Mississippi Science HAP.9.4
The Standard
- HAP.9
- Students will analyze the structure and functions of blood and its role in maintaining homeostasis.
Enrichment: Use an engineering design process to develop effective treatments for blood disorders (e.g., methods to regulate blood cell counts or blood doping tests). *
2026 Mississippi College- and Career-Readiness Standards for Science · Blood
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students use a patient case to design a way to manage a blood disorder or check for blood doping. They set a goal, weigh safety and cost, and revise their plan using new data.
What Mastery Looks Like
- A student chooses iron replacement for confirmed iron-deficiency anemia and rules out a routine transfusion for a stable patient. They check follow-up hemoglobin results and revise the plan if it fails or causes harm.
Common Misconceptions
- Students may think iron treats every kind of anemia, or that one high hemoglobin reading proves blood doping. They may call a plan successful without checking side effects or later blood counts.
How to Assess It
- Exit ticket: A stable patient has low hemoglobin and low ferritin. Choose a first treatment, name one safety concern, and explain what follow-up result would make you change the plan.
Lesson moves
Ways to Teach It
Give pairs a mock lab report and treatment cards, then have them build a paper plan and revise it after a follow-up report.
Have students write a defense of oral iron over transfusion for a stable patient with low ferritin, using the mock lab report.
Play a three-round patient-card game where students choose treatment cards, draw follow-up lab results, and change their plans when counts stay low.
Show an athlete's mock hemoglobin record and ask what other evidence a sports testing lab needs before alleging blood doping.
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Printable HAP.9.4 Worksheet
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- HAP.3.4
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