East Detroit Public Schools
Lesson Design

Author: Joan Gesell
Subject: Body System-Blood Clotting
Grade: 6th - 7th
Course: Health
Title: Stop the Bleeding

Length of Lesson: One class period
Materials Needed:
Apple GS/Z computer
large screen projection system (or large TV monitor)
A.D.A.M. program (ISBN-1-57245-086-X)
“Blood Clotting Diagram”
(teacher prepared handout of a cutartery)

Standards-Based Outcomes (MDE):

Health Education:

Content Standard 1: All students will apply health promotion and disease prevention concepts and principles to personal, family, and community health issues.

1. Describe the interrelationships of and the physiological changes in body
systems.

Science:

III. Using Scientific Knowledge in Life Science in Real-World Contexts

Content Standard III, 2: All students will use classification systems to describe groups of living things; compare and contrast differences in the life cycles of living things; investigate and explain how living things obtain and use energy; and analyze how parts of living things are adapted to carry out specific functions. (Organization of Living Things)

4. Explain how selected systems and processes work together in plants and animals. (Key concepts: Systems/Processes-- digestion, circulation, respiration, endocrine, reproduction, skeletal, muscular, nervous, excretion, transport, growth, repair. Real-world contexts: Mechanisms for maintaining internal stability, such as body temperature, disease control.)

Prior Knowledge:

Students should have general background knowledge of the circulatory system.

Cue Set:

• To begin the lesson, the teacher asks two questions of the students. Discussion continues in order to prepare them for using A.D.A.M., an animated software program.
• Why is taking care of your body the most important job that you will ever have?
• Did you ever wonder how your body stops bleeding after you have cut yourself?
• We all have experienced cutting ourselves with a knife or other sharp object. We will learn exactly what happens inside our arteries to make our wounds heal.

Best Shot Instruction:

• The students explore various parts of the heart and blood vessels as they view the A.D.A.M. program. They begin with an overview of the components of the cardiovascular system. As they continue through the next segment of A.D.A.M., the students are able to see a cross section of an artery and watch how a blood clot develops when the artery is cut.
• After viewing A.D.A.M., the students complete the “Blood Clotting Diagram” a handout of a cut artery. They can work with partners or independently. The students should be able to label the clotting factors on the cut section of the artery.

Reteaching and Enrichment:

Through class discussion after the lesson, students become aware of occupations associated with the heart, blood, or the body’s wound-healing mechanism. Included in these would be cardiologists, lab technicians in clinics and hospitals, hemotologists, paramedics, and nurses.

Review and Closure:

Students are encouraged to explore library material or the Internet for more information about possible careers.

Assessment:

Students demonstrate their understanding of the lesson by correctly completing the cut artery handout.

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