Ward's World Activity Guides

+ ward ' s science Page 3 Blood as a Solution (continued) • Explore: • Students will develop critical thinking skills, make observations, record results and make observations about mixtures, solutions, suspensions and colloids • Students will observe whether or not a blood simulant and 4 other known solutions are basic, acidic, or neutral using the pH bench tool. Activity: Duration: 15 mins 1. Assess examples of each type of mixture. 2. Observe real blood cells using the microscopes. 3. Observe the pH of blood simulant using the pH bench tool. 4. Createa table indicating pH levels observed for the blood simulant, as well as 4 other known solutions. • Explain: • Students will participate in a labeling and coloring activity that will require them to expand their critical thinking about the blood as a colloid and a suspension. • Students will participate in expanding their thinking of the acidity of blood and relate it to homeostasis in the human body. Activity: Duration: 15 mins 1. Taking notes using the Cornell Note sheet 2. Completing written observations 3. Create a table indicating • Elaborate: • Students will observe real blood cells and assess what they know about mixtures, solutions, suspensions and colloids, acidic and basic solutions to draw conclusions about the human blood. Activity: Duration: 5 mins 1. Answer the worksheet and complete the notetaking activity. 2. Students will answer if blood should naturally be basic or acidic, and what happens to the body if the human blood deviates from its normal pH. • Evaluate: • Students will demonstrate understanding if they are able to assume that blood is both a colloid and a suspension and propose any questions they may have at the end of class discussion. Activity: Duration: 9 mins 1. I will facilitate the thinking process 2. Students' answers and discussion will determine what they have learned in the lesson. Assessment: • Pre-Assessment for the unit: Before the unit I will ask students what they know about mixtures and solutions as well as acids and bases. • Assessment(s) before the lesson: Before the lesson, I will informally ask students what they know about mixtures and solu- tions and acids and bases. I will also check for understanding of homeostasis in the body relating it to fever or sweating. Are all solutions a type of mixture? We will discuss the properties of mixtures and properties of solutions, considering what makes something dissolve, it's concentration and properties of solubility. • Assessment(s) during the lesson: During the lesson, we will move our discussion from how heterogeneous mixtures can be taken apart and homogeneous mixtures cannot be taken apart by physical means. We will discuss why a solution is a type of homogeneous mixture and will discuss different fluids that are considered a solution. We will assess what makes something a colloid or a suspension, then will explore if blood is a colloid or a suspension. We will test a false blood imitation using the pH bench tool to understand if actual human blood is more basic or acidic. We will also discuss how buffer solutions in the body can help regulate homeostatic principles.

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