Pint-Size Hero Program Curriculum Grades K-5 · Pint-Size Hero Curriculum 2 A special thank you to the Department of Behavioral Science and Health Education, Rollins School of Public

Pint-Size Hero Program Curriculum Grades K-5

Pint-Size Hero Curriculum 2 A special thank you to the Department of Behavioral Science and Health Education, Rollins School of Public Health at Emory University contributed to the content of this lesson plan.

Table Of Contents Teacher/Administrator Letter 3 Kindergarten: All About Blood 4 First Grade: Discovering the Parts of Blood 12 Second Grade: The Heart and Blood – Why are They Important 25 Third Grade: Heroes Making Heroes 36 Fourth Grade: The Nobel Type 43 Fifth Grade: Importance of Donating 53


Dear Teacher/Administrator:

Thank you, and your school, for participating in the American Red Cross Pint-Size Hero Program. Each lesson plan in this curriculum, from Kindergarten through 5th grade, will guide you through steps to introduce your students to what blood is, what blood is made of, the importance of donating blood, and how your students can advocate for blood donation with adults in their lives. The American Red Cross is the largest supplier of blood and blood products in the United States, as well as a leader in increasing blood donation and ensuring donor safety. The Red Cross relies on voluntary donations and the support of the communities and schools to achieve their mission of helping to save lives. The goal the Pint-Size Hero program is to engage elementary schools students, faculty and parents as they host blood drives and participate in an educational program. The program includes classroom activities to support the school’s upcoming blood. Students are called upon to recruit donors for the drive and are rewarded for their participation. Please use the lessons outlined to incorporate into your normal classroom curriculum and/or all school assembles. We appreciate your partnerships and helping to install the importance of community service, donations and the education of blood within your school. Sincerely, The American Red Cross


Kindergarten: All About Blood Overall Lesson Time: 35 minutes - (lessons do not have to be given in their entirety this is just an outline and estimated time.) Introduction: In this lesson, you will introduce students to why people need blood, reasons why someone may need a blood donation, and why it is important for adults to donate blood if they can. In the final activity, students will use their verbal communication skills to practice advocating for blood donations after drawing a picture of reasons why an adult should donate blood. It is important to introduce the lesson by emphasizing what donation entails, that blood donation should only occur in professional settings (i.e. donations through the American Red Cross), and that people who effectively encourage donation are just as heroic as those who physically donate. Learning Objectives: By the end of this 35-minute lesson, students will be able to:

● Identify two reasons why their body needs blood ● Describe why someone may need a blood donation ● Explain why it’s important for adults to donate blood if they can ● Model blood donation advocacy skills through verbal communication

Key: ● Say indicates information you should verbally share with your students. ● Ask indicates information you should ask your students. ● Do indicates actions you should take.

Materials:

❑ Chart Paper [1 per class] ❑ Blood Model: 5 liters of water or

about 1.5 gallons [1 per class] ❑ Human Circulatory System Visual [1 per class]

❑ Be a Hero Worksheet [1 per student] ❑ Crayons, coloring pencils and/or

markers [class set] ❑ Optional red food dye for blood model


Pre-lesson Preparation: Before teaching the lesson, prepare visuals by cutting them out and prepare the Blood Model by filling up a 5-liter container (about 1.5 gallons) with water and add the optional red food dye. The classroom should be set-up for whole-class discussion and desks should be arranged in small groups of 2-4 students for the final activity.

What is Blood? (10 Minutes)__________________________________________ Introduction Ask:

● What do you know about blood? ○ Possible student responses:

■ Blood is red. ■ It comes out of your body when you get hurt. ■ Everyone has blood.

○ Probes: ■ When might you see blood? ■ What does blood look like?

Do:

● Wait for 3-4 student responses and record responses on chart paper.

Say: ● Blood is an important fluid or liquid in our body. ● Blood helps us stay alive by carrying important molecules to all parts of our body. ● Molecules are tiny parts of things like oxygen and energy that help us move and grow.

Activity Do:

● Introduce the human circulatory system visual.


Say:

● Blood can be found from your head all the way to your toes! Do:

● Point to your head and wiggle your fingers. ● Now put your hand on your heart

Say:

• Ask them what they feel. Explain that the beat they feel is their heart pumping blood through their body.

● Blood helps your cuts and scratches heal by making scabs. ● Blood keeps us healthy by fighting infections and bacteria that make us feel sick. ● Adults have about five liters of blood in their body. Your body has about half of this

amount! Debrief Ask:

● Why is blood important? Do:

● Give students a minute to discuss their responses with their neighbor and select 3-4 students to share their responses with the whole class.

Ask:

● How does blood help us stay alive? ○ Possible Student Responses:

■ Blood carries important molecules such as oxygen and energy to all parts of our body

■ Blood moves through our bodies and picks up waste that we do not need ■ Blood heals cuts and scratches by making scabs ■ Blood fights infections and bacteria that make us feel sick


Who Needs Blood? (5 Minutes)___________________________________________

Introduction

Say: ● Now, imagine that someone was badly hurt and their body was not making enough

blood to help them feel better. Ask:

● What can we do to make them feel better? ● What makes you feel better when you are bleeding?

○ Possible Student Responses: ■ Give them a hug ■ Draw them a picture ■ Take them to the doctor

Do:

● Wait for 3-5 Student responses. Activity

Say:

● Adults can go to a medical professional to safely give their blood to someone who needs it. This is called a blood donation.

● Grown-ups can donate their blood to help others who need it. Debrief Say:

● When one grown-up donates blood, they are helping up to 3 people. ● You can be a hero too by telling an adult you know why it is important to donate blood!


Advocates for Blood Donation (20 Minutes) _____________________________

Introduction Say:

● I want you think of a grown-up you know that can be a hero by giving blood. Do

● Wait 2 seconds. Ask:

● Who are some grown-ups in your life that can donate blood? Do:

● Wait for 5 seconds and then ask 3-5 students to share.

Prompt: A grown-up can be any adult you know like your babysitter, mom, dad, grandparents, aunts, uncles and maybe even a sister and brother if they are 17 years old.

Activity Say:

● It is important for adults to know that donating blood helps save lives. ● You will make a poster for an adult you know that shows why it is important to donate

blood. Do:

● Pass out the Be a Hero Worksheet and give students 10 minutes to work. Say:

● You will share this poster with the neighbor sitting next to you. ● Tell your neighbor who the adult you chose is and explain a reason why it is important

for adults to donate blood.


Do:

● You can all be heroes by sharing this poster with an adult you know and tell them why it is important for them to donate blood

● Allow 4 minutes for students to share with a peer and then selects two volunteers to share their posters with the whole class.

Debrief Say:

● Tell students, “You can all be heroes by sharing this poster with an adult you know and tell them why it is important for them to donate blood”

● Remind students that they should invite the adults in their life to the blood drive being held on [date].


Resource: Visual of Human Circulatory System Taken from: http://www.clipartbest.com/cliparts/Rid/g5q/Ridg5q4i9.png

http://www.clipartbest.com/cliparts/Rid/g5q/Ridg5q4i9.png


Be A Hero Draw a picture of why it is important for adults to donate blood. Don’t forget to donate blood on: _____________


First Grade: Discovering the Parts of Blood Overall lesson time: 35 minutes - (lessons do not have to be given in their entirety this is just an outline and estimated time.) Introduction: In this lesson, you will introduce students to the concept of donation and why people donate blood. Kids will also learn about the parts of blood and their purpose. It is important to introduce the lesson by emphasizing what donation entails, that blood donation should only occur in professional settings (i.e. donations through the American Red Cross), and that people who effectively encourage donation are just as heroic as those who physically donate. Learning Objectives: By the end of this 45-minute lesson, students will be able to:

● Explain why people need blood ● Define the four different parts of blood ● Explain why it’s important for adults to donate blood if they can ● Model advocacy skills through written communication regarding blood donation

Key:

● Say indicates information you should verbally share with your students. ● Ask indicates information you should ask your students. ● Do indicates actions you should take.

Materials:

❑ Chart Paper and marker ❑ Poster size photocopies of three images: Red blood cells, White blood cells, Platelets ❑ 2 Plastic cups ❑ Worksheet for each student: “Be a Hero!” ❑ A 20-liter plastic bottle ❑ Yellow food dye ❑ Red food dye


❑ 5 to 10 mini marshmallows (to represent white blood cells) ❑ 1 teaspoon of sprinkles (to represent platelets) ❑ Half a cup of cheerios (to represent red blood cells)

Pre-lesson Preparation

1. Fill plastic 20-liter bottle halfway with water. 2. Add yellow food dye to 20-liter bottle.

Presenting Blood As a Gift (5 minutes)___________________________________ Ask:

● Friends, what gift can you give to a person to help them if they get hurt? Do:

● Get 3-5 student responses. Focus on situations where people get hurt and need help. ○ Possible student responses:

■ Hugs ■ Band-aids ■ Love ■ Water

Say:

● Those are all great answers! ● To “donate” means to give something away to help someone. ● Giving blood is something you can donate!

Ask:

● When might a person lose blood and need more? ○ Possible student responses:

■ When they fall and get hurt ■ When they get an operation ■ When they get a cut

Do:

● Get 3-5 responses and list them on the board.


Say:

● If a person loses too much blood, another grown-up can donate blood to help that person get better.

● Their donated blood becomes a gift to those people in need! ● Today, we are going to learn about why blood is important and why it’s helpful if people

give away their blood. Explaining Blood Parts (7 minutes)______________________________________ Introduction Ask:

● What do you know about blood? ○ Possible student responses:

■ It’s red ■ It flows in our body

Do:

● Get 3-5 verbal responses. Say:

● Blood is not just one part. There are four parts and we’re going to learn about them all! ● More than half of blood is made up of a yellowy, watery liquid called plasma. ● We will now model how blood looks like. ● First, there’s plasma. It helps carry cells throughout the body.

Activity Do:

● Hold up the 20-liter bottle of pre-made yellow liquid. Say:

● The yellow liquid represents plasma.


● Three kinds of tiny parts called cells float in plasma. Do:

● Hold up the picture of white blood cells. Say:

● These are white blood cells. They help you get rid of germs, so you won’t get sick. ● These cells are very small. In one drop of blood, you may find between 7,000-25,000

white blood cells. Do:

● Point to the marshmallows. Say:

● The marshmallows will represent white blood cells. Ask:

● Who can help me drop the marshmallows into the bottle? Do:

● Hold up the picture of platelets. Say:

● These are platelets. Platelets are the smallest out of all three parts. ● There are more of these platelets in blood than white blood cells. Platelets stick

together like glue to make scabs on cuts and scratches. Do:

● Hold up the picture of platelets. Say:

● The sprinkles will represent platelets. Do:

● Point to the sprinkles.


Ask:

● Who can help me drop the sprinkles into the bottle? Do:

● Hold up the picture of red blood cells. Say:

● These are red blood cells. They are smaller than white blood cells but bigger than platelets. They are shaped a bit like donuts.

● These cells make up the most amount of blood. In fact, nearly half of blood in a body is made up of red blood cells.

● Red blood cells carry oxygen, the air you need to breathe, to all parts of your body to help your body parts work.

Do:

● Point to the cheerios. Ask:

● Who can help me drop the cheerios into the bottle? Do:

● Add red food dye into the bottle. Say:

● Now with all the red blood cells inside, we can see that our blood will turn red! ● Next, we’re going to play a game to review the words we learned.

Blood Parts Review (12 minutes)_____________________________________ Introduction Do:

● Stick poster of white blood cells, red blood cells, and platelets on the board (you can


also use project the images on the board if equipment is available). Say:

● We’re going to play a game to make sure you understand the words and meanings. ● First, let’s do a quick review of the blood parts we just learned. ● I’m going to describe a word. As a class, tell me which picture I should point to.

Do:

● Define a word then ask the class to point to the correct picture. You can use the answer key below:

○ “This blood part that is red, and carries oxygen, the air we need to breathe, to all parts of your body.” ✓ Red blood cells

○ “This blood part that is white, and helps your body get rid of germs so you won’t get sick.” ✓ White blood cells

○ “This blood part that is yellow, and helps make scabs on cuts and stops bleeding.” ✓ Platelets

Say:

● Congratulate students for being great learners. Donation Heroes: Poster-Making (10 minutes)__________________________ Introduction Ask:

● Who do think you of when you think of a hero? ○ Possible student responses:

■ “My mom” ■ “Batman” ■ “Firefighters”


Do: ● Get 3-4 responses.

Ask:

● Why do you consider those people to be heroes? ○ Possible student responses:

■ “They help save lives” ■ “They help sick people or hurt people.” ■ “They do good things for others.”

Do:

● Get 3-4 verbal responses. Say:

● People who donate blood are heroes too! They do good things for others and help save lives!

● People can give blood away at special locations, such as blood banks or blood mobiles. ● Usually, specially trained people like nurses work at these locations. They can safely

take out some blood from a person’s arm. Do:

● Refer to blood FAQ reference sheet (Appendix 3) in case students have additional questions about donating blood.

Say:

● Blood that helps people who got hurt or sick comes from other healthy people who give it away. Many people need blood.

Do: ● Stop and count to two out loud. Hold up two fingers.

Say:

● Every two seconds, someone in America needs blood. Healthy grown-ups over age 16 can donate blood. There are many heroes students may know out there!

● Friends, you can be heroes too by sharing what you know about the importance of blood and blood donation.

● You can encourage grown-ups in your life to donate blood.


● By encouraging others to donate, you can be heroes too! Activity Do:

• Get out your chart paper and marker to write down possible answers. This will allow the children to copy to their posters if they need help spelling.

Ask: ● How can we cheer on others to donate blood? What are some messages we can say to

people to encourage them to donate? Let’s write some answers on our chart. ○ Possible student responses:

■ “You can save lives!” ■ “You can help someone feel better!” ■ “Blood can help fight germs. If you donate, you can help someone fight

germs!” ■ “Blood can help form scabs. If you donate, you can help some heal!” ■ “Blood can help move oxygen. If you donate, you can help someone

breathe!” Do:

● Get 3-4 responses. Write some replies on chart paper. Say:

● We are going to make posters about why it’s important to donate blood. Do:

● Take out “Be a Hero” worksheet. ● Pass out worksheets to class (you can also ask for volunteers to help you distribute the

sheets). Say:

● First, fill out the rest of the sentence on the worksheet. It’s the sentence that starts out, “It’s important to donate blood because ______.” Use some of the ideas we wrote out on our paper.


● Take about 1-2 minutes to write the sentence. Do:

● Walk around the room to make sure students are filling out the worksheet. ● Direct students to written answers if they need help writing something down.

Say:

● Now that you’ve written these great messages, it’s time to complete the poster. ● Use the rest of the worksheet to help explain your message! I will walk around if you

need ideas about what to draw. (Allow the remaining time for students to draw). Debrief Say:

● Once you’re done with the posters, we’re going to use them to practice being heroes!






Second Grade: The Heart and Blood - Why are They Important? Overall Lesson Time: 45 minutes - (lessons do not have to be given in their entirety this is just an outline and estimated time.) Introduction: In this lesson, you will explain how the blood and heart work together, introduce the concept of blood donation, and explain how blood circulates as well as the four components of the blood through the use of a class activity. The final activity will allow the students to apply the knowledge they have learned throughout the lesson in the form of role-playing to advocate for blood donation. Learning Objectives: By the end of this lesson, students will be able to:

● Understand the relationship between their heart and blood. ● Identify the four parts of blood. ● Explain how blood delivers oxygen and nutrients to different parts of the body. ● Be able to talk to adults about why it is important for them to donate blood.

Key:


Materials:

❑ Heart Circulation Picture ❑ Plastic Ziploc Bags ❑ Plastic Bowls ❑ Corn Syrup ❑ Mini Marshmallows ❑ Rice ❑ Red-Hot Candy ❑ Tape


Pre-lesson Preparation

● Print two copies of the picture of the heart circulatory system; one for you and one for the students to pass around.

● Fill plastic Ziploc bags halfway with corn syrup. ● Fill plastic bowls with small amount of rice, mini marshmallows, and red-hot candy. ● Tape 1 figure eight on the classroom floor to represent how blood circulates through the

body. This should be about 10 feet long, enough for 3 people to walk along it. How do the Heart and Blood work Together? (8 minutes)_________________ Ask:

● What is the heart? ○ Possible student responses:

■ An organ that pumps blood through the body. Do:

● Take responses from 2-3 students. Ask:

● What is blood? ○ Possible student responses:

■ A red liquid in your body. ■ A red liquid that your heart pumps through your body.

Do:


● Why are the heart and blood important? ○ Possible student responses:

■ They work together to keep us healthy ■ They work together to carry oxygen through our bodies.

https://s-media-cache-ak0.pinimg.com/564x/fb/55/df/fb55df7ad591414e66452eb611a4d888.jpg

https://s-media-cache-ak0.pinimg.com/564x/fb/55/df/fb55df7ad591414e66452eb611a4d888.jpg


Do:


● What does the word donate mean? ○ Possible student responses:

■ To give something. ■ To give someone a gift.

Do:


● What are different things that can be donated? ○ Possible student responses:

■ Food to someone who is hungry. ■ Money to people who need it.

Do:

● Take responses from 2-3 students. Say:

● The heart is a very strong muscle that pumps all the time and pushes blood all around your body to keep you healthy.

● Blood is important because it picks up and delivers oxygen and food all over our bodies to help us grow and stay healthy.

● Blood also fights germs and takes away waste that can make us sick. ● Since blood does all of these things, it can be donated to people who need it if they are

sick or hurt. Do:

● Pass out one copy of the picture of the heart circulatory system.


Say: ● This is a picture of the heart circulatory system.

Do:

● Show students your copy of the picture; point to the different parts as you explain to following:

Say:

● Blood flows from the left side of the heart to the right side. ● Blood from the body goes into the left side of the heart, then travels to the lungs, goes

to the right side of the heart, then back into the body. ● Blood then circulates back to the left side of the heart to start all over again.

“Blood Soup”: 4 Parts of the Blood (15 minutes) __________________________ Introduction Say:

● Before we talk more about how blood circulates, we’re going to learn about the different parts of the blood.

● Tell students to find a partner. Do:

● Divide into groups of 3 or more if there are more than 10 students in the class. Say:

● The blood is made up of 4 parts; these parts are plasma, white blood cells, platelets, and red blood cells.

Activity Do:

● Give each pair/group a plastic Ziploc bag with the corn syrup in it and a bowl with rice, mini marshmallows, and red-hot candy in it.


Say:

● The corn syrup is what is already in the bag. This is plasma, which carries food and water to all parts of the body.

● Tell students to add the marshmallows; these are white blood cells. They get rid of germs in the body so we don’t get sick.

● Tell students to add the red candy; these are red blood cells. They carry oxygen to all parts of the body.

● Tell students to add the rice; these are platelets. Their job is to stick together to form scabs on cuts and scrapes.

Debrief Ask:

● What is something new you have learned about blood? ○ Possible student responses:

■ Blood helps us heal. ■ Blood can be donated to people who are sick or injured.

Do:


● Does anyone have any questions? How does Blood Circulate? (8 minutes)_____________________________________ Introduction Say:

● Now that you all have learned about the 4 different parts of the blood, I need 3 volunteers.

● This figure eight on the floor represents the body; my volunteers are going to be the blood that delivers oxygen and nutrients throughout the body.


● Tell the volunteers that they are going to walk along this tape like this Do:

● Walk along the figure eight to demonstrate. Activity Say:

● Tell first volunteer to begin walking along the tape. Explain how this student is a red blood cell.

Ask:

● What is his/her job as a red blood cell? ○ Possible student responses:

■ To carry oxygen to all parts of the body. Do:


● Tell second volunteer to begin walking along the tape. Explain how this student is a white blood cell.

Ask:

● What is his/her job as a white blood cell? ○ Possible student responses:

■ To get rid of germs in the body. Do:


● Tell third volunteer to begin walking along the tape. Do:

● Tell volunteers to walk for 2 more loops after the third volunteer begins walking.


Say:

● Explain how this student is a platelet. Ask:

● What is his/her job as a platelet? Do:

● Take responses from 1-2 students ○ Possible student responses:

■ To form scabs on cuts and scrapes. Say:

● Because the body is always making new blood, it is always circulating. Do:

● Tell volunteers that they can go back to their seats. Say:

● This is why is it safe for adults to donate blood, because the body will make more if it loses any.

Debrief Ask:

● What is something new you have learned about the heart and blood? ○ Possible student responses:

■ The heart is always pumping blood in our bodies. ■ Our bodies are always making new blood. ■ Blood delivers oxygen and nutrients through the body.

Do:

● Take responses from 2-3 students.


Discussion & Role-Playing: Why is Blood Donation Important? (9 Minutes)__________ Introduction Ask:

● Why do you think it is important to donate blood? ○ Possible student responses:

■ To help people who are in the hospital. ■ To help people who are sick. ■ To help people who are hurt.

Do:


● People who are hurt or very sick may need a blood donation. ● Adults and teenagers can donate blood to people who need it. ● It is very important to donate blood because people get hurt and sick all the time so

hospitals always need blood to give to these people. ● Tell students that blood donors are heroes and that they can be heroes too by telling

their parents and other grown-ups about the importance of donating blood. Activity Say:

● Tell students to turn to their neighbor. ● Tell students to take turns pretending to be an adult they know. ● One of them will talk to the “adult” about why it is important for them to donate blood.

Do:

● Let students practice for 3 minutes. Ask:

● What did you say to your neighbor?


Do: ● Take responses from 2-3 students.

Debrief Say:

● Tell students that they did a good job. ● The activity they just did is how they can talk to their parents and other grown-ups they

know about how important it is to donate blood. Wrap-Up (5 minutes) _________________________________________________ Say:

● Tell students that an organization called the American Red Cross will be at their school on the set date to have a blood drive.

● The Red Cross teaches people about the importance of donating blood and holds blood drives to collect the blood that sick and injured people need.

● Tell students that now that they know how important the heart and blood are and have practiced talking to each other about the importance of donating blood, that they can tell their parents and other grown-ups you know about the Red Cross’ upcoming blood drive.

● Tell students that when they are all adults that they can be heroes by donating blood but emphasize that they can be just as heroic by telling their parents and other grown-ups about this blood drive.

● Raise your hands if you're going to go home and tell your parents about donating blood!


Visual for Lesson: How do your Heart and Blood work Together?


Taken from: http://manulasandobal.wikispaces.com/

Visual for Activity: How does Blood Circulate?

Taken from: https://www.google.com/search?hl=en&site=imghp&tbm=isch&source=hp&biw=1280&bih=726&q=2+figure+eights&oq=2+figure+eights&gs_l=img.3...1570.4150.0.4319.22.15.1.0.0.0.221.1127.4j5j1.10.0....0...1.1.64.img..11.8.811.0..0j0i5i30k1.xp-UOhxATxI#imgrc=gJOemgM-1EXIcM

http://manulasandobal.wikispaces.com/

https://www.google.com/search?hl=en&site=imghp&tbm=isch&source=hp&biw=1280&bih=726&q=2+figure+eights&oq=2+figure+eights&gs_l=img.3...1570.4150.0.4319.22.15.1.0.0.0.221.1127.4j5j1.10.0....0...1.1.64.img..11.8.811.0..0j0i5i30k1.xp-UOhxATxI%23imgrc=gJOemgM-1EXIcM




Third Grade: Heroes Making Heroes Overall lesson time: 30 minutes - (lessons do not have to be given in their entirety this is just an outline and estimated time.) Introduction: In this lesson, you will introduce students to blood’s individual components and their purpose, one’s ability to donate whole blood or components of blood, and the importance of blood donation. The final activity will allow students to apply knowledge learned throughout the lesson in the form of an advocacy letter addressed to an adult in their life. It is important to introduce the lesson by emphasizing what donation entails, that blood donation should only occur in professional settings (i.e. donations through the American Red Cross), and that people who effectively encourage donation are just as heroic as those who physically donate. Learning Objectives: By the end of this lesson, students will be able to:

● Identify 2 ways blood helps our bodies ● Identify the 4 parts of blood and their function ● Understand why it’s important for adults to donate blood if they can ● Model at least 1 of the identified advocacy skills

Key:


Materials:

❑ Chart paper or a whiteboard for writing class discussion and/or notes ❑ “Heroes Making Heroes” letter template at the end of this lesson (at least 1 printed

copy per student) ❑ Atlanta Red Cross “Find a Drive” print-out, detailed in the Introduction above (at least 1

printed copy per student) ❑ At least 1 standard mailing envelope per student


❑ A half-pint jar, at least half-filled with water ❑ 3 sheets of cheesecloth large enough to cover the opening of the jar

Introduction (7 minutes) ______________________________________________ Ask:

● Do any of you know anyone who’s donated blood? ● Can any of you tell me what blood does for our bodies? ● Have any of you wondered what blood is really made of?

Do:

● Write down answers on board. Say:

● These are all great answers. ● Today you all will be talking more about what blood is made of, why our body needs it,

and the importance of donating blood. What’s in Blood? (8 minutes) __________________________________________ Materials:

❑ Chart paper or a whiteboard for writing class discussion and/or notes ❑ A half-pint jar, at least half-filled with water ❑ 3 sheets of cheesecloth large enough to cover the opening of the jar ❑ 1 bowl ❑ 3 Rubber bands

Say:

● Before discussing blood donation, you want to talk about the 4 components of blood. ● Red blood cells: small and red, shaped like donuts without holes. Make up 44% of blood.

Responsible for carrying air throughout the body. ● White blood cells: a bit larger than red blood cells, often shaped like balls. Make up

about 0.5% of blood. Responsible for fighting off infections.


● Plasma: slightly yellow liquid, 55% of blood. Responsible for carrying vitamins and keeping a person’s insides healthy.

● Platelets: 0.5% of blood, very tiny. Stop a person’s bleeding. Do:

● Write each component name on board while describing them. Keep these names visible for the rest of the lesson.)

● Bring out the water-filled jar, cheesecloth, and bowl. Cover the top of the uncovered jar with 3 cheesecloth sheets, making sure their patterns lie perpendicular on each other.

Say:

● Pretend the cheesecloth is similar to platelets in this exercise. When you get cut, you bleed, just like when water pours out of the opening of the jar.

● With platelets, or in this case, cheesecloth, your body can form a scab and stop bleeding.

Do:

● Secure cheesecloth on top of jar with rubber bands. Hold the jar over your bowl. Turn the jar over, so that the cheesecloth-covered top is directly above your bowl. Some water will pour out at first, but then it should subside.

Ask:

● Can anyone raise their hand if they have ever gotten cut and formed a scab? Do:

● Wait for hands. Say:

● Referencing any raised hands, indicate how common scabs are. Emphasize that students’ scabs exist because the platelets in their blood did their job.

Heroes Making Heroes: Writing a Letter (15 minutes) ______________________ Ask:

● Can anyone guess how often situations like these examples happen, where people need donated blood?


Do:

● Wait for responses. Provide hints like “more often” / “less often” to guide students to the answer: 2 seconds.

Say:

● Every 2 seconds, someone in the US needs blood. Ask:

● What’s only way someone can get blood if they lost it through a surgery? Can it be made in a lab or substituted with anything else?

Do: ● Wait for responses. If a student responds with blood donation, congratulate them. ● If no students respond with blood donation, remind them of the donation activity you

all just completed. Say:

● Blood cannot be created in a lab or substituted with anything else - it can only come from friendly donors.

● People who donate blood are heroes, but the people who encourage others to donate blood are certainly heroes, too. Without this encouragement, people may not learn how important it is to donate blood.

Ask:

● Can someone share one reason why it’s important for a grown up to donate blood? ○ Possible answers include:

■ Blood cannot be made in a lab. It can only come from donations. ■ People need blood every 2 seconds in the US. ■ If someone has a surgery, they may need donated blood. ■ If someone does not have enough platelets, they need platelets donated

to them to stop their bleeding. ■ If someone needs help fighting an infection, they need white blood cells

donated to them. Do:

● Feel free to write answers on the board if your students still struggle to remember.


Say:

● There are several ways to encourage people to donate blood, for example: ○ Starting a conversation about the facts covered today with someone who has

never donated blood ○ Encouraging people who have already donated to continue doing so ○ If students are musically/artistically inclined, writing a song or poem about blood

donation and performing for a grown up who can donate ○ Writing a letter to a grown up, encouraging them to visit an American Red Cross

Blood Drive ● Today, you will practice telling someone about blood donations through a letter.

Do:

● Start handing out “Heroes Making Heroes” letter templates. Say:

● Take the next 5 minutes to write a letter explaining to your parents – or any grown up in your life - why it’s smart to donate blood.

Do:

● Provide 5 minutes for students to write their own letters. Ask:

● Would anyone like to share their letter to read it aloud? ○ If no students volunteer, call on one and ask specific questions like:

■ Who did they write their letter to ■ What’s one reason they thought blood donations were important

● Did anyone else write to the same individual or shared similar reasons? ● What did you all like about your letter, or a letter that’s been shared out loud with us?

○ Focus on skills and knowledge demonstrated in letters Debrief Say:

● Raise your hand if you plan to talk to a grown up in your life about blood donation.


Do: ● If students raise their hands, point out how many students are doing so and how

common talking about blood donation will be among the class. Even if few students raise their hand, emphasize how normal and common advocating for blood donation is, generally.

● Pass out 1 envelope and one “Find a Drive” print out per student. Have them fold their letter and print-out into the envelope.

Say:

● Announce the school’s upcoming blood drive ● Encourage students to share their envelop with whomever they addressed it to.


“Heroes Making Heroes” Letter Dear __________________________________,

Today I learned about how important blood is and how people can donate their

blood - or components of blood - to those in need. Blood is important to everyone

because it __________________________________________________________

___________________________________________________________________

__________________________________________________________________.

I think donating blood is important because _______________________________

___________________________________________________________________

__________________________________________________________________.

I am a hero for telling people about blood donations, and I think you could be a

hero for donating blood at our school’s American Red Cross Blood Drive.

Thank you,

__________________________________________________


Fourth Grade: The Nobel Type Overall Lesson Time: 40 minutes - (lessons do not have to be given in their entirety this is just an outline and estimated time.) Introduction: This is a stand-alone lesson, designed to be facilitated two to three weeks before a blood drive is hosted at school. The lesson covers what blood donation is, components of blood, which blood types are compatible for donation, as well as how to communicate with adults about the upcoming blood drive, and the importance of giving. For instances where students respond to questions posed by the facilitator, possible answers from students are included in this lesson to guide the direction of discussion. Learning Objectives:

By the end of this 40-minute lesson, students will be able to: ● Explain how blood functions ● Cite 2 reasons why donation is important ● Correctly pair which blood types are compatible for donation ● Demonstrate advocacy skills through verbal communication

Key:


Materials:

❑ 1 clear water cup ❑ A dixie cup, ¼ full of water dyed with red food coloring ❑ A dixie cup, ¼ full of water dyed with yellow food coloring ❑ A dixie cup, ¼ full of water ❑ ½ cup mini-marshmallows ❑ Blood Types Handout – one for each student ❑ Index Cards with blood types, one for each student ❑ “Be a hero” worksheet – one for each student ❑ Markers/writing utensils – enough for each student


Pre-lesson Preparation:

● Write “Blood Drive” and date of upcoming blood drive on the board, or somewhere all students can see

● Add food coloring to the 2 cups of water ● Write the different blood types on the index cards – one type on each. For example, if

you had three cards, one would say “A+”, one A-“, one “B+”. Half of the cards should have the word “donor” written on top, and half should have the word “recipient” written on top.

Index Card Example:

What makes a hero? (3 Minutes)________________________________________ Introduction Ask:

● Think of a time when you felt like a hero. What it is you did, and why did it make you feel like a hero? Take 3-4 responses.

● Has anyone ever felt like a hero? ● What were you doing? ● Why did it make them feel like a hero?

○ Possible student responses: ■ I was helping someone ■ I made someone feel better

Donor

B +


Say: ● Mention that heroes are people who help other people, and make the world a better

place. ● Tell students that today they will learn about a new way to be a hero.

Ask:

● Does anyone know what blood donation is? Say:

● Tell students that a blood donation is when people give up some of their blood so someone else can have it.

● Mention that a trained professional does this, and not something to do by yourself. What is Blood? (7 Minutes) _____________________________________________ Introduction Ask:

● What do you know about blood? ● What is blood made of?

○ Possible student responses: ■ It is made of cells ■ It’s the liquid in our body ■ We need it to live

Say:

● Blood is an important liquid in our body. All humans need it to live. Different parts of blood allow it to help our bodies work, and be healthy.

Activity Say:

● Blood is made up of plasma, a yellow fluid that holds the cells in blood. Plasma’s responsibility is to carry nutrients and proteins throughout your body, remove waste and fight infection.


Do:

● Pour in yellow water from dixie cup into clear water Say:

● There are 3 types of cells in plasma. ● The first type of cells are red blood cells.

Ask:

● What do red blood cells do? Say:

● Red blood cells transport oxygen to all parts of the body and remove carbon dioxide from body tissues.

Do:

● Pour in red water. Say:

● The second type of cells are white blood cells. ● White blood cells fight infection and help your body get rid of germs. ● The third type of cells are platelets.

Ask:

● Who can tell me what platelets do? Say:

● Platelets stick together and help stop bleeding when the body gets hurt. ● Mention that just like the mini-marshmallows are sticky, platelets are sticky too.

Do:

● Add mini-marshmallows to cup.


Debrief Ask:

● What are some reasons people might need blood donations? ○ Possible student responses:

■ They get hurt ■ They have surgery ■ Their body doesn’t make enough

Say:

● Reiterate the importance of the role blood plays in our bodies. ● Tell students that those people who need blood get it through blood donations, and

that somebody needs blood every two seconds. Blood Types – “Find a Donor” (15 Minutes) _________________________________ Introduction Say:

● When people get blood from a blood donation, people need certain types of blood based on the type they have in their bodies.

Ask:

● Can anyone tell me the four types of blood? Ask students if they know the four types of blood? (Correct response: A, B, AB, O)

Say:

● The four blood types that people have are A, B, AB, and O. But it’s a little more complicated than that. Blood types are also positive and negative. So really there are 8 different blood types! People with different blood types can only get donated blood of specific other blood types.


Activity Do:

● Give each student one copy of the blood type hand out, and a blood type index card. ● Designate each corner of the room as a blood type, and tell students which is which.

Instruct students to go to the corner that matches the blood type on their card. (E.g. all A’s go to one corner, all B’s go to a different corner)

● Instruct students to look at their cards and see if they are a donor or recipient. Say:

● Tell students that donors are the people who give blood, and recipients are the people who get it.

Do:

● Once students get to their corner, ask all “recipients” to raise their hands. ● Instruct recipient students to find a donor partner who has a blood type that is

compatible with theirs. ● Allow 3 minutes for students to pair up. ● After students are paired, ask 3-4 pairs to share their blood types and ensure that they

are matched correctly. As they share their correct pairs, congratulate students by saying phrases like, “you’re a hero!” and “look at how many lives are saved in this classroom!”

Debrief Say:

● If not all students were able to pair up, explain to students that this shows the need for many people donating blood. The more donors, the more people who will be able to receive the blood they need.

● If all students were able to pair up, explaining to students that this shows the need for many people donating blood. When more people are donors, recipients are more likely to find a match.

● Explain to students how this activity shows the importance of many people donating blood. When more people donate, there are more options for those who need blood.

● Tell students to high-five their partner, and return to their seats!


Advocates for Blood Donation: Flyer (10 Minutes) ____________________________ Introduction Say:

● Tell students that their school will be hosting a blood drive in a few weeks ● Remind students that telling others about the blood donation helps them be a hero,

because each blood donations saves up to 3 lives. ● Tell students when they are older they can donate blood too! ● Instruct students to tell their neighbor 2 adults they can tell about the upcoming blood

drive. Activity Do:

● Distribute “Be a Hero” worksheet and art supplies. ● Instruct students to write the date of the upcoming blood drive and 3 facts they learned

about blood today on their flier, and decorate. Debrief Say:

● Tell students that they can use these fliers to help them tell the adults in their life. Advocates for Blood Donation: Role-Playing (8 Minutes) _______________________ Introduction Say:

● Tell students to think of a blood-drive related superhero name, and tell their neighbor. Activity:


Say:

● Instruct students to pretend to be that hero, and use the flier they just made to take turns practicing with their neighbors telling the adults they named about the blood drive.

● Before students begin, share tips for good communication (Some examples include: eye contact, active listening, sitting up straight, asking questions, speaking at an appropriate volume.)

Do:

● Allow roughly 5 minutes for students to share with their partner. ● Have 2 pairs of students demonstrate for the class. ● Provide feedback on the way they communicated.

Debrief Say:

● Talk to the class about the ways they told their neighbor about the blood drive ● Ask them what went well and what they could do next time when they are telling an

adult. Do:

● Tell students to raise their hand if they are going to practice their new skills to tell others about the blood drive

Say:

● If students raise their hands, point out how many students are doing so and how common talking about blood donation will be among the class.

● Even if few students raise their hand, emphasize how normal and common advocating for blood donation is

● Talk to students about other ways they can tell people about the importance of blood donation, such as writing a letter, writing a letter, or making a skit

● “Remember, we can all be heroes by telling others about our upcoming blood drive!” ● Encourage students to practice their new communication skills and tell adults in their

life about the upcoming blood driv


Blood Drive Coming Soon! Date: Location: Donating Blood Makes You A Hero! Here’s Why:

Be A Hero



Fifth Grade: Importance of Donating Overall lesson time: 20 minutes - (lessons do not have to be given in their entirety this is just an outline and estimated time.) Introduction: In this lesson, you will explain how the body makes blood, who needs it, and how someone goes about donating blood. This will give the students a good idea on what they are asking people to do when they recruit blood donors for their blood drive. Learning Objectives: By the end of this lesson, students will be able to:

● Explain why people need blood ● Understand how blood is made in the body ● Explain why it’s important for adults to donate blood and what to expect at their blood

drive. Key:


Materials:

❑ Computer with internet/projection screen for entire class to view the video

Pre-lesson Preparation 1. Have a computer or projector set up to show a video.

How does your body make blood? (5 Minutes)________________________________ Say:

• Blood is an essential part of the circulatory system. Ask:

• You all know what organ pumps your blood right? Say:

• Right, the heart.


Ask: • And what carries the blood?

Say: • Blood vessels. The blood vessels are how your blood travels throughout your body from

you head to your toes. Do:

• Point to your head and down to your toes. Ask:

• So does anyone know how your blood is made? Say:

• Your body doesn't go to the store to buy those ingredients. It makes them. Bone marrow — that goopy stuff inside your bones — makes the red blood cells, the white blood cells, and the platelets. Plasma is mostly water, which is absorbed from the intestines from what you drink and eat, with the liver supplying important proteins. Put all these ingredients together and you have blood.

Who needs blood and how can they get it? (5 minutes)____________________ Ask:

• Who do you think needs blood? Write their answers on the flip chart. Look for answers such as:

○ Possible student responses: ■ Cancer patients ■ Car accident victims ■ People getting surgery

Say: • Right and other answers are burn victims and organ transplants.

Say:

• Everyone’s body needs blood, but sometimes people need donated blood from other people to help them get well when they are very sick or have had a bad accident.

• Every two seconds, someone in the U.S. needs a blood transfusion. Say:

• A transfusion involves the transfer of blood into one person’s blood stream through a simple medical procedure. For a transfusion to be successful, the donated blood must


match or be compatible with the blood of the patient. What is a blood donation? (10 minutes)________________ Ask:

• Has anyone been to a blood drive or watched someone donate blood? Say:

• At your age you are too young to donate blood but you can encourage an adult you know to donate for you at our school blood drive.

Say: • I encourage you all to go with your parents or grandparents when they come to donate

to see how a blood donation happens. Say:

• Lets go through what a blood donation is so you can be prepared when you get there. Say:

• Donating blood is a safe process. A sterile needle is used only once for each donor and then discarded.

• Blood donation is a simple four-step process: registration, medical history and mini-physical, donation and refreshments.

• Every blood donor is given a mini-physical, checking the donor's temperature, blood pressure, pulse and hemoglobin to ensure it is safe for the donor to give blood.

• The actual blood donation typically takes less than 10-12 minutes. • When someone donates blood, they only donate a pint of blood at a time. • This pint of blood have the ability to help save up to three lives.

Say: • Lets watch a video so you can see for yourself.

Do: • Play this video http://www.redcrossblood.org/donating-blood/donation-

process/donation-process-video Ask:

• Tell me one additional thing you learned from this video today? Say:

• Take these facts and make sure to encourage your parents, neighbors, older high school brothers or sisters to donate blood at our blood drive on [DATE], [TIME].

http://www.redcrossblood.org/donating-blood/donation-process/donation-process-video

http://www.redcrossblood.org/donating-blood/donation-process/donation-process-video

Documents

Pint-Size Hero Program Curriculum Grades K-5 · Pint-Size Hero Curriculum 2 A special thank you to the Department of Behavioral Science and Health Education, Rollins School of Public