Life+Science+-+The+Circulatory+System

After students have a working vocabulary and background information:
 * Students take their resting heartbeat rate using their carotid artery.
 * After jogging in place for one minute, they take their pulse again.
 * What other places in their bodies can they take their pulse rate.
 * Using a model of the heart students trace the flow of blood from the right atrium through the vena cava ending in the aorta. They describe this process to another student.
 * Using a large empty dishpan students use a 150-ml plastic cup and fill it with water. They are to pour the water into the empty dishpan at 70 cups per minute. How does this compare to your heart beating?
 * Student's learn to take blood pressure. What does each number represent?
 * Students simulate blood typing.
 * A lab technician speaks and brings in samples of blood that has been spun in a centrifuge.
 * Students look at the simulated blood samples under a microscope and count the number of red cells. How does this compare to the number of white blood cells and platelets?
 * Literature Connection: Isaac Asimov's //Fantastic Voyage.//
 * Using 2 plastic tubings about 1 cm wide, put shortening in one. Using eye droppers have the students compare dropping water in each tube. Compare this to clogged arteries in our bodies.
 * Dissect a sheep's heart. Have the student's locate all the parts and again describe how the blood flows through the heart.
 * Have the students do a capillary refill test by squeezing the fingernail on one of their fingers. How long after squeezing the fingernail does the color return to their finger?