|
A
Tour through the Circulatory System
Subject Area:
Science
Core Content
Area:
SC-M 3.1.1
Grade
Level(s): 6-8
Duration of
Activity: 3
to 4 class periods
Description
of Activity:
Students will
use Microsoft Publisher (or other available software) to create a
brochure tracing the path blood flows through the body. Working in
cooperative groups, students will use creative writing skills to
create a "travel" brochure written from the viewpoint of a
drop of blood. Using the Internet, students will download
pictures/graphics and insert them into their brochures.
Objectives:
 Students will work in cooperative groups to
complete project.
Students will correctly access Microsoft
Publisher (or other available software).
Students will use creative writing skills to
create a travel brochure explaining the path of blood flow through
the body from the viewpoint of a drop of blood.
Students will download images/graphics from the
Internet to include in the brochures.
Students will successfully save all work.
Materials/Equipment:
Computers (per student or groups)
Microsoft Publisher (or other available
software)
Access to Internet
Floppy disk (optional)
Printer (optional)
Samples of travel brochures
Handout
1: Blood Flow Rubric
Prerequisites
(skills or background needed):
Teacher will need a basic understanding of the
publishing software being used.
Teacher will need to know how to download and
insert pictures/graphics from the Internet.
Students will need background information on
blood flow through the body.
Students should be able to save work (on hard
drive or floppy disk).
Procedure
Teacher
Component: The
teacher will
1.
collect travel brochures from a local travel agency and show
them to students before beginning project.
2.
complete a lesson on blood flow through the body prior to
beginning this lesson.
3.
assign students to groups before beginning the project.
4.
show students examples of travel brochures as guides for
their planning.
5.
provide each student with a copy of any rubric to be used
for assessment. Students can use the rubric as a checklist as they
complete the project.
6.
create a brochure about the topic using a publishing
software. Allow students to view your work to get a better
understanding of the project goals. (Optional)
Student
Activities: The
student will
1.
work in cooperative groups to brainstorm ideas for their
brochures. Students will create a rough layout of what they want the
brochures to look like.
2.
access Microsoft Publisher (or other available software).
3.
explain the path that blood flows throughout the body, using
creative writing skills.
4.
use the Internet to find pictures and/or graphics to include
in brochure.
5.
save their work.
Accommodations:
If additional computers are needed, reserve
media center or lab computers for the time it will take to complete
the projects, or allow students to work on a neighboring teacher's
computers.
To shorten the activity's length, allow some
group members to search for graphics while the others are creating
the brochure. Allow all students equal time to search on the Internet
and create the brochure.
Pair experienced technology students with those
students who are less experienced.
Have images/graphics already saved onto computer
to save class time searching for images/graphics.
Extension
Activities:
Teachers could use concept-mapping software such
as Inspiration to create a flow chart for the path blood takes
through the body. This could be done with the class members before
beginning the brochure as a way of reinforcing the things the
students need to include in their projects.
If possible, print copies of the student
brochures and share this information with other science classes.
Allow the students to create newsletters with
Publisher about things of interest in Science class.
Have the students research possible disorders of
the circulatory system that prohibit proper blood flow through the
body. Have them present their results to the class.
Conduct the relay experiment on blood flow found
on the Web at http://stellar.arc.nasa.gov/stellar/Activities/
cardiovascular/CirculRelay/CirculRelay.html. This
experiment comes complete with materials list and instructions.
Have the students complete the FunBrain quiz on
the circulatory system at http://www.teachervision.com/lesson-plans/
lesson-2783.html?TV_Q=pri%3Dscience
Integration:
English/Writing
Technology
Keyboarding
Assessments:
1.
Handout 1: Circulatory System Rubric used to assess the
finished products
URLs:
Microsoft
Publisher Tutorial
http://www.docnmail.com/learn/Publisher.htm
Pictures of Red Blood Cells
Fun
Science Gallery: Let Us Observe the Blood Cells
http://www.funsci.com/fun3_en/blood/blood.htm
Dr.
Green's House Calls
http://4.21.250.144/ency/article/000560.asp
Hepatitis—Art and Logo Design
http://www.hepatitis-c.de/hepart.htm
Blood
Cell History
http://www.unomaha.edu/~swick/blood.html
National
Educational Technology Standards (NETS):
4.
Use content-specific tools, software, and simulations (e.g.
environmental probes, graphing calculators, exploratory environments,
web tools) to support learning research. (3,5)
5.
Apply productivity/multimedia tools and peripherals to
support personal productivity, group collaborations, and learning
throughout the curriculum. (3,6)
TerraNova:
CTBS
21 Life Science (Level 11-21/22)
Demonstrate an understanding of the fundamental concepts and
principles of life science. Apply life science knowledge to
investigations and real-world contexts.
Through text, diagrams, and drawings, provide
explanations of life science concepts and principles.
|