Handbook b6 circulatory system (1)

Agastya International Foundation

Circulatory System Handbook B6

"All we know is still infinitely less than all that still remains unknown.�

William Harvey, (the first person to describe systemic circulation and the properties of blood) 16th Century

1

Handbook B6 Circulatory System OVERVIEW OF HANDBOOK ABL 1

2

3 4 5

Concept What is circulation and why do we need it? Understanding heartbeat and pulse.

Heartrate and exercise; components of blood Blood Groups and Blood Vessels Working of the Heart Working of cardiac muscle, concept of blood pressure.

No. of activities 4

Time (min) 55 min

2

60 min

2

60 min

2 3

60 min 60 min

Total Time

4 hours 55 minutes

ABL WITH REFERENCE TO STANDARD S. No 1 2 3 4 5

STANDARD 6, 7 7, 8, 9 10 10 10

RELEVANT ABL ABL 1 ABL 2 ABL 3 ABL 4 ABL 5

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LIST OF FIGURES, CHARTS AND WORKSHEETS S.No Fig 1 Fig 2 Fig 3 Fig 4 Fig 5 Fig 6 Chart 1 Chart 2 Chart 3 Chart 4 Worksheet 1 Worksheet 2

Name Visually detecting a pulse Listening to the heartbeat Tourniquet Structure of the heart Floor plan for ABL 4.2 Sphygmomanometer Red and white blood cells under a microscope Blood groups Antigens and antibodies in blood Working of cardiac muscle Learners observation sheet Evaluation worksheet

Page Number 9 13 19 26 29 36 15 21 23 33 12 37

Note to Instructor: All the figures in this handbook are for the instructor’s reference only. The Charts need to be printed and shown to the students during the course of the activity. Worksheets need to be printed out in advance for the students. The number of worksheets required is mentioned in the Material List.

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ABL 1 Circulation, heart beat and pulse.

ABL 1.1

Learning Objective What is circulation?

Why do we need it?

1.2

What do we know about the heart, heartbeat and pulse?

Key Messages  Circulation is the movement of blood in a closed loop in our bodies.  Circulation is essential for the transport of oxygen, food, and other resources to various parts of the body.  Our circulatory system can be compared to a network of pipes that carry water and dispose waste material.  Our heart circulates blood throughout our body, and acts like a pump.  If circulation is cut off, it can be very dangerous for the body.   

The heart is the strongest muscle in the body.

It pumps blood through the body involuntarily, and for our entire life.

The pulsethat can be felt in the wrist is the same as the heartbeat.Your pulse is a measure of how fast your heart is beating. On average, adults have a pulse rate of 72 beats a minute.

Total Time

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Time 25 min

30 min

55 min

4 Time: 10 min

ABL 1.1 LEARNING OBJECTIVE: What is circulation? Why do we need it?

ADVANCE PREPARATION: Material List: S.no 1

Material Torch

Quantity 1 per group

Things to do: Not Applicable Safety Precautions Not Applicable

SESSION 1.1a Link to known information/previous activity: Tell the class the following story: Ramu and Shamu were really good friends. Ramu loved studying Science in school, while Shamu used to make fun of him for reading boring chapters in textbooks. One day the two of them were walking home after school. Their village was 8 kilometres away from their school, and they had to walk through a forest to get home. The two boys used to pluck fruits everyday and eat them as they walked back. One evening, Ramu climbed a tree, to pluck some juicy mangoes from a branch high up. As Ramu was reaching for the mango, he heard a scream. He looked down to find his friend facing a big snake!

“Ramu! Help! This big snake is going to bite me!” screamed Shamu as he tried to run away from the snake.

Ramu quickly broke a branch from the tree and made his way down to drive the snake away. But alas! He was too late. He found Shamu, lying on the ground, crying in pain. He had been bitten on his leg by the big black snake!

Ramu was afraid too, but he realised that if he did not act fast he may lose his best friend! He knew he did not have enough time to run to the village and get a doctor. Suddenly, an idea came to him! He had read about snake bites in his science lesson. He quickly took off his shoelace, and tied it tightly around Shamu’s leg, just above the snake bite. He propped Shamu up against a tree, and then ran to the village to get help.

When Ramu returned with the doctor, Shamu was very weak, but still conscious. The doctor quickly treated Shamu and praised Ramu for his presence of mind and for saving his friend’s life. The doctor said that if it was not for the shoelace that Ramu had tied, Shamu would not have survived the snake bite.

Ramu was a hero!

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Note to Instructor- When you finish telling the story, ask them why tying the shoelace helped Shamu. List their responses on the board and go on to the activity.Tell them that we will come back to the reason later.

Procedure: This activity is a discussion. Give learners the following scenario: You are designing a city with 100 houses. At the centre of this city is a big water tank, which is the source of fresh water for all the houses. How will you ensure that fresh water is available in every house?

Similarly, waste products and dirty water need to be removed from each house, and transported to a sewage tank outside the city.

Think of a plan for both.

UNDERSTANDING THE ACTIVITY: Leading questions1.

2.

3.

4.

How will you make sure that every house has a supply of clean water?

How will you dispose the dirty water and wastes?

What materials would you require to do both these things?

Can you think of a similar situation in your body?

Discussion and Explanation: 1. You will need to lay pipes from the fresh water tank to every house in the city in order to supply water.

2. You will also need a different set of pipes originating from the houses to the sewage tank for disposal of wastes.

3. A pump must be fitted at the fresh water tank so that water can be transported to the houses. Two sets of pipes are required, so that fresh water and dirty water for disposal never mix.

4. When you breathe in, oxygen reaches your lungs. However, this oxygen is required to reach all the cells in your body. It is the same goes for food; digested food from the small intestine needs to reach the other cells in the body.This job is carried out by blood. The blood carries oxygen and food to various parts of the body.It also carries carbon dioxide and waste products for removal from various parts of the body.The Heart acts like a pump to circulate blood throughout our bodies.

SESSION 1.1b Link to known information/previous activity: Now that we know what circulation is, let us now try to look at circulation in our bodies.

Procedure: Agastya International Foundation. For Internal Circulation only.

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Divide the class into groups of four. Hand each group a torch. Ask one of the members of the group to place three fingers (index, middle, ring) on top of the torch, just above the light. Observe you fingers.

Learners within the group can take turns to try the activity and observe.

Now with the thumb and index finger of your other hand, press one of the fingers tightly, leaving the other two fingers free on the torch. Observe your fingers for any changes.

UNDERSTANDING THE ACTIVITY: Leading Questions: 1.

2.

3.

4.

5.

How do your fingers appear when you place them on the torch?

What happens when you hold one of the fingers tightly?

What would happen if you were to keep holding that finger for a prolonged period of time?

Why does the doctor press your fingertip when pricking your finger for a blood test?

From all of this, can you think of a reason why we need circulation?

Discussion and Explanation: 1. When you place your fingers on the torch, they appear pinkish-red. This is due to the presence of blood.

2. When you hold the tip of your finger, it turns bright red as the blood is trapped and not able to flow back to your finger.

3. You would feel some pain or discomfort if you held on to your finger for a very long time. Your finger could also become numb due to a lack of blood circulation.

4. The doctor holds your finger tip tightly when pricking you for a blood test so as to hold more blood in the tip.

5. When circulation is cut off, we feel some loss of sensation, or numbness, which can eventually lead to damage to the body. This is because circulation is necessary for distribution of oxygen, energy and various other resources to all parts of the body.

KEY MESSAGES:     

Circulation is the movement of blood in a closed loop in our bodies.

Circulation is essential for the transport of oxygen, food, and other resources to various parts of the body.

Our circulatory system can be compared to a network of pipes that carry water and dispose waste material.

Our heart circulates blood throughout our body, and acts like a pump.

If circulation is cut off, it can be very dangerous for the body.

LEARNING CHECK:

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Ask learners to list the key things they have learnt. Guide them to the key messages listed and then put up the chart of key messages.If you have time during the class, make up a small game, quiz or match the following as a learning check. This may have to be done as part of advance preparation.

INTERESTING INFORMATION: Accident victims are always asked if they feel numbness in any part of their body, to check for problems in blood circulation. The numbness could be because the blood circulation to a certain part of the body is cut off for a short period, or that part of the body is not getting enough blood.

TRY IT YOURSELF: Have you ever felt like your foot has fallen asleep? Try it at home. Sit cross-legged for a while, placing all or most of your body weight on one foot and see what happens!

ABL 1.2

Time: 10 min

LEARNING OBJECTIVE- What do we know about the heart, heartbeat and pulse?

ADVANCE PREPARATION Material List S.No 1 2 3 4

Material Matchsticks Board Pins (With a flat, circular base) Stopwatch Learner Observation Sheets

Quantity One per student One per student 1 per class 1 per learner

Things to do Keep learner observation sheets and worksheets ready.

Safety Precautions Not Applicable

SESSION 1.2 a Agastya International Foundation. For Internal Circulation only.

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Link to known information/previous activity: We know from our previous discussion that blood circulates in our bodies. Let us now see how this happens.

ProcedureAsk learners for some of the strongest muscles in the body. Give hints such as ‘it is the size of your fist’ or ‘it never stops working during our lifetime’. Explain that it is the heart. Now make learners place their hands on the left side of their chest and observe their heartbeat. Ask for their observations.

GAME-What is the size of your heart?

Ask the learners for the size of their hearts. Many might put up their hands or closed fists. Tell the class that the size of their heart is approximately the size of their closed fist.

UNDERSTANDING THE ACTIVITY Leading Questions: 1. Can you name some of the strongest muscles in the body?

2. What would happen if the heart stopped beating?

3. Are there any situations where the heart DOES stop beating?

Discussion and explanation: 1. The heart is one of the strongest muscles in our body. It is stronger than all the other muscles, for example, our biceps can help us lift heavy weights. However, our biceps are not working constantly like the heart. It beats constantly, from birth until death.

2. If the heart stops beating, it can be very dangerous for the body, and even lead to death. The heart is made of involuntary muscles; we can never control it or our heart beat. Neither can we stop the heart from beating.

3. When someone has a heart attack, their heart stops beating. Heart attacks can be fatal.

SESSION 1.2 b Link to known information/previous activity: In the last activity, we felt our hearts beat in our chests. Now let us try to find other places where we can feel the heart beat.

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Provide each learner with a matchstick and a boardpin.

Stick the matchstick onto the pin. Have the learners rest this ‘counter’ on the inside of their wrist, just below the thumb, as shown in the picture.

Ask the time keeper to call ‘START’ when the stop watch begins, and ‘STOP’ at the end of One Minute.

Observe the matchstick move. Remember to keep your hand steady, place it on a table. Have learners pair up and count the movements until the timekeeper says stop and record them. The figure below shows exactly where the counter must be placed.

Fig 1: Visually detecting a pulse

UNDERSTANDING THE ACTIVITY: Leading Questions: 1. Why does the matchstick move when placed on the wrist?

2. Why is the wrist a good place to measure pulse? Why can’t we observe this movement when we place the counter elsewhere?

3. What are we calculating when we count the number of times the toothpick moves in a certain amount of time?

4. Does this number vary between people? Does your partner have the same number as you?

Discussion and Explanation 1. The matchstick moves when we place it on the wrist due to our pulse. This activity helps us to visually detect a pulse.

2. We can feel the pulse only in areas where a blood vessel is pressed against a bone such as the wrist, neck, or elbow. This is why we always measure the pulse at the wrist.

3. When we calculate the number of times the toothpick moves, we are actually calculating the heart rate.

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4. The heart rate is nearly the same among similar people.The heart rate is different for adults and children. Children have a higher heart rate than adults because their growing bodies need more oxygen and food.

KEY MESSAGES:   

The heart is one of the strongest muscles in the body.

It pumps blood through the body involuntarily, and for our entire life.

The pulsethat can be felt in the wrist is the same as the heartbeat.Your pulse is a measure of how fast your heart is beating. On average, adults have a pulse rate of 72 beats a minute.

LEARNING CHECK: Ask learners to list the key things they have learnt. Guide them to the key messages listed and then put up the chart of key messages. If you have time during the class, make up a small game, quiz or match the following as a learning check. This may have to be done as part of advance preparation

TRY IT YOURSELF: Check the pulse of your family members. Is your heart rate the same as your mother or father’s?

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ABL 2 Heartbeat and Constituents of Blood ABL

Learning Objective

2.1

Does heart rate change when you exercise?

Key Messages 





2.2

What is Blood made of?



  

Resting heart rate is the number of times your heart beats while you are resting or performing activities that do not require physical exertion.

This number increases when you physically strain your body.

The heart beats faster in order to provide blood and nutrients to your tired muscles.

Time (min) 30 min

Blood is made up of a 30 min fluid called Plasma and three types of Cells- RBC’s, WBC’s and Platelets.

RBC’s contain Haemoglobin that carries oxygen.

WBC’s help in fighting infection.

Platelets help in the clotting of blood.

Total time

60 min

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12 Time: 30 min

ABL 2.1

LEARNING OBJECTIVE- Does heart rate change when you exercise?

Note to Instructor- This activity is to understand how your heart rate changeswhile we perform different day to day activities like sitting, sleeping, running, etc.

ADVANCE PREPARATION Material List: S.No 1

2

Material Paper towel cardboard rolls (or cardboard tubes of any kind) OR Low Cost Stethoscope model if available Learner observation sheets

Quantity 1 per pair of learners

1 per learner

Worksheet 1-Circulatory.docx

3

Stopwatch

1 per class

Things to Do: Keep the cardboard tubes ready. Print out the required number of worksheets.

Safety Precautions: In case there are student with breathing problems like asthma, do not make them perform the physical activities. Separate the boys and girls for this activity.

SESSION Link to known information/ previous activity: In the last activity, we measured our pulse. You can feel the pulse every time your heart beats, because as it beats, it sends a surge of blood through the body. This is why you feel the pulse every time the heart beats. So, pulse is a measure of heart rate.

Procedure: Divide the class into pairs.For each pair, one person will be the ‘Scientist’ and the other will be the ‘Subject’. Elect one person as Timekeeper.

Demonstrate how you can use the cardboard tube as an inexpensive stethoscope (as shown in Figure 2). Make all the ‘Scientists’ place the tube over their subject’s heart and listen to the Agastya International Foundation. For Internal Circulation only.

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heartbeat. You can ask the scientists to first find the heartbeat with their hand, and then place the model over that spot.

Fig 2: Listening to the heartbeat Make the time keeper call ‘START’ when the stopwatch begins, and ‘STOP’ at the end of 30 seconds.

Each ‘Scientist’ should count the number of heartbeats of the ‘Subject’ in these 30 seconds, and record it. Repeat this activity thrice and calculate an average from the three readings.

Multiply this number by two to calculate beats per minute(BPM).This is the resting heart rate.

The figure above shows where the cardboard tube must be placed.

Once completed, ask each group to pick any one of the following physical activities- running on the spot, jumping on the spot, raising your arms above your head and bending to touch your toes quickly, situps, sitting with their eyes closed and breathing slowly. Each activity should be performed for exactly 60 seconds. Again, the timekeeper must say ‘STOP’ at the end of the minute.

Count the heart beats of the subject immediately after the activity for exactly 30 seconds. Calculate the average BPM (average of three readings) after each of the different activities.

UNDERSTANDING THE ACTIVITY: Leading Questions: 1. How many times does the heart beat per minute?

2. How does this number change while you perform different activities?

3. Why does the number change?

4. When does the heart rate change apart from exercise?

5. What happens to heart rate when you calm down and concentrate on breathing slowly?

Discussion and explanation: Heart rate changes depending on physical activity 1. The heart beats approximately 72 times per minute for an average adult. This number is usually higher for children.

2. The number increases when we perform physical activities like running or jumping. It comes back to normal when we rest.

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3. During exercise, as muscles work, there is a higher need for oxygen and hence an increased need for the heart to pump blood.When you exercise, your breathing rate also increases (activity from Respiration). When you exert your body physically, it needs more oxygen, hence you breathe faster and harder. Now this oxygen needs to reach all the parts of the body, which is why the heart works faster to pump blood.

4. Heart rate also increases when you have fever, are nervous, or scared. Think how you feel before an exam!

5. When we are calm and we concentrate on breathing slowly, the heart rate decreases and comes back to normal.

Note to Instructor- You can also refer to ABL 3 of Handbook B4 for a similar exercise on breathing rate.

KEY MESSAGES:   

Resting heart rate is the number of times your heart beats while you are resting or performing activities that do not require physical exertion.

This number increases when you physically strain your body.

The heart beats faster in order to provide blood and nutrients to your tired muscles.

LEARNING CHECK: Ask learners to list the key things they have learnt. Guide them to the key messages listed and then put up the chart of key messages.If you have time during the class, make up a small game, quiz or match the following as a learning check. This may have to be done as part of advance preparation.

INTERESTING INFORMATION: Heart conditions Heart rate could also be different in case of disorders; certain individuals with underlying heart disorders have hearts that beat faster or slower than usual.

Such a condition is called an Arrhythmia (a-rhythmia; meaning irregular rhythm). Most arrhythmias are harmless but some can be fatal.

Time: 30 min

ABL 2.2 LEARNING OBJECTIVE:What is blood made of?

ADVANCE PREPARATION: Material List: S. No 1

Material Chalk

Quantity A few pieces

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2 3 4

School Bags full of books White caps Yellow badges (can be made from chart paper)

10-15 10-15 10-15

Things to Do: If there are no school bags, stuff some cloth bags with paper to make them look full and heavy.

Safety Precautions: Make sure children do not hurt each other during the activity.

SESSION Link to known information/ previous activity: We have learnt that circulation is essential for our bodies, and it is the blood that circulates in our system. Now let us learn more about blood.

Procedure: Divide the class into four groups and tell them that you are going to narrate a story, in which all of them will play a role. Explain each role.

Group 1: Carriers (Carrying the schoolbags) Group 2: Warriors (Big and Strong children-Wearing the white caps) Group 3: Workers (Children with yellow badges) Group 4: Villains Draw out a wide river on the floor. Lead the Carriers, Warriors and Workers out into the river.

Explain to the learners that the river is their home. The learners can identify Carriers, Warriors, and Workers based on their attire. The carriers are carrying something valuable in their bags. The warriors need to protect their home, and the workers have to repair any damage caused to their home. Always remember that all the residents of the river must be constantly moving and dispersed.

In the event of the villains entering their home, ask the learners what must be done. Now ask Group 4 to enter the river. Coordinate an imaginary fight between Group 2 and 4. Please note that Group 2 must fight the Villains out of the river. Group 1 and 3 must stay away from the fight.

In the next case, explain to them that the wall of the river has been broken, and erase part of the river’s boundary. Ask the learners what will happen if the wall breaks. The carriers and few others will start coming out of the boundary. Coordinate this movement and keep them out. Now ask the remaining learners who can fix this. Group 3 must rush to the site of breakage and mend it by clustering together and blocking the break.

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Chart 1: Red and white blood under a microscope. (www.psmicrographs.co.uk)

At the end of the activity, explain that the river signifies the blood in the human body. The main fluid in the blood is called Plasma, which is made mostly of water. The carriers are called Red Blood Cells or RBC’s. The warriors are White Blood Cells or WBC’s and the Workers are called Platelets.

These are the three types of cells present in the blood.

End the activity by praising the learners for their performance!

UNDERSTANDING THE ACTIVITY: Leading Questions: 1. What are the different cells present in the blood?

2. What is the valuable cargo that the RBC’s carry?

3. What do WBC’s fight?

4. What is the function of Platelets?

5. How much blood do you have in total?

Discussion and Explanation: 1. There are three different types of cells in the blood, namely RBC’s or Erythrocytes (ErythroRed, Cyte-Cell), WBC’s or Leukocytes (Leuko-White, Cyte-Cell) and Platelets.

2. The cargo that the RBC’s carry is Oxgen. RBC’s contain Haemoglobin, and are essential for the transport of Oxygen. The red color of blood is due to the presence of Haemoglobin.

3. WBC’s fight infections in the body. They protect us from harmful bacteria and viruses.

4. Platelets help in clotting the blood in case of a cut or injury.

5. An average adult has about 5 litres of blood in their body.

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KEY MESSAGES:    

Blood is made up of a fluid called Plasma and three types of Cells- RBC’s, WBC’s and Platelets.

RBC’s contain Haemoglobin that carries oxygen.

WBC’s help in fighting infection.

Platelets help in the clotting of blood.

LEARNING CHECK: At the end of the class, if time permits, divide the class into three groups. Give each group one type of blood cell- RBC, WBC, or Platelets. Tell the groups to discuss the features and functions of these cells, and at the end of five minutes, one member from the group must come up to the class and tell them about the cell type they have been given.

INTERESTING INFORMATION All types of blood cells- RBC’s, WBC’s and Platelets- are produces in the bone marrow. The bone marrow is a soft and fatty tissue present inside our bone cavities.

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ABL 3: Blood Groups and Blood Vessels.

ABL

Learning Objective

3.1

What are the different types of blood vessels?

Key Messages 





3.2

What are blood groups? How are blood transfusions carried out?

 



Time (Min) 30 min

There are three types of blood vessels, and they each perform a unique role.

Arteries carry oxygenrich blood away from the heart, Veins carry carbon dioxide-rich blood to the heart and capillaries form a network, linking arteries and veins.

There are different vessels to carry oxygenrich and carbon dioxide-rich blood so that the two do not mix.

45 min There are four main blood groups-A, B, AB and O. Careful blood typing must be performed before receiving a transfusion. A wrong transfusion can cause ‘Agglutination’ which is very dangerous for the body.

It is very important to know your blood group.

If you don’t already know it, go to a hospital and find out.

Total Time

75 min

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ABL 3.1

Time: 30 min

LEARNING OBJECTIVE: What are the different types of blood vessels?

ADVANCE PREPARATION: Note to Instructor- Please use the terms ‘oxygen-rich and carbon dioxide-rich’ instead of ‘pure and impure’ or ‘oxygenated and deoxygenated’ for blood.

Material List: S.No 1

Material Quantity Thin strips of Cloth to use as 1 per group tourniquets. (about ½ a metre long. Thick hair ribbons can also be used.)

Things To Do: Not Applicable Safety Precautions: Tell learners to be extremely careful not to hurt their friends while tying the tourniquets. Please supervise the class when the activity is going on.

SESSION Link to known information/ previous activity: Since we have learnt so much about blood, let us now see how blood travels in our body.

Procedure: Divide the learners into groups of five. Ask one person from every group to volunteer to demonstrate.

Note to Instructor- first demonstrate to the class on a single student and only then let the students tie the tourniquet on their friend’s arms.

Tie a tourniquet above the elbow of the volunteer’s left arm. Ask them to squeeze their fist tightly shut. Open and close the fist tightly a few times. Now observe the volunteer’s arm. What to do you see? Was there any difference in the appearance of the arm after the tourniquet was tied?

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Fig 3: Tourniquet When you tie a tourniquet around someone’s arm and ask them to open and close their fist, blood vessels start to appear. They seem to bulge from the skin and are easily visible.

UNDERSTANDING THE ACTIVITY: Leading Questions 1: 1. What are the different blood vessels in our body?

2. Why are blood vessels visible only after tying the tourniquet?

3. Do you know the features of these blood vessels?

Discussion and Explanation 1: 1. There are three types of Blood Vessels- Arteries, Veins and Capillaries. Arteries carry oxygen-rich blood from the heart to various parts of the body. Veins carry carbon dioxiderich blood from various parts of the body back to the heart. Capillaries are thin tubes that reach into tissues.

2. When you tie a tourniquet, the blood collects and builds up in the vessel, and is unable to flow back. This is why the blood vessel bulges a bit, and can be seen quite easily. The bluish green blood vessels you see are Veins.

3. Arteries have thick,elastic walls to withstand the pressure of the blood coming from the heart.Veins do not have thick walls because the blood is no longer under pressure. But they have valves to ensure that the blood flows only in one direction.Capillaries are one cell thick. Exchange of material happens across capillaries.

Leading Questions 2: 1. Why are tourniquets used?

2. Can you think of any other situations where we use tourniquets?

Discussion and explanation 2: 1. Tourniquets are mainly used to control blood circulation to a certain extremity (arm or leg) for a certain period of time.

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2. Sometimes, tourniquets are used on snake bite victims to prevent the spread of venom throughout the body.Remember our story of Ramu and Shamu?

They are also used during blood tests and blood donations.

They are used on people who are bleeding a lot, for example, accident victims.

KEY MESSAGES:   

There are three types of blood vessels, and they each perform a unique role.

Arteries carry oxygen-rich blood away from the heart, Veins carry carbon dioxide-rich blood to the heart and capillaries form a network, linking arteries and veins.

There are different vessels to carry oxygen-rich and carbon dioxide-rich blood so that the two do not mix.

LEARNING CHECK: 1. Match the following-(Write 1,2 or 3 against options in the right column) 1) Arteries Have valves to prevent back flow.

2) Veins Carry oxygen-rich blood 3) Capillaries Have thick walls to withstand pressure.

Have very thin walls.

Carry carbon dioxide rich blood Form a dense network and go deep into tissues.

Carry blood from the various organs back to the heart Carry blood from the heart to the rest of the body

2. The Pulmonary artery carries carbon dioxide rich blood. Then why is it called an artery?

Answer for Instructor’s Reference: The Pulmonary Artery carries blood FROM the heart TO the lungs. So even though it carries carbon dioxide-rich blood, it is called an artery because it carries blood from the heart.

TRY IT YOURSELF: You already know that capillaries are thin blood vessels. Do you know where you can see capillaries? Look at the white portion of your eye in a mirror. The thin, red blood vessels you see are capillaries.

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ABL 3.2

Time: 45 min

LEARNING OBJECTIVE: What are blood groups? How are blood transfusions carried out?

ADVANCE PREPARATION: Material List: S.No 1 2 3

Material Chalk Chits with O, A, B, AB written on them 4 Placards with O, A, B and AB written on them.

Quantity A few pieces Depending on the size of the class* One set of four placards.

*If there are 40 students in class, make 10 chits with O, 10 with A, 10 with B, and 10 with AB Things to do: Prepare the chits with the blood types written on them. Clear up some space in the classroom. In each corner, draw a box with chalk. Write one blood type in each corner (A, B, AB, and O). In the centre of the classroom, draw a big circle with ‘Recipient’ written inside it.

Procedure: Start the session by asking the learners how many of them know their blood group. If many learners in the class do not know their blood group, stress on the importance of knowing their blood group and ask them to get tested to find out.

Now explain to the learners that there are four different blood groups or blood types- A, B, AB, and O. Introduce the concept of ‘blood transfusions’ for people who have lost a large amount of blood due to an accident or injury. Ask them if they know how blood transfusions work. Can anyone donate blood to anyone? No. Using the chart, explain to the learners what transfusions are possible:

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1.

2.

3.

4.

Chart 2: Blood groups A person with blood group A can receive blood from groups A and O. A person with blood group B can receive blood from groups B and O. A person with blood group AB can receive from any blood group, and are hence called Universal Receivers.

A person with blood group O can only receive from group O. But O can donate to anyone, and hence are called Universal Donors.

Now distribute the chits amongst the learners. Ask them to open their chits and go to the designated corner of the classroom. Ask each group to hold up the placard corresponding to the blood group given in the chit. Tell them that they will play a game of Transfusions. At random, pick one learner from any of the groups and make them stand in the centre, in the recipient circle (the recipient must bring the placard with the blood group on it and hold it while he stands in the centre). Now ask for donors for this person. Tell them that only one person from that particular ‘donor’ blood group can come to the centre and stand next to the ‘Recipient’. The donors must also come forward with their placards, so that the whole class can easily see which blood group they belong to. An example is given below: If you have picked a learner from blood group B to be the recipient, then one learner from group B and one from group O must come and stand next to the recipient. Once the correct donors have come and stood next the recipient, they can leave the circle. If the wrong donors have come and stood in the circle, send them back to their original groups. Similarly play this game with at least 8 different learners as Recipients.

Leading Questions 1: 1. One of the blood types is considered a universal donor. Which blood type is this? Why? 2. One of the blood types is considered a universal recipient. Which blood type is this? How do you know?

3. Why is it important to know an individual’s blood type?

Discussion and Explanation 1: 1. Blood group O is considered a Universal Donor. This is because a person with O blood group can donate to any other person with any blood group.

2. Blood group AB is called the Universal recipient. This is because a person with blood group AB can receive blood from any other blood group.

3. It is very important to know your blood group or blood type. If there is ever a situation where you require a blood transfusion, knowing your blood type will help you. A wrong transfusion can be very dangerous.

After this discussion is over, put up the chart of blood group antigens and antibodies and explain the following:

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Chart 3: Antigens and Antibodies in Blood We have now learnt what the different blood groups are, and which blood group can donate to which blood group. But why does this happen? And what happens in case a wrong transfusion is carried out? Let us try and understand this further.

Human blood contains protein molecules called antigens on the Red Blood Cells. The plasma contains protein molecules called antibodies. The antibodies recognise antigens and create something called an ‘Immune Response’. Remember when we studied the components of blood, we learnt about how White blood cells attack Viruses and Bacteria, and help us fight infections.

Antibodies react to foreign antigens in a very similar fashion. When a wrong transfusion is made, the antibodies attack the foreign antigen, causing a reaction called ‘Agglutination’. Agglutination is basically the clumping of blood cells together. You can imagine how dangerous this can be for the body, as the clumps of blood cells would block our blood cells!

Different people have different combinations of Antigens and antibodies. Using the chart explain how - People with blood group A have ‘A’ antigen on their RBC’s, and Anti-B antibodies in the plasma.

So if someone with blood group A is given blood from a person with blood group B, the anti-B antibodies in their plasma will attack the foreign antigen and cause agglutination.

- People with blood group B have ‘B’ antigen on their RBC’s, and Anti-A antibodies in the plasma.

So if someone with blood group B is given blood from a person with blood group A, the anti-A antibodies in their plasma will attack the foreign antigen and cause agglutination.

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-

People with blood group AB have both ‘A’ and ‘B’ antigens on their RBC’s, but no antibodies in their plasma.

People with blood group O have no antigens on their RBC’s, and both Anti-A and Anti-B in their plasma.

Leading Questions 2: 1. Can you now explain why blood group AB is the Universal acceptor?

2. Why is O the universal donor?

3. What is Agglutination?

Discussion and Explanation 2: 1. Individuals with AB blood group have no antibodies in their plasma. So no matter what blood you give them, there will be no immune response, because they don’t have the required antibodies to attack the foreign antigen.

2. Individuals with blood group O have no antigens on their RBC’s. We have already learnt that antibodies recognise antigens. As there is no antigen, the antibody from plasma cannot recognise a foreign body, and hence no immune reaction is caused.

3. Agglutination is an immune reaction that occurs when a wrong transfusion is made. The antibodies of the recipient attack the foreign antigens in the blood and cause clumping of red blood cells.

KEY MESSAGES:   

There are four main blood groups-A,B,AB and O. Careful blood typing must be performed before receiving a transfusion. A wrong transfusion can cause ‘Agglutination’ which is very dangerous for the body.

It is very important to know your blood group. If you don’t already know it, go to a hospital and find out.

LEARNING CHECK: Ask learners to list the key things they have learnt. Guide them to the key messages listed and then put up the chart of key messages. If you have time during the class, make up a small game, quiz or match the following as a learning check. This may have to be done as part of advance preparation.

INTERESTING INFORMATION: Apart from the A and B antigens, there is another type of antigen found on RBC’s, called the Rh antigen.

People who have this antigen are called Rh positive, and those who do not have it are called Rh negative.

This is why blood groups are denoted as A +ve, AB –ve and so on.

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ABL 4: Working of the heart ABL 4.1

Learning Objective How does the heart pump blood?

4.2

How does blood travel in the body?

Key Messages Time (min) 30 min  The human heart has four distinct chambersLeft Atrium, Left Ventricle, Right Atrium and Right Ventricle.  Oxygen-rich Blood from the lungs flows into the left Auricle and is then sent to the left ventricle.  Carbon dioxide-rich Blood from the body is sent into the right Auricle and then to the right ventricle.  Every time a chamber contracts, the subsequent chamber expands to allow blood flow.  All the chambers have valves. There is a Tricuspid Valve(TriThree flaps) between the Right Atrium and Ventricle, and a Bicuspid Valve(Bi-Two Flaps) between the Left Atrium and Ventricle. 



30 mins Oxygen-rich and carbon dioxide-rich blood have different routes in the body.

This is to ensure that oxygen-rich and carbon dioxide-rich blood do not mix.

Total time:

60 mins

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ABL 4.1

Time: 30 min

LEARNING OBJECTIVE: How does the heart pump blood?

ADVANCE PREPARATION Material List: S. No 1.

2.

Material Model of the heart.

Circulatory System Chart

Quantity 1 per class 1 per class

Things to Do: Not Applicable Safety Precautions: Not Applicable

SESSION Link to known information/previous activity: Now that we have learnt about blood and blood vessels, let s find out how blood reaches the various parts of the body.

Procedure: Using the model and chart of the heart provided, explain its structure.

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-The heart consists of four distinct chambers- Left Auricle, Left Ventricle, Right Auricle and Right Ventricle.

-Since both oxygen-rich and carbon dioxide-rich blood enters the heart, the four chambers are designed to avoid mixing of oxygen-rich and carbon dioxide-rich blood.

-Oxygen-rich blood from the lungs enters the heart through the pulmonary vein into the left Auricle, which relaxes when it is collecting blood.

-When the left Auricle contracts, the blood flows into the left ventricle. When this chamber contracts, blood is pumped out to the rest of the body. There is a Bicuspid valve between the left Auricle and ventricle, to prevent the flow of blood back into the Auricle.

-Carbon dioxide-rich blood flows into the heart into the upper right chamber, the Right Auricle. As the right Auricle contracts, the blood fills up the right ventricle. When this chamber contracts, blood is pumped to the lungs for oxygenation. A Tricuspid valve is present between the right Auricle and ventricle, to prevent the flow of blood back into the right Auricle.

-The exchange of gases in the blood happens in the lungs, through fine, thin lung capillaries.

UNDERSTANDING THE ACTIVITY: Leading Questions: 1. How does oxygen-rich and carbon dioxide-rich blood not mix in the heart?

2. Why is the process of blood circulation in our bodies called double circulation?

3. Do you know any animals that have a double-chambered heart?

4. Why is there no backflow from any of the chambers?

Discussion and Explanation: 1. The right and left side of the heart are separate from each other, hence oxygen-rich and carbon dioxide-rich blood in the body does not mix. The oxygen-rich blood is in the left part of the heart, while carbon dioxide-rich blood is in the right.

2. In our bodies, there are two different circuits for blood, and that is why this process is called Double Circulation.We need double circulation for efficient supply of oxygen to the blood, and to maintain our body temperature.

3. Animals that do not maintain their temperature (cold-blooded animals) like reptiles have three chambered hearts, where a small amount of mixing of oxygen-rich and carbon dioxide-rich blood. Fishes have only two chambers.

4. The Bicuspid and Tricuspid valves prevent the flow of blood in the opposite direction, back into the auricles.

KEY MESSAGES: 

The human heart has four distinct chambers- Left Auricle, Left Ventricle, Right Auricle and Right Ventricle.

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   

Oxygen-rich Blood from the lungs flows into the left Auricle and is then sent to the left ventricle.

Carbon dioxide-rich Blood from the body is sent into the right Auricle and then to the right ventricle.

Every time a chamber contracts, the subsequent chamber expands to allow blood flow.

All the chambers have valves. There is a Tricuspid Valve(Tri-Three flaps) between the Right Auricle and Ventricle, and a Bicuspid Valve(Bi-Two Flaps) between the Left Auricle and Ventricle.

LEARNING CHECK: 1. Your heart supplies blood to the body. But the heart itself is an organ and it needs a blood supply. Look at the model of the heart and find out how blood is suppliedto the heart?

Answer for Instructor’s Reference: The coronary artery supplies the heart with oxygen-rich blood.

2. If time permits, pick learners to come up to the front of the class, and using the model, explain the structure and working of the heart.

ABL 4.2

Time: 30 min

Learning Objective: What are the different routes for blood in the body?

ADVANCE PREPARATION: Material List: S.NO 1

Material Balloons (Red and Blue)

Quantity One per person (one red and one blue balloon per learner)

Things to Do: Draw out boxes to represent the lungs, four chambers of the heart, and another box for peripheral organs on the floor. Blow the balloons and keep them ready.

Safety Precautions: Not Applicable

SESSION Link to known information/ previous activity: In the previous section, we saw how blood travels in the body. Let us now play a small game to help us remember this better.

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Procedure: Divide the class into two groups. One group performs the activity, while the other observes. Then the groups switch places.

Select four students to represent the four chambers of the heart from each group. Another four to represent the lungs, and four to be the peripheral organs. (These numbers can vary depending upon the size of the class). The rest of the students will play the role of blood.

Begin the activity by sending the students playing blood to the lungs to get oxygenated. As the learners are in the lungs, the students playing the role of the lungs hand out red balloons to them (red signifies oxygen-rich blood). Now the oxygen-rich blood must follow the entire route-lungs to left Auricle, left Auricle to left ventricle, and left ventricle to organs of the body.

Similarly, as the blood reaches the organs, they must exchange their red balloons for blue ones (signifying exchange of gases.) Now this carbon dioxide-rich blood must be sent back to the lungs.

This is the route they must follow- organs to right Auricle, right Auricle to right ventricle, right ventricle to lungs.

Note to Instructor-1. Choose four students to keep running between the lungs and body to exchange the discarded the balloons. The discarded blue balloons at the lungs need to be brought near the body, and the discarded red balloons near the body need to be brought to the lungs.

Explain to the learners how this is only a part of the game, and that this does not happen in the body.

2. Please explain to the student that in this activity, we are using only one box for the rest of the body, to make the activity easier and more feasible. In reality, oxygen-rich blood from the heart goes to ALL the parts of the body.

Once the students are comfortable with their respective roles, try out the activity simultaneously.

Now switch the observer and activity groups, and repeat the activity with the second group.

Given below is an illustration of what your classroom floor should look like:

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Lungs

RA

LA

RV

LV

Body

Fig 5: Floor plan for ABL 4.2 Note to Instructor- The learners now have learnt the route that blood follows during circulation, and how the heart functions. The activity was performed to help them memorise the route of blood.

Learners playing oxygen-rich blood must follow the following routeLungs Left Auricle Left Ventricle Body Learners playing the role of carbon dioxide-rich blood follow this routeBody Right Auricle Right Ventricle Lungs Agastya International Foundation. For Internal Circulation only.

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UNDERSTANDING THE ACTIVITY: Leading Questions: 1. What do the red and blue balloons signify?

2. Why were you allowed to run along only one track, and why didn’t you change your route?

3. What was your final destination if you were carrying a red balloon?

4. What was your final destination if you were carrying a blur balloon?

5. Why did you exchange balloons in the lungs and other parts of the body?

Discussion and Explanation: 1. If you were carrying a red balloon, it means that you were playing the role of oxygen-rich blood.Similarly if you were carrying a blue balloon, you were playing the role of carbon dioxide-rich blood.

2. You cannot change your route because oxygen-rich and carbon dioxide-rich blood must not mix!

3. If you were carrying a red balloon, your destination was the rest of the body.

4. If you were carrying a blue balloon, you had to go to the lungs for oxygenation.

5. You exchanged blue balloons for red ones in the lungs because blood gets oxygenated here.

In the body, you exchanged red balloons for blue ones because oxygen must be supplied to the body, and the carbon dioxide must be removed.

KEY MESSAGES:  

Oxygen-rich and carbon dioxide-rich blood has different routes in the body.

This is to ensure that oxygen-rich and carbon dioxide-rich blood do not mix.

LEARNING CHECK: Ask learners to list the key things they have learnt. Guide them to the key messages listed and then put up the chart of key messages. If you have time during the class, make up a small game, quiz or match the following as a learning check. This may have to be done as part of advance preparation.

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ABL 5 Working of Cardiac Muscle and Blood Pressure ABL

Learning Objective

5.1

How does the heart work throughout our lives non-stop?

Key Messages  



5.2



What is Blood Pressure? How is it measured?

 



5.3

The heart is made up of cardiac muscle.

Alternate cycles of contraction and relaxation between the muscles of the auricles and ventricles allows them to have a short period of rest per heartbeat.

Cardiac muscle contains a large amount of mitochondria, which gives it more energy.

Blood Pressure is the pressure exerted by the blood on the walls of the blood vessels.

Blood pressure is measured using a sphygmomanometer.

Systolic Blood Pressure for an average adult must be lower than 120 mm of Hg and Diastolic must be below 80 mm of Hg. You must keep yourself physically fit and avoid smoking and drinking alcohol in order to maintain your blood pressure in the normal range.

Evaluation Total Time

Time (min) 20 min

15 min

20 min 55 min

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ABL5.1

Time: 20 min min

LEARNING OBJECTIVE: How does the heart manage to work throughout our lives non-stop?

ADVANCE PREPARATION: Material List: Not Applicable Things to Do: Print Chart 4 Safety Precautions: Not Applicable

SESSION Link to known information/previous activity: Now that you have understood that the heart beats continuously to pump blood throughout our body, let us understand how it manages to do that without getting tired.

Procedure: The learners have already calculated that the heart beats approximately 72 times in a minute. Ask them to calculate how long it takes for the heart to beat once.

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Chart 4: Working of cardiac muscle

1 minute= 60 seconds In 60 seconds there are 72 beats. Therefore each beat takes 72/60 seconds=0.8 seconds.

So, in 0.8 seconds, both the Atria and Ventricles need to contract and expand.

Note to Instructor- please refer to chart 4 throughout this explanation When the auriclescontract, the ventricles expand; this cycle of alternate contractions and relaxations allows for a period of rest for both the auricles and the ventricles. When the auricles contract, the ventricles are in a state of rest, and conversely when the ventricles contract, the auricles are in a period of rest. This is how the heart muscles get a short rest period in each heartbeat, and how they manage to work tirelessly.

Cardiac muscles are also different from skeletal muscles in mitochondrial content. Cardiac muscles have a lot more mitochondria than skeletal muscle. We know that mitochondria are the powerhouses of energy in our cells. As cardiac muscles have more mitochondria, they have more stored energy in them, which is why they can work non-stop. Our skeletal muscles were not designed to work in this non-stop fashion, and this is why our arms and legs get tired easily.

UNDERSTANDING THE ACTIVITY: Leading Questions: 1. What is the heart made of?

2. How is it possible for the heart to work continuously?

3. Why can’t our arms or legs work continuously like the heart?

Discussion and Explanation: 1. The heart is made of cardiac muscle.

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2. The muscles in the atria get a period of rest when the ventricles are contracting, and the ventricles rest when the atria are contracting. This alternate cycle of contraction and relaxation allows muscles in the heart to rest.

3. Out arms and legs contain skeletal muscle, which has lesser mitochondria than cardiac muscle. This is why cardiac muscle has more energy and hence can work non-stop.

KEY MESSAGES:   

The heart is made up of cardiac muscle.

Alternate cycles of contraction and relaxation between the muscles of the auricles and ventricles allow them to have a short period of rest per heartbeat.

Cardiac muscle contains a large amount of mitochondria, which gives it more energy.

LEARNING CHECK: Ask learners to list the key things they have learnt. Guide them to the key messages listed and then put up the chart of key messages.If you have time during the class, make up a small game, quiz or match the following as a learning check. This may have to be done as part of advance preparation.

ABL 5.2

Time: 15 min

LEARNING OBJECTIVE: What is blood pressure? How is it measured?

ADVANCE PREPARATION Material List: Not Applicable Things to Do: Not Applicable Safety Precautions: Not Applicable

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You must have heard elders talk about ‘BP’ or ‘Blood Pressure’ many times. Let us try and find out what this is all about.

Procedure: This activity is an explanation of Blood Pressure, followed by a quiz.

Explanation: Blood Pressure is the force that blood exerts against a vessel. Blood pressure is always higher in arteries when compared to veins. Blood Pressure is always written as a fraction like x/y. x refers to the pressure in an artery during contraction of ventricles. This contraction pressure is referred to as Systolic Pressure. Y refers to the pressure in the arteries during ventricular relaxation and is referred to as Diastolic Pressure. The normal blood pressure for an average adult is less 120/80 per mm of Hg. Blood pressure is measured using a device called a Sphygmomanometer.

Fig 6: Sphygmomanometer Q&A: Divide the class into four groups and organise this quiz.

-What does ‘systole’ mean?

-what does ‘diastole’ mean?

-What is the normal blood pressure for adults?

-What device is used to measure blood pressure?

-Why is it important to maintain normal blood pressure?

-Why do we consider only arterial blood pressure and not venous?

UNDERSTANDING THE ACTIVITY: Leading Questions: 1. How is blood pressure measured?

2. What is high and low blood pressure called?

3. Can you name three causes of increased blood pressure?

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4. What happens when you get high pressure?

5. Can you think of a way to treat high blood pressure?

Discussion and Explanation: 1. Blood pressure is measured using a sphygmomanometer.

2. High Blood Pressure is referred to as Hypertension and is a serious health concern. Many people in our country suffer from Hypertension.

3. The main causes of Hypertension are smoking, stress, underlying illness, lack of physical activity, and obesity.

4. Hypertension is dangerous because it makes it harder for the heart to pump blood through the body. It can cause tearing or damage of blood vessels, heart attacks and aneurysms.

5. It can be treated by changing your diet, improving lifestyle and exercise, and also by lowering salt intake, apart from medication.

KEY MESSAGES:    

Blood Pressure is the pressure exerted by the blood on the walls of the blood vessels.

Blood pressure is measured using a sphygmomanometer.

Systolic Blood Pressure for an average adult must be lower than 120 mm of Hg and Diastolic must be below 80 mm of Hg. You must keep yourself physically fit and avoid smoking and drinking alcohol in order to maintain your blood pressure in the normal range.

LEARNING CHECK: Not applicable as the quiz itself serves as a learning check.

ABL 5.3 Evaluation

Time: 20 min

LEARNING OBJECTIVE: How much have you learnt about the circulatory system?

ADVANCE PREPARATION: Material List: S. No 1

Material Worksheet-2

Quantity 1 per learner

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CIRCULATORY SYSTEM EVALUATION WORKSHEET 2.docx

Things to Do: Print out the required number of worksheets in advance.

Safety Precautions: Not Applicable

SESSION Link to known information/ previous activity: Not Applicable Procedure Give the following worksheet to students. Tell them they must finish the worksheet within 20 minutes.

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CIRCULATORY SYSTEM EVALUATION WORKSHEET 1. The circulatory system is responsible for. . . the transport of dissolved materials throughout the body. the transport of oxygen from the lungs and nutrients from the digestive tract to every cell in the body. the transport of the waste products of cell metabolism to the lungs and kidneys where they can be expelled from the body. the transport of hormones and certain cells of the immune system. all of the above.

2. The blood cells responsible for the transport of oxygen and carbon dioxide are the. . . platelets lymphocytes white blood cells red blood cells all of the above

3. Fighting infection and foreign invaders is one of the primary functions of the . . . erythrocytes (red blood cells) leukocytes (white blood cells) thrombocytes (platelets) none of the above

4. Anaemia is caused due to a deficiency in .

Iron.

.

Vitamin C

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.

Calcium

.

Vitamin A.

5. True or False: Since heart disease is mostly a result of heredity, there is little that we can do to prevent it.

True False .

6. How many chambers does the human heart have?

-Six -Four -Five -Three 7. You can make your heart strong by: -Eating lots of food.

-Smoking -Doing physical activities like playing outside, riding a cycle, swimming -Sleeping 18 hours a day 8. Which of the following is not part of the circulatory system -Arteries -Spleen -Veins -Heart Agastya International Foundation. For Internal Circulation only.

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9. As blood begins to circulate, it leaves the ____________ from the left ventricle goes to the different parts of the body.

-Brain -Lungs -Heart -Veins 10.As blood reaches the lungs, what is removed from it?

-Oxygen -Carbon Dioxide -Red Blood Cells -White Blood Cells

Answers for Instructor’s Reference: 1. All of the above.

2. Red Blood Cells 3. Leukocytes 4. Iron 5. False 6. Four 7. Doing physical activities like playing outside, riding a cycle, swimming, etc.

8. Spleen 9. Heart 10. Carbon Dioxide

REFERENCES: 1) National Council of Research and Training, Class X, November 2012.

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and

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Worksheet-1 Learner Observation Sheet for ABL 2.1 Name____________

Class_______________

At Rest: Trial Number Trial 1 Trial 2 Trial 3

Number of beats counted

Beats Per Minute (BPM)= Post Exercise: Trial Number Trial 1 Trial 2 Trial 3

Number of beats counted

Beats Per Minute (BPM)=

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