8.1 Understanding the River of Life (Blood Typing), Study Guides, Projects, Research of Human Biology

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8.1 Understanding

the River of Life

(Blood Typing)

Grade 8 Activity Plan

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Segment Details African Proverb and Cultural Relevance ( 5 min.) “As the wound inflames the finger, so thought inflames the mind.” Ethiopia-Oromo Pre-test (10 min.) Discuss the following questions: Why is blood referred to as the river of life? What is the purpose of blood? What is it made of? Activity 1 (10 min.) Describe the components of blood and their percentages in blood. Construct a pie chart of these percentages. Activity 2 (5 min.) Explain the shape and functions of each blood component. Demonstrate how to shape red blood cells out of play dough. Have students play a matching game to consolidate information learned. Concept (15 min.) Explain blood types, antigens and antibodies using the ABO blood system chart. Invite students to place the correct antigens on red blood cells. Explain the possible genotypes and phenotypes that give rise to different blood types. Activity 3 (15 min.) Simulate blood transfusions using food colouring and water. Ensure students understand the role of antibodies and the concepts of universal donor/recipient. Activity 4 (20 min.) Blood typing mentor or other volunteers (with signed permission slip!) Post-test (10 min.) Celebrity blood type: Test the students’ knowledge of blood typing using premade blood test cards. Play ‘Bloody Slap Jack’. Suggested interpretation of proverb: If you cut your finger, it is going to get red, and swell up. Inflammation may be painful, but it serves as a method of protection to get rid of anything toxic that may have entered your body when you cut it. In the same way, thought excites your mind, and stimulates it. Today during blood typing, our fingers will not be the only things getting inflamed. We should stimulate our minds to understand what is happening and why.

Cultural Background – Dr. Charles R. Drew

Dr. Charles R. Drew was an African American born on June 3, 1904 in Washington D.C. He won an athletics scholarship to Amherst College in Massachusetts. After he graduated from Amherst in 1926, he attended the Medical School at McGill University in Quebec, Canada. While at McGill, Dr. Drew developed interest on how to store blood. He returned to Washington D.C. in 1935 and become a professor at Howard University. In 1938 he received a research fellowship to study blood and he discovered that blood plasma can be separated from the blood cells using centrifuges. This discovery allows blood to be stored, preserved, and used during emergency operations. He is called "The Father of the Blood Bank". He was appointed the director of the first American Red Cross Plasma Bank and started blood mobiles. He recruited thousands of blood donors for the Army and the Navy during the 2nd World War and he managed two of the largest blood banks during the War. His work on blood storage saved the lives of thousands of wounded soldiers and has subsequently been used to save the lives of millions of people around the world.

antigens can bind to the B antibodies. This is what would happen if, for instance, a B blood person receives blood from an A blood person. The red blood cells will be linked together, like bunches of grapes, by the antibodies. This clumping could lead to death.

Activity 1: Components of Blood Purpose: To be familiar with the percent composition of each component of blood Item Quantity (10 students) Coloured pencils /markers 20 Protractor / Compass 10 Paper 10 sheets Procedure: Have students individually construct a pie chart depicting each type of blood cell and the percentage contained in human blood.

10 Activity 3 : Understanding Blood Transfusion Purpose: To discuss the different blood types and demonstrate how transfusions are possible. Suggested format: Students should work in groups for part 2. Item Quantity (10 students) Testing well plate/Ice cube tray 5 Food Colouring 5 blue, 5 red Tape 5 rolls Paper (two colour and white) 30 sheets – 10 of each colour Toothpicks 1 box Part 1: Understanding the different blood types Procedure:

1. Use red blood cells made in previous activity
2. Use paper, tape and tooth picks to make flags representing the A and B agglutinogens. Use white paper for O, and colour paper for A and B flags.
3. Use tooth pick to insert flags into each red blood cell. Ask the student to make A, B, AB and O blood cells. Use the ABO blood system chart below for a guide.
4. Ask the student to determine the genotype(s) that would produce each blood cell type (phenotype). Use the ABO blood system and genotype charts below as a guide. Part 2: Blood transfusion Procedure:
5. With a permanent marker label four wells Type A, four Type B, four AB and four O.
6. Fill all the wells with water.
7. Set up each patient (well) with the default blood type. For example, put a drop of red colouring in wells marked Type A, these represent Patient A, and so on (for blood type AB mix red and blue food colouring together).
8. Test one patient at a time with different blood types. For example, start with Patient A. Place a drop of each blood type into each well representing Patient A. Put a drop of red colouring in one well, a drop of blue in the next, a drop of purple in the third, and a drop of water in the last column. (Repeat this procedure with Patient B, Patient AB, and Patient O).
9. Have students make note of which transfusions are safe, and which are not. No colour change = safe Colour Legend Type A = Red Type B = Blue Type AB = Purple Type O = clear

Colour change = dangerous

6. Discuss with students why certain transfusions are not safe. Use the red blood cells labelled in activity 3 to determine which type of antibodies will bind to the red blood cell and what type of antibodies are made by the individual. Use the ABO blood system chart below for a guide.

Post-test

Celebrity Blood Type Write out the names of celebrities on previous blood test cards. With what has already been learned about blood typing, have the students deduce what blood type the celebrities must have. They should give at least two reasons they came to that conclusion. If you do not have test cards from previous years: Perform a blood test on yourself or a friend that can be used as the blood sample supposedly from “Chris Brown” or any other celebrity you wish to use. This test should be done prior to your session with the students. Bloody Slap Jack Use a normal deck of 52 playing cards. Cover all face cards with an image of red blood cells, platelets, white blood cells, or plasma (Please refer to Notes). Two players lay down cards alternatively until a ‘face’ card appears. The first student to slap their hand on top of the pile and yell out the name of the image gets the opportunity to describe the function and take the pile. If they get it wrong, the other player has only to say the % composition of that component in blood to take the pile. If that player does not know, the players continue to lay cards on top of the pile. The player who gets all of the cards wins.

The possible combinations of alleles produce blood types in the following way: