Bio Learn Lesson Plan Blood Cells
Bio Learn Lesson Plan Blood Cells
Bio Learn Lesson Plan Blood Cells
Resources
Required resources for students:
● Visible Biology: https://www.visiblebody.com/teaching-anatomy/courseware-biology
○ Use Visible Body’s interactive 3D models to learn about the structure and
functions of blood cells. Select the info icon to learn more about each model.
Select any structure and then select the book icon to read its definition and select
the audio icon to hear the pronunciation of the structure name.
○ Use Visible Body’s animations to learn more about the different types of blood
cells.
● Visible Body’s Biology Learn Site articles and glossaries
○ Overview of Blood: www.visiblebody.com/learn/biology/blood-cells/blood-
overview
○ Red Blood Cells and Platelets:
www.visiblebody.com/learn/biology/blood-cells/red-blood-cells-platelets
○ Granular Myeloid White Blood Cells: www.visiblebody.com/learn/biology/blood-
cells/granular-myeloid-white-blood-cells
○ Agranular Myeloid White Blood Cells: www.visiblebody.com/learn/biology/blood-
cells/agranular-myeloid-white-blood-cells
○ Lymphoid White Blood Cells:
www.visiblebody.com/learn/biology/blood-cells/agranular-lymphoid-white-blood-
cells
○ Blood Cells Glossary:
https://www.visiblebody.com/learn/biology/blood-cells/glossary
● Lab Activity: Blood Cells: https://www.visiblebody.com/hubfs/lab-activities/biology-site-
license/visible-biology-site-license-lab-activities_blood-cells_student.pdf?hsLang=en
Essential Questions
1. What are the components that make up blood and what are their functions?
2. How are blood cells produced?
3. What are the five types of white blood cells and how do they compare, in terms of
structure and functions?
Introduction
10 minutes: Use the content in Visible Biology and the Biology Learn Site, as well as the
OpenStax pages referenced in the additional resources above, to give students a brief
introduction to blood cells. Distinguish between red blood cells, platelets, and the five types of
white blood cells, focusing on their structure and functions.
We’ve taken some artistic license with these models, so please keep the following in mind:
● We’ve grouped the blood cells into commonly used categories for comparison purposes.
As a result, some of these models may group blood cells together that normally would
not be seen in the same blood smear.
● Some of the white blood cells look very similar or identical to each other. To set them
apart, we’ve used color and labels.
● In some cases, we’ve included structural characteristics that would not be visible using a
normal light microscope, such as microvilli.
Student Activities
These lab activities are designed to be modular and can be used as individual labs or grouped
together into one lab session.
● Background Questions: These could be assigned as homework before lab
● Lab 1: Red Blood Cells and Platelets (30 minute lab session)
○ Pre-Lab Activity: Examine red blood cells and platelets on a histology slide
○ Activity 1: Label red blood cells and platelets
○ Activity 2: Explore the structure and functions of red blood cells
○ Activity 3: Explore the structure and functions of platelets
● Lab 2: Granular Myeloid White Blood Cells (30 minute lab session)
○ Pre-Lab Activity: Examine neutrophils, basophils, and eosinophils on histology
slides
○ Activity 1: Label a neutrophil, a basophil, and an eosinophil
○ Activity 2: Compare neutrophils, basophils, and eosinophils
● Lab 3: Agranular Myeloid White Blood Cells (30 minute lab session)
○ Pre-Lab Activity: Examine a monocyte on a histology slide
○ Activity 1: Label activated and inactivated monocytes
○ Activity 2: Explore the structure and functions of monocytes
● Lab 4: Lymphoid White Blood Cells (30 minute lab session)
○ Pre-Lab Activity: Examine a lymphocyte on a histology slide
○ Activity 1: Label a B cell, a T cell, and a natural killer cell
○ Activity 2: Compare B cells, T cells, and natural killer cells
● Lab 5: Compare the Five Types of White Blood Cells (20-30 minute lab session)
Check students’ work using the answer key.
Science
Science
TEKS §112.34 Biology (One Credit), Adopted 2017 – The provisions of §§112.34, 112.35, 112.38,
and 112.39 of this subchapter adopted in 2017 shall be implemented by school
districts beginning with the 2018-2019 school year.
STUDENT §112.34.c Knowledge and skills.
EXPECTATI
ON
GRADE §112.34.c.10 Science concepts. The student knows that biological systems are composed of
LEVEL multiple levels. The student is expected to:
EXPECTATI
ON
INDICATOR §112.34.c.10 analyze the levels of organization in biological systems and relate the levels to
.C each other and to the whole system
California Content Standards
Science
CONTENT CA.RST Reading Standards for Literacy in Science and Technical Subjects
STANDARD / .9-10.
DOMAIN /
PART
PERFORMAN Key Ideas and Details
CE
STANDARD /
MODE
EXPECTATIO RST.9- Determine the central ideas or conclusions of a text; trace the text’s explanation or
N/ 10.2. depiction of a complex process, phenomenon, or concept; provide an accurate
SUBSTRAND summary of the text.
CONTENT CA.RST Reading Standards for Literacy in Science and Technical Subjects
STANDARD / .9-10.
DOMAIN /
PART
PERFORMAN Craft and Structure
CE
STANDARD /
MODE
EXPECTATIO RST.9- Determine the meaning of symbols, key terms, and other domain-specific words
N/ 10.4. and phrases as they are used in a specific scientific or technical context relevant to
SUBSTRAND grades 9–10 texts and topics.
EXPECTATIO RST.9- Analyze the structure of the relationships among concepts in a text, including
N/ 10.5. relationships among key terms (e.g., force, friction, reaction force, energy).
SUBSTRAND
CONTENT CA.RST Reading Standards for Literacy in Science and Technical Subjects
STANDARD / .9-10.
DOMAIN /
PART
PERFORMAN Integration of Knowledge and Ideas
CE
STANDARD /
MODE
EXPECTATIO RST.9- Translate quantitative or technical information expressed in words in a text into
N/ 10.7. visual form (e.g., a table or chart) and translate information expressed visually or
SUBSTRAND mathematically (e.g., in an equation) into words.
EXPECTATIO RST.9- Compare and contrast findings presented in a text to those from other sources
N/ 10.9. (including their own experiments), noting when the findings support or contradict
SUBSTRAND previous explanations or accounts.
CONTENT CA.RST Reading Standards for Literacy in Science and Technical Subjects
STANDARD / .9-10.
DOMAIN /
PART
PERFORMAN Range of Reading and Level of Text Complexity
CE
STANDARD /
MODE
EXPECTATIO RST.9- By the end of grade 10, read and comprehend science/technical texts in the grades
N/ 10.10. 9–10 text complexity band independently and proficiently.
SUBSTRAND
CONTENT CA.WHST Writing Standards for Literacy in Science and Technical Subjects
STANDARD / .9-10.
DOMAIN /
PART
PERFORMAN Text Types and Purposes
CE
STANDARD /
MODE
EXPECTATIO WHST.9- Write arguments focused on discipline-specific content.
N/ 10.1.
SUBSTRAND
FOUNDATION WHST.9- Establish and maintain a formal style and objective tone while attending to the
/ 10.1.d. norms and conventions of the discipline in which they are writing.
PROFICIENCY
LEVEL
CONTENT CA.WHST Writing Standards for Literacy in Science and Technical Subjects
STANDARD / .9-10.
DOMAIN /
PART
PERFORMAN Text Types and Purposes
CE
STANDARD /
MODE
EXPECTATIO WHST.9- Write informative/explanatory texts, including the narration of historical events,
N/ 10.2. scientific procedures/ experiments, or technical processes.
SUBSTRAND
FOUNDATION WHST.9- Introduce a topic and organize ideas, concepts, and information to make
/ 10.2.a. important connections and distinctions; include formatting (e.g., headings),
PROFICIENCY graphics (e.g., figures, tables), and multimedia when useful to aiding
LEVEL comprehension.
FOUNDATION WHST.9- Develop the topic with well-chosen, relevant, and sufficient facts, extended
/ 10.2.b. definitions, concrete details, quotations, or other information and examples
PROFICIENCY appropriate to the audience’s knowledge of the topic.
LEVEL
FOUNDATION WHST.9- Use varied transitions and sentence structures to link the major sections of the
/ 10.2.c. text, create cohesion, and clarify the relationships among ideas and concepts.
PROFICIENCY
LEVEL
FOUNDATION WHST.9- Use precise language and domain-specific vocabulary to manage the complexity
/ 10.2.d. of the topic and convey a style appropriate to the discipline and context as well
PROFICIENCY as to the expertise of likely readers.
LEVEL
FOUNDATION WHST.9- Establish and maintain a formal style and objective tone while attending to the
/ 10.2.e. norms and conventions of the discipline in which they are writing.
PROFICIENCY
LEVEL
FOUNDATION WHST.9- Provide a concluding statement or section that follows from and supports the
/ 10.2.f. information or explanation presented (e.g., articulating implications or the
PROFICIENCY significance of the topic).
LEVEL
CONTENT CA.WHST Writing Standards for Literacy in Science and Technical Subjects
STANDARD / .9-10.
DOMAIN /
PART
PERFORMAN Production and Distribution of Writing
CE
STANDARD /
MODE
EXPECTATIO WHST.9- Produce clear and coherent writing in which the development, organization, and
N/ 10.4. style are appropriate to task, purpose, and audience.
SUBSTRAND
EXPECTATIO WHST.9- Develop and strengthen writing as needed by planning, revising, editing,
N/ 10.5. rewriting, or trying a new approach, focusing on addressing what is most
SUBSTRAND significant for a specific purpose and audience.
CONTENT CA.WHST Writing Standards for Literacy in Science and Technical Subjects
STANDARD / .9-10.
DOMAIN /
PART
PERFORMAN Range of Writing
CE
STANDARD /
MODE
EXPECTATIO WHST.9- Write routinely over extended time frames (time for reflection and revision) and
N/ 10.10. shorter time frames (a single sitting or a day or two) for a range of discipline-
SUBSTRAND specific tasks, purposes, and audiences.
Florida Standards
Science