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Red Gold - The Epic Story of Blood Education - Lesson Plan 2
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Lesson Plan 2: Uncovering the History and Science of Blood

Procedures for Teachers

Building Background:

Activity One

The purpose of this activity is to provide students with an understanding of some basic terms on the topic of blood.

1. Post a large piece of paper on the classroom wall. Write the following terms in various sections:

Blood types
White blood cells
Antigens
Transfusion
Allele
      Platelets
Red blood cells
Plasma
Donor
Blood bank

2. Divide the students into groups of three and ask them to conduct an "Information Scavenger Hunt." Give each group self-adhesive notes to use in collecting facts about blood. Each group is responsible for collecting information on the terms listed on the wall chart. New terms may also be added.

The following list of Web sites may be used to begin researching:

http://sln.fi.edu/biosci/blood/platelet.html
http://sln.fi.edu/biosci/blood/plasma.html
http://sln.fi.edu/biosci/blood/white.html
http://sln.fi.edu/biosci/blood/red.html
http://library.thinkquest.org/C0115080/?c=blood
http://sln.fi.edu/biosci/blood/types.html
http://anthro.palomar.edu/blood/ABO_system.htm
http://cpmcnet.columbia.edu/texts/guide/hmg23_0004.html
http://sln.fi.edu/biosci/blood/rh.html
http://sln.fi.edu/biosci/blood/types.html
http://sln.fi.edu/biosci/blood/rh.html

Encourage students to use reference materials, magazine articles, books and newspaper articles in their research as well.

3. Review the collected facts and definitions. Compare and contrast information, and discuss the differences among varied sources. Encourage students to critically analyze the varied sources of information.

4. As a class, write a concise definition for each term and record it on the chart.

5. As students participate in the lesson activities, encourage them to continue adding facts and definitions to the wall chart.

Activity Two

1. Write the words "Red Gold" in the center of a circle and ask students to brainstorm possible meanings. After the lesson activities are completed, ask students to add more ideas to this chart. Compare students' initial predictions with the ideas generated after completing the lesson activities.

Steps:

Activity One

The purpose of this activity is to provide students with an understanding of blood types and Rh factors.

Teacher Note: The following Web sites provide an overview of blood types that may be helpful to read as background information prior to beginning the activity:
http://anthro.palomar.edu/blood/ABO_system.htm
http://cpmcnet.columbia.edu/texts/guide/hmg23_0004.html

1. As a class, visit the following Web site to learn about blood types and Rh factors:
http://sln.fi.edu/biosci/blood/types.html
http://sln.fi.edu/biosci/blood/rh.html

2. Divide the students into small groups. Ask each group to fill in the following chart based on what it has learned about blood types.


BLOOD TYPE
ANTIGENS CAN RECEIVE FROM
A


B


AB


O




Teacher Note:

  • Type A blood has A antigens. A person with this blood type can receive blood from a person with type A and type O blood.

  • Type B blood has B antigens. A person with this blood type can receive blood from a person with type B blood and type O blood.

  • Type AB blood has both A and B antigens. A person with this blood type can receive blood from a person with type A, type B, type AB, and type O blood.

  • Type O blood has no antigens. A person with this blood type can receive blood from a person with type O blood.

  • Type AB blood is considered the universal recipient blood type and type O blood is considered the universal donor blood type.

3. Ask students to research blood donation. They may investigate the Web site featured in the resources section of this site.

4. Each student should create a poster on blood donation. Share the students' posters with other classes and community members.

Activity Two

The purpose of this activity is to provide students with an understanding of blood transfusions.

1. As a class, visit the section of the RED GOLD Web site that explains transfusions.

2. Divide the students into small groups and ask each group to create a map that summarizes the key events in a transfusion.

3. Ask each group to share its work with the entire class. Compare and discuss similarities and differences in the way each group represents information.

4. Post students' work and invite other classes to view it if possible.

Activity Three

The purpose of this activity is to encourage students to explore key events in the chronological progress of scientific knowledge about blood.

1. In this activity, students will work in small groups to conduct research, using the RED GOLD timeline as the basis of their research. After viewing the film, the students should select a time represented on the timeline that is of personal interest to them. Students with similar interests may choose to work together.

2. Each student, or group of students, should create a skit based on what they have learned. The skit should contain the following:

  • key historical figures

  • dialogue that captures the scientific knowledge available at the time

  • historical context
The following Web sites may be helpful resources for learning about different time frames: Smithsonian National Museum of American History Timeline
http://americanhistory.si.edu/timeline/index.htm

One Hundred Years of Photography from the National Archives
http://www.archives.gov/exhibit_hall/picturing_the_century/home.html

3. Each group should present its skit to the entire class.

Extension Activity:

Activity One

1. Ask the students to create a class mural on RED GOLD. The students may include scientific, historical, and cultural information in the mural.

Activity Two

1. Ask the students to choose an area of specific interest to them relating to the topic of blood and to prepare an oral presentation to share what they have learned. Have them include visuals in their presentations.

Activity Three

1. Have the class invite guest speakers from various pertinent organizations in the community to speak to the students about blood donation.


In This Section
Introduction
Lesson Plan 1
Lesson Plan 2
Discussion Guide


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