Journey Of The Blood (Page 3 of 6) in pdf

bottles. The heart at rest pumps about 10 water bottles of blood a minute – a bit less than 15,000 water bottles a

≅

day. (Calculation: based on an approximate cardiac output of 6 L per minute

, convert 20 fl oz to liters = 0.5971 L

0.6 L, therefore 6/0.6 = 10 water bottles per minute, 10 × 1440 minutes in a day = 14,400 bottles a day.)

5. Lead a class discussion to identify explanations for differences in data. If necessary, guide the discussion to

emphasize the assumptions around the data (see the Data Collection Sheet) and how these assumptions lead to

approximations rather than accurate figures.

ELABORATE

1. In their groups, students investigate details of the circulatory system using online resources.

2. Each group creates a model that shows the circulatory system’s four subsystems (arterial, venous, capillary, and

pulmonary systems), and the cellular composition of blood. Students’ models should use units based on everyday

objects to more clearly illustrate quantitative data related to the circulatory system.

3. Groups create a presentation of their findings, using a flow chart to show a blood cell’s journey through the

circulatory system. Ensure that presentations clearly show quantitative features of their model.

4. Groups share their presentations with the class and describe the unit of measure they used in their models.

EVALUATE

1. Students work individually to write an investigation report based on the activity and their explanations. Reports

should include a response to the following questions:

What are the primary features and functions of the circulatory system?

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How can we calculate the volume of blood pumped over a given period of time?

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How can we illustrate the volume of blood pumped over a given period of time?

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What is the relationship between the function of the heart and the volume of blood pumped through the body over a

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given period of time?

2. Students work in groups to double-blind peer review reports. Provide each student a random number. Keep a list of

each student’s number. Students write their assigned numbers on their reports, but not their names.

3. Write all the numbers on a slip of paper. Each group pulls out a slip and reviews the paper that corresponds to that

number. After completing their review, the group pulls out another slip and reviews the paper again.

4. Each group completes the information on the NSTA Peer Review Sheet.

5. Continue until all student papers are reviewed.

6. Based on your key of student numbers, return the feedback to individual students.

7. Students revise reports based on feedback then submit for evaluation. Ensure that the reports answer each of the

lesson questions.

Additional Resources

NSTA: Peer-review sheet used by students during the double-blind peer review

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Journey Of The Blood Page 3