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Composition and Functions of Blood

Description:

This lesson teachers students about the composition and functions of blood. As a result of this lesson, learners will be able to describe the composition and volume of whole blood, describe the composition of plasma, and discuss its importance in the body and list the cell types that make up the formed elements, and describe the major function of each type.
This full anatomy and physiology lesson contains an informational narrative that students can read. This is the direct instruction component. There is also an activity where students demonstrate their knowledge of the components and physiological significance of whole blood by creating their own "blood". For each of the major components of blood, students will think of something that could represent it. The end result is a model of the components of blood that connect their functionality to everyday things that share similar characteristics.

Learning Targets:

Describe the composition and volume of whole blood.

Describe the composition of plasma, and discuss its importance in the body.

List the types of cells that make up the formed elements, and describe the major function of each cell type.

Attachment	Size
Composition and Functions of Blood.docx	225.94 KB
10-1 BloodComponents template.doc	159.5 KB
10.1 Components of Blood good example.doc	409 KB

Author:

MVU

Content Area:

Language:

Resource Type:

Licensing:

Grade:

9-12

Common Core Language Arts

Common Core Language Arts:

CCSS.ELA-Literacy.RST.11-12.2

How are the standards/objectives assessed?

What’s in your blood activity (Formative/Summative Assessment) - Students will use what they have learned about the components of blood in the readings and videos to create a diagram that relates each major component of blood to something analogous to it (Ex: students might use a soldier to represent a white blood cell.)

Blood Quiz (Summative Assessment) - Quiz composed of multiple choice items that focus on measuring mastery of the key concepts of the lesson.

Student prerequisite skills and knowledge

Basic knowledge of the existence and location of blood within the human body.

How is the concept or procedure explained or demonstrated?

The Composition and Functions of Blood document explains the concept within a narrative students can engage with this object in a direct instruction capacity. The What’s in Your Blood Good Example document provides a concrete example of a completed diagram to help clarify the procedure of developing their own diagram.

What concepts or procedures are being explained or demonstrated in this lesson object?

The composition and functions of blood
The names, descriptions, visual representation and functions of each blood component.
The transportation qualities of blood
The basic concept of a centrifuge ability to separate the components of blood.
The approximate percentage breakdown that each blood component represents within blood as a whole.

What was your experience, both successes and challenges, using this lesson object with your students?

Caution must be taken on assessing the “What’s in your Blood” assignment to to ensure that students images correlate to the FUNCTION of blood. IE. Water/ocean is not correct unless the student can justify how an ocean functions similarly to water in the blood.(Kristi)
Students lacking internet access may simply hand draw these images, but I focus mostly on the description of the image.
Be aware that some students will have a tendency to be thematic about their image choices, but many times this doesn’t really work. Encourage them to embrace diversity and chose images based on the BEST representation of the function and not work within a limited option of images.
Sometimes the students take this too literally and focus on one dimension that only discusses a portion of the function of the particular function. (link to example- slide)
Students like the opportunity to be creative and make this their own. In doing so, it becomes more meaningful to them.
The math component is cross curricular in providing instruction for calculating percentages of a whole.
I like this because students spend more time thinking and creating this than I spend grading it.
Clearly outlined expectations and students are guided to completing the assignment successfully.

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