Biology - HOT Science Lab

Teacher
After
activity:
are doing at each stop — explaining to the group what route (blood vessel)
they must take to reach the next stop.
1. Example: have students exchange red blood cells for blue blood cells at
the body cells station and exchange blue blood cells for red blood cells
at the lung station. (you may want to have a box holding the different
―cells‖ or use a double sided plate that has red on one side and blue on
the other so the students can show oxygenation and deoxygenation)
2. The color change illustrates the diffusion of oxygen into or out of the
blood (blood cells carrying oxygen appear red and blood cells carrying
carbon dioxide appear blue).
3. Point out that blood vessels carrying blood away from the heart
(arteries) usually carry red blood and blood vessels carrying blood
towards the heart (veins) usually carry blue blood. The only exceptions
to this color-coding are the pulmonary arteries and veins (see the
Cardiovascular Model).
4. Point out that the right side of the heart handles blue blood and the left
side of the heart handles red blood.
What the teacher will do:
After all students have had a chance to do the activity, assess their knowledge
of blood flow structures and patterns with a written exercise (see Assessment
Criteria).
Extension:
Brain Pop: (http://www.brainpop.com); (great general health, science, and technology
resource for high school students. Have students pick the movie on the heart for a good
(and funny) overview.)
This Extension is necessary to fulfill the annually assessed benchmark associated
with this unit:
Repeat and modify the activity, but assign different groups the following factors affecting
blood flow:
blood pressure
blood volume
resistance
disease
exercise
Biology HSL Page 142
Curriculum and Instruction