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| FIND YOUR STRENGTH IN NUMBERS:
Save a Life, Plan a Blood Drive
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A diagnosis of pediatric cancer is always unexpected and typically causes turmoil within the family.
Children diagnosed with cancer experience a wave of change, almost instantaneously, involving fear and yearning for normalcy. Parents are consumed with making choices and planning for changes such as one parent no longer working. Siblings long for attention and support and worry that their feelings are abnormal. Often times, peers would like to help their friend that is sick or help their family, but they simply don’t know what to do. This lesson is designed to enable the friend of a cancer patient, or perhaps a friend of the cancer patient’s sibling, to help their peer through this difficult time in their lives. The initiative may be supported by fellow students to create a larger impact and reach out to many children with cancer. This lesson can be used as a service learning project even when you do not have a peer with a cancer diagnosis in your classroom or group.
Sponsoring
a blood drive is an excellent way to help cancer patients and for peers to truly feel like they are helping their friend or others. Youth do not have to be old enough to donate blood themselves; rather they can plan the event and recruit adults to donate the blood. The blood drive can be hosted by a single group or class, a grade level, or an entire school.
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| Health |
6th - 12th Grade |
| Language Arts |
| Arts |
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Health1 |
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- 1. Students will comprehend concepts related to health promotion and disease prevention to enhance health
- 3. Students will demonstrate the ability to access valid information and products and services to enhance health
- 4. Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks
- 6. Students will demonstrate the ability to use goal-setting skills to enhance health
- 8. Students will demonstrate the ability to advocate for personal, family, and community health
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Language Arts2 |
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- 1. Students read a wide range of print and non-print texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works
- 4. Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes
- 5. Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes
- 6. Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and non-print texts
- 8. Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge
- 12. Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information)
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Art3 |
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- Content Standard 1. Understanding and applying media, techniques and process
- Achievement Standard 1a. Select media, techniques, and processes; analyze what makes them effective or not effective in communicating ideas; and reflect upon the effectiveness of their choices
- Achievement Standard 1b. intentionally take advantage of the qualities and characteristics of *art media, techniques, and processes to enhance communication of their experiences and ideas.
- Content Standard 3. Choosing and evaluating a range of subject matter, symbols and ideas
- Achievement Standard 3a. Integrate visual, spatial, and temporal concepts with content to communicate intended meaning in their artworks
- Achievement Standard 3b. use subjects, themes, and symbols that demonstrate knowledge of contexts, values, and aesthetics that communicate intended meaning in artworks.
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- Students will understand the need and value in donating blood.
- Students will use similes and metaphors to enhance their understanding of the components of blood and creatively demonstrate these concepts for others.
- Students will investigate blood donation parameters (i.e. safety, FAQ, donor eligibility).
- Students will demonstrate the ability to effectively share relevant information about blood donation to a diverse audience.
- Students will work with peers to support a worthy cause.
- Students will demonstrate the ability to effectively plan for a large event.
- Students will utilize media techniques to recruit their target audience(s) to support their event.
- Students will successfully facilitate the event.
- Students will make a connection between local blood drives and their direct impact on patients with various diseases.
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RESOURCES |
Listed below are additional resources available for all of the lessons within Find Your Strength in Numbers unit. Visit America's Blood Centers to access the information.
- A video about blood that is geared for students
- Multi-disciplinary lesson plans for grades K-12
- Teaching tools such as hand-outs to go with the lessons
- A coloring book template for young children
- Three downloadable posters
- Many ideas and additional guidance as you plan the blood drive
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LESSONS CONTAINED IN THIS UNIT:
| LESSON 1: OVERVIEW FILM PROJECT AND PURPOSE |
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UNDERSTANDING BLOOD COMPONENTS
Note to Teacher : For background information read the article found at http://www.americasblood.org/go.cfm?do=Page.View&pid=11. For supplementary material, visit http://bloodtests.starlightprograms.org/ or call 800-315-2580. The Starlight Starbright Children’s Foundation has a CD-ROM called the Explorer Series with Interactive lessons about blood.
Please review the suggested discussion questions (PDF) prior to the group viewing the film clip. You may need to adjust the questions according to the unique make-up of your group.
Begin by leading the group in pre-viewing questions. Watch the film clip in a group setting and lead the group in a post-viewing discussion. Generate conversation regarding the concept that helping others can provoke personal healing.
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Health |
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- 1. Students will comprehend concepts related to health promotion and disease prevention to enhance health
- 3. Students will demonstrate the ability to access valid information and products and services to enhance health
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Language Arts |
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- 1. Students read a wide range of print and non-print texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works
- 4. Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes
- 5. Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes
- 6. Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and non-print texts
- 8. Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge
- 12. Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information)
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Art |
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- Content Standard 3. Choosing and evaluating a range of subject matter, symbols and ideas
- Achievement Standard 3a. Integrate visual, spatial, and temporal concepts with content to communicate intended meaning in their artworks
- Achievement Standard 3b. Use subjects, themes, and symbols that demonstrate knowledge of contexts, values, and aesthetics that communicate intended meaning in artworks.
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| LESSON OBJECTIVES |
- Students will begin to understand the complex needs of youth fighting childhood cancer.
- Students will understand the need and value in donating blood.
- Students will use similes and metaphors to enhance their understanding of the components of blood and creatively demonstrate these concepts for others.
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| MATERIALS |
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Viewing equipment (television and DVD player)
- Discussion questions (PDF)
- Computer with Internet access
- Art supplies (paper, poster board, scissors, crayons, markers, pencils, etc.)
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| PROCEDURE |
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1. Introduce the background of the film before the viewing clips. For more information, explore the film's website at http://www.pbs.org/independentlens/lioninthehouse/index.htm
2. Prepare group for active viewing by leading them in a discussion based on the pre-viewing questions.
3. Watch the "How to Help Your Buddy" clip.
4. Lead the group in a discussion based on post-viewing questions.
5. Establish a need for donating blood:
• Visit
http://www.americasblood.org/go.cfm?do=Page.View&pid=6 or http://www.givelife2.org/recipient/default.asp.
•View the video clips and read the testimonials of recipients who share their personal stories about donated blood saving their lives.
• If you will be hosting the blood drive to honor and collect blood for a particular individual, have the sibling (if appropriate, or another responsible party) make the personal connection at this time. Explain what type of blood they need, the reason they need the blood, and how the blood will help the particular individual. |
6. Learn about the components of blood:
| For younger students present the three major components of blood: |
• Red Blood Cells – provide our bodies with energy by carrying the oxygen from our lungs to all the tissues/organs in our bodies
• White Blood Cells – protect us from infection by destroying bad cells
•Platelets – help us to stop bleeding when we have a cut by forming a shield to seal up our cut
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• Bone Marrow – a jellylike substance inside the bones that produces blood. The most common type of childhood cancer, Acute Lymphocytic Leukemia, is a cancer of the bone marrow. With ALL, certain white blood cells remain immature and continue to multiply. The immature white blood cells crowd out the healthy blood cells so that they cannot function properly.
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7. Review the concept of similes and metaphors, including the reasons authors, etc. use them in their writing. Share a simile or metaphor for each of the components of blood. For example, a red blood cell is like a cheerleader. A cheerleader has a lot of energy and encourages team players to have energy to play in a game. A white blood cell is like a sheriff. A sheriff gets rid of the “bad guys.” A platelet is like a Band-Aid. Band-Aids help to “stop” bleeding. Bone marrow is like a factory. The bone marrow makes different types of blood cells like a factory makes different types of cars.
| 8. The students can follow this discussion by creating their own simile/metaphor for each component of blood. Have the students draw pictures of the similes and metaphors. Include one or two sentences describing the connection. These pictures can be used later as wall hangings to decorate the blood drive. For older students include: |
• Blood types – there are 4 basic blood types: Type A, Type B, Type AB, and Type O. Blood types are classified by the kind of antigen on the red cells and by the type of antibodies in the plasma.
•The origin of blood – blood is produced in the bone marrow. As blood cells develop in the marrow, they begin to seep into the blood that passes through the bones and on into the bloodstream.
• How blood travels – there are two phases involved in blood flow. In the systolic phase, the ventricles of the heart contract, pumping blood into the arteries. In the diastolic phase, the ventricles of the heart relax, allowing blood to flow into them from the atria.
• Exploration of why specific chronic illnesses/blood disorders require transfusions.
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| ASSESSMENTS |
- Simile/Metaphor Drawings – See rubric
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| EXTENSIONS |
| Allow the older students to teach a lesson about blood to younger students using their drawings. This can also be an opportunity to advertise the upcoming blood drive as they attempt to persuade the younger students to sign adults up for the drive. |
Back to Lessons
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| LESSON 2: UNDERSTANDING THE PARAMETERS OF DONATING BLOOD |
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Health |
- 1. Students will comprehend concepts related to health promotion and disease prevention to enhance health
- 3. Students will demonstrate the ability to access valid information and products and services to enhance health
- 4. Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks
- 8. Students will demonstrate the ability to advocate for personal, family and community health
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| Language Arts |
- 1. Students read a wide range of print and non-print texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works
- 4. Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes
- 5. Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes
- 6. Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and non-print texts
- 8. Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge
- 12. Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information)
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| Art |
- Content Standard 3. Choosing and evaluating a range of subject matter, symbols and ideas
- Achievement Standard 3a. Integrate visual, spatial, and temporal concepts with content to communicate intended meaning in their artworks
- Acheivement Standard 3b. Use subjects, themes, and symbols that demonstrate knowledge of contexts, values, and aesthetics that communicate intended meaning in artworks.
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| LESSON OBJECTIVES |
- Students will investigate blood donation parameters (i.e. safety, FAQ, donor eligibility).
- Students will demonstrate the ability to effectively share relevant information about blood donation to a diverse audience.
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| MATERIALS |
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Computer with Internet access
Poster board
Paper and pencil
Art supplies (construction paper, crayons, markers, scissors, glue, etc.) |
| PROCEDURE |
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1. After becoming familiar with the information available for the three topics (safety, FAQ, and donor eligibility), have the students challenge each other to the games available on the American Red Cross' games site. The virtual games available are related to the above topics and reinforce important concepts (Donor Tag, Memory, Are You My Blood Type?, and Blood Trivia). Donor Tag and Memory are appropriate for younger students while Are You My Blood Type? and Blood Trivia are good options for older kids.
2. After the students are familiar with the material, have them condense and organize the information. Make lists, etc.
3. Create posters displaying the most pertinent information. This information will be helpful later as students advertise and manage the blood drive.
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| ASSESSMENT |
- Have each student take the Blood IQ test. This 10-question test is available from the American Red Cross at http://www.givelife2.org/games/bloodiq.asp. You can print the test out and give it to students (makes it easier for grading), or they can take the test online and check their answers.
- The Blood Trivia game asks many good questions. The questions could easily be transformed into a test, or you could ask for each student’s point value when they complete the virtual game.
- Posters for the blood drive could be assessed for accurate information, creativity, and the student’s ability to post pertinent and appropriate information. See rubric.
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Back to Lessons
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| LESSON 3: COMMUNITY SERVICE > HOSTING THE BLOOD DRIVE |
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Note to Teachers : Begin by reading the information available at http://www.mybloodyourblood.org/hs_saving_organize.htm. Then call 1-888-USBlood to begin. Provide your zip code to the individual who answers and that person can direct you to the closest local blood center. The local blood center will work with you and your group to host the blood drive.
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Health |
- 1. Students will comprehend concepts related to health promotion and disease prevention to enhance health
- 3. Students will demonstrate the ability to access valid information and products and services to enhance health
- 4. Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks
- 6. Students will demonstrate the ability to use goal-setting skills to enhance health
- 8. Students will demonstrate the ability to advocate for personal, family and community health
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| Language Arts |
- 1. Students read a wide range of print and non-print texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works
- 4. Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes
- 5. Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes
- 6. Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and non-print texts
- 8. Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge
- 12. Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information)
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| Art |
- Content Standard 1. Understanding and applying media, techniques and process
- Achievement Standard 1a. Select media, techniques, and processes; analyze what makes them effective or not effective in communicating ideas; and reflect upon the effectiveness of their choices
- Achievement Standard 1b. intentionally take advantage of the qualities and characteristics of art media, techniques, and processes to enhance communication of their experiences and ideas.
- Content Standard 3. Choosing and evaluating a range of subject matter, symbols and ideas
- Achievement Standard 3a. Integrate visual, spatial, and temporal concepts with content to communicate intended meaning in their artworks
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| LESSON OBJECTIVES |
- Students will work with peers to support a worthy cause.
- Students will demonstrate the ability to effectively plan for a large event.
- Students will utilize media techniques to recruit their target audience(s) to support their event.
- Students will successfully facilitate the event.
Students will make a connection between local blood drives and their direct impact on patients with various diseases.
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MATERIALS |
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Computer with Internet access
Paper and pencil
Gather any and all available materials from your local blood center
Permission slips (see note in procedure)
Utilize any posters made in previous lessons if your group is completing entire unit |
PROCEDURE |
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1. Locate your local blood center by calling 1-888-USBlood. Establish a point of contact at your center.
2. Find out the requirements of your center and learn about resources they have available for the drive that are of no cost.
For advertisement: Many centers will provide the host group with postcards to send to potential donors and flyers for church bulletins, and will arrange press releases.
Workers: Most centers will provide all the supplies and workers. However, they will want your group to take charge of recruitment (using their advertisement assistance) and scheduling appointments. They may also need volunteers to pass out snacks and materials.
Food: Many centers will provide the refreshments for the donors, however this is a nice thing for your group to do if you have the means.
Written Materials: Most centers will have plenty of written materials for your group to use/pass out. You may want to assign a group to read available materials and select the most appropriate materials. Even better, have your students read the materials and then create their own to distribute (with approval).
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3. Have your students select a theme for your blood drive. It can be specific to the cancer patient and/or sibling in your class/group. With permission, the kids may want to be creative with the family’s name or the patient’s hobby when naming the blood drive. Another option is to select a general theme, for example hosting the blood drive in October and using a tag line like the Vampires of West Junior High want to suck your blood. Decorating and dressing up can add much excitement to the blood drive. For theme ideas, check out http://www.givelife2.org/youngblood/ideas.asp.
4. Decide if you would like to turn your blood drive into a competition. Some organizations have representation from several schools within their groups and enjoy competing for the most pints of blood. Other schools compete among grade levels. If the students are not old enough to donate, ask the donors to designate which grade they are donating for when they sign in.
5. Have students generate ideas for reaching various potential donors. Divide your students into smaller groups, assigning each group to a different target population. Depending on the age, require the group to use a certain number of media techniques to attract their donors (examples of media techniques are the bandwagon approach, testimonials, celebrity endorsement, etc. – these are in the Language Arts Standards). Students can research previous propaganda and commercials used to attract donors. This is also an opportunity to discuss persuasive language and strategy. As students encourage people to donate, they should be educating potential donors. The donors need to understand the real reason behind donating blood. This increases the likelihood they will become lifelong donors rather than one-time donors who are donating to win a prize. At this time, share your guidelines for the education piece.
| Utilize the following sites for assistance: |
6. Get organized:
Students, even in middle school, are capable of arranging most of the following details with some guidance. Allow them to do as much of the work as possible. |
• Reserve a location and date for the blood drive (FYI – Check community calendars to make sure you will not be interfering and/or competing with another big event in your community)
• Seek appropriate approval from the principal or others
• Establish your method for signing up donors
• Develop a working schedule for the students that are managing the drive (make sure to include set-up and clean up crews)
• Send home permission slips to be signed by parents (include the job responsibilities, length of time the student is expected to work and any donation needed for the refreshments on the permission form)
• Organize your outreach. Have the smaller groups begin creating their materials (and/or using existing materials from your local blood center). Once materials are complete, put them to use. For example, hanging posters in the community, sending out postcards, writing press releases for the radio and newspaper, writing excerpts for church bulletins, speaking and/or putting on skits for other groups/classrooms to entice them to send their parents in as donors, etc.
• Set-up a meeting with the school janitor or other appropriate individuals. These individuals are an integral part of your blood drive. You need to know what type of furniture (tables, chairs, etc.) is available and how to access these items. They can direct you with simple things such as what to use to clean up a spill in the refreshment area and how they would like for you to dispose of trash.
• Obtain decorations for your theme. Also make sure you purchase (or have donated) paper products for the refreshments.
• Set a goal -- how many pints of blood do you hope to have donated? Use your goal to increase participation.
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ASSESSMENTS |
- Evaluate the recruitment activities – See Rubric
- Evaluate the recruitment materials – See Rubric
- As a writing assessment, use potential press releases, radio announcements, explanations for church brochures, etc. – See Rubric
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Back to Lessons
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| UNIT REFLECTION |
Journal WritingAsk students to write a reflection piece answering the following:
- How did you feel at the completion of the event? Why did you feel this way?
- What did you learn about the blood donation process?
- Will you become a regular blood donor when you are of age? Why or why not?
- Name one thing you would do differently if asked to plan a similar event in the future.
- Name one thing you would not change if asked to plan a similar event in the future.
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