The Blood Flow Through the Heart and Body - Authors: Regina Kulak and Elizabeth Billittier - Learning Standards: English Language Arts – Standard 1 Language for Information and Understanding - Initiate prior knowledge by having an open ended discussion about the importance of the circulatory system and how things we put into our body, such as drugs and alcohol, can affect our body’s performance and function.

Learning Experience: The Blood Flow through the Heart and Body.

Authors: Regina Kulak and Elizabeth Billittier

Learning Context:

A. Learning Standards: English Language Arts – Standard 1 Language for Information and Understanding

Key Idea 2 – Writing to acquire and transmit information asking probing and clarifying questions, interpreting information in one’s own words, applying information from one context to another, and presenting the information and interpretation clearly, concisely, and comprehensively.

Math Science and Technology – Standard 1 – Science Inquiry

Key Idea 1 - Develop relationships among observations to construct descriptions of objects and events and to form their own tentative explanations of what they have observed.

B. This experience fits in the 6^th grade curriculum in that it involves Life Science and the biology of the human body.

Students should be able to:

Internalize the information from a diagram and text.
Transpose information from a diagram.
Use information from a diagram to write a narrative.
Focus : To be aware of how the blood flows in your body.

Procedure:

Initiate prior knowledge by having an open ended discussion about the importance of the circulatory system and how things we put into our body, such as drugs and alcohol, can affect our body’s performance and function. Our students will have this as prior knowledge through the D.A.R.E. program. Use the CD ROM "The Human Body" number 17 "How Often does Your Heart Beat" on the LCD panel to show the labeling and pumping of the heart. Give the students a diagram outline of the human body. Have students label the parts of the heart on their diagram. Have the students draw the blood vessels throughout the body. Have the students color the blood vessels and the parts of the heart appropriately ( red for arteries which are oxygen-rich and blue for veins which are carbon-dioxide-rich). Have students use their diagram of the body outline to form a narrative of the blood flow from the heart, through the body, and returning to the heart.

Classroom Modifications

For students that have difficulties with the drawing of the blood vessels you could give them a modified diagram where the vessels and heart already are placed. The student would still need to follow the blood flow by coloring the diagram correctly.

For students with writing difficulties a flow chart could be used in place of the narrative.
For students with motor skill difficulties the narrative could be dictated or recorded.
Time Required : 2 - 45 minute class periods.
Resources and materials: CD ROM "The Ultimate Human Body" 2.0, Multimedia School Version
LCD Panel
CD ROM Drive
Diagram of a body outline
Movie screen
Coloring Utensils

Assessment

Chronological Narrative for "How the Blood Flows from the Heart and Through the Body". Use Chronological Narrative rubric.

Sequencing quiz for the flow of blood through the body.

Rubric: Chronological Narrative.

Key Questions:

What are the key elements, traits, or dimensions that will be evaluated?

Are the identified elements of equal importance or will they be weighed differently?

	4	3	2	1
Element #1 Topic Sentence	Develops an accurate topic sentence that states the main idea from the graphic.			Develops an inaccurate or inappropriate topic sentence that does not state the main idea from the graphic.
Element #2 Supporting Details	Includes all sufficient information, but only information relating to the topic.	Includes most sufficient information related to the topic but may not have a sufficient amount.	Includes most sufficient information related to the topic, but also has information that is not related to the topic.	Includes little information related to the topic, or has misinformation on topic.
Element #3 Organization	Thoroughly and logically develops the narrative chronologically through the use of various appropriate transitions.	Logically develops the narrative chronologically through the use of appropriate transitions.	Logically develops the narrative in places, but also may have incorrect sequential order and the use of inappropriate transitions.	Develops the narrative in an illogical manner due to lack of sequential order, and / or lack of inappropriate use of transitions.
Element #4 Conclusion	Brings the narrative to a natural closing			Does not bring the narrative to a natural closing.

NOTE: Rubric or other performance assessment instruments may be used.