory System."

Learning Activities (Day 2)

Step 1

Explain to your students that today they are going to explore the "pump" that causes the blood to pump throughout the body.

Step 2

Focus for Media Interaction: While watching the first clip from Inside Our Human Body, tell students to raise their hands when they hear the answer to "What does the transport system carry throughout the body?"

START the video when the screen says, "Have a Heart." The speaker will be saying, "When we think of transportation . . ." STOP the tape when a "real" picture of the human heart appears on the screen and the speaker has finished saying, ". . . moved through the circulatory system by our hearts."

PAUSE the tape at this time and discuss the job of the circulatory system. Ask students what else can the heart and circulatory system be compared to in our everyday lives? (Example: a train carrying items)

Step 3

Focus for Media Interaction: Ask students, "What is the main job of the heart?" Have students raise their hands when they hear the answer.

FAST FORWARD the video to a drawing of the human body on white paper, with the vessels in blue and red. You will hear : "Today, we know that emotions are stored . . ." PLAY the tape and STOP when the speaker says "…carry off waste products." On the screen you will see red blood carrying off waste products. You have gone too far if you see an ultrasound. Discuss the job of the heart and the circulatory system.

Step 4

Focus for Media Interaction: Ask students, "Where is the heart located?" BEGIN when "Inside the Heart" appears on the screen. STOP the video for the last time after a red screen appears with the word pulse present. Discuss the parts of the heart and how these parts work together. Have students fill in the Heart Graphic Organizer (Activity Sheet 1).

Step 5

Introduce students to data found on the following Web site: Type in Yahoolagins. In the go box (Search), type in circulatory system. Click on A Look Inside the Human Body. Click on the Circulatory System for students to properly color the passage of blood through the heart. The Web site is self-explanatory and provides excellent information. This presentation will walk students through the path of blood from the body to the lungs and back out to the body. The presentation will also allow students to discover the functions of veins, capillaries, arteries, blood, and valves. Students will also discover the importance of the circulatory system and its relationship to the respiratory system.

Step 5

Culminating Activity (Day 3)

If deer hearts are accessible, students can do a deer heart dissection to become more familiar with the parts of the heart. See Activity Sheet 2: Deer Heart Lab Dissection. (Note: If deer hearts are not accessible, students can point out the parts on paper by the teacher asking for particular parts.)

Assessment

Once students have completed the deer heart dissection, they will be called up one by one to point out the parts of the heart. Students will also be able to explain the role of arteries, valves, and veins through discussing the passage of blood through the heart.

Students can also write a creative paper on the passage of blood through the heart. If the student can trace the blood successfully the first time, then the person lives and makes a "100." If the student is not successful the first time, his/her patient dies. The student will continue this until successful. The student loses ten points each try.

Cross-Curricular Extensions

Math: Students can graph the pulse rates of individuals at rest and active. A comparison can be made between younger individuals as well as older individuals.

English: Students can write a creative paper on the flow of blood through the heart.

Social Studies: Students can look at the improvements of cardiovascular technology over the years.

Community Connections

Contact a cardiologist and have that individual speak to your students.
Have someone who has had bypass surgery come in and speak to your students.
Have someone from the Red Cross come in and talk about the blood supply and the types of blood.