Planning Guide
Creating Learner-Focused
Schools
* Madison-Oneida BOCES- This document may not be reproduced in any form without the expressed written consent of the District Superintendent or his designee.
| LU Title: Circulation and Respiration of the Human Body |
Author(s): Billittier/Kulak |
| Grade Level: 6 |
School Address: 354 Elizabeth
Street |
| Subject Area: Science |
School Phone/Fax: (315) 363-362 |
CONTENT KNOWLEDGE
| Declarative |
Procedural |
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ESSENTIAL QUESTIONS
INITIATING ACTIVITY
Ask students what they notice after they do a physical activity about their breathing and heart rate to link to prior knowledge. Have students take resting pulse for one minute and record data. Have students put their hand under their nose and count the number of times they exhale and record data. Have students jog in place for one minute and repeat above procedure. Compare and discuss why they think the body responds in these ways. After resting 3 minutes repeat resting pulse and breathing procedure and discuss changes. They can then construct graphs using PSL IBM software to record their findings.
Have the students draw each other's body outlines onto large sheets of paper. This will be used to draw and label each part of the circulatory and respiratory system as they learn about each part in the unit as part of the culminating activity.
Connection to State Learning Standards
Content Area: Mathematics, Science and Technology
Level: Elementary
| Standard: 1- Analysis, Inquiry and Design Key Idea 2 - Mathematical Analysis Deductive and inductive reasoning are used to reach mathematical conclusions. Use logical reasoning to develop conclusions, and recognize patterns. Key Idea 1 - Science Inquiry Develop relationships among observations to construct descriptions of objects and events and to form their own tentative explanations of what they have observed. Key Idea 3 - Science Inquiry They will organize, interpret, share, and compare observations and measurements of objects. |
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Standard: 2 - Information Systems Key Idea 1 - Information technology is used to retrieve, process, and communicate information. They will use a variety of software package to acquire knowledge. |
Unit Theme:
| Standard: 4 - Science Key Idea 1 - The Living Environment. Living things are both similar to and different from each other and nonliving things. Describe the characteristics of an variations between living and nonliving things. Describe the life processes common to all living things. Key Idea 5 - The Living Environment. Describe basic life functions of a species. Describe the factors that help promote good health and growth in humans. |
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Standard: 6 - Interconnectedness of common themes. Key Idea 5 - Patterns of Change. Use instruments to measure quantities. Analyze data by making tables and graphs looking for patterns of change. |
| Benchmarks: Standard 1- Language for Information and Understanding Key Idea 1 - Listening and reading to acquire information and understanding involving collecting data, facts, and ideas: discovering relationships, concepts and generalizations. Key Idea 2 - speaking and writing to acquire and transmit information requires 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 comprehensibly. |
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Benchmarks: |
Learning Experiences
Declarative Knowledge
| What declarative knowledge should studentsbe in the process of acquiring & integrating? As a result of the unit, the student will know or understand… |
What experiences or activities will be used to help students acquire & integrate this knowledge? |
What strategies will be used to help students construct meaning, organize and/or store the knowledge? |
Describe what will be done. |
| Concept 1 The circulatory system is like a transportation system in that it carries food and oxygen to your body cells and removes waste. Concept 2 The cell theory. That the body is made up of cells. That cells form tissues, which form organs, which form systems, which become organisms. Concept 3 The circulatory system has 3 parts - heart, blood, and blood vessels. Concept 4 The heart is a fist-sized organ in the near center of your chest with 4 chambers; left and right atrium, and the left and right ventricle. Concept 5 The flow of blood through the heart and body. The right atrium receives oxygen poor blood from body cells and contracts focing blood into right ventricle. The right ventricle contracts pumping blood to the lungs to pick up oxygen and release carbon dioxide. Blood rich in oxygen enters the left atrium which contracts forcing blood to the left ventricle and out the aorta to the body cells through a network of blood vessels. Concept 6 Your body has three types of blood vessels; arteries, veins, and capillaries. Arteries transport blood away from the heart, capillaries are where the transfer of food, oxygen, and wastes take place, veins carry blood back to the heart. Concept 7 Blood consists of plasma, red blood cells, white blood cells and platelets. Blood is made up of a liquid called plasma where food, oxygen, and wastes are carried, and solid cells consisting of red cells, white cells, and platelets. Red cells give off oxygen and pick up carbon dioxide. White cells fight germs. Platelets cause the blood to clot and help to repair damaged tissue. Concept 8 In the process of respiration, you inhale oxygen and exhale carbon dioxide. When you inhale, your diaphragm contracts allowing muscles to pull your ribs apart so air can move into your lungs. When you exhale, your diaphragm relaxes forcing air out of your lungs. Concept 9 How air travels through our body. It travels into the nasal passages and mouth where mucus and cilia act as filters to trap dust and other particles. Air then travels through the trachea to the bronchi in the lungs. The bronchi break into smaller branches called bronchioles, which branch into tiny air sacs called alveoli. Oxygen moves from the alveoli to the capillaries and carbon dioxide moves from the capillaries to the alveoli. Concept 10 The larynx is at the upper end of your trachea and contains your vocal chords. When air passes over your vocal chords it causes them to vibrate and make sounds. |
Concept 1 Text page 400 (All text pages refer to Science in Your World, Macmillian/McGraw-Hill, copyright 1991, Volume 6 unless otherwise noted) Discussion Concept 2 Discussion Text page 401 Concept 3 Text page 402 Discussion CD ROM "The Human Body" Concept 4 Text page 404 Discussion Drawing of heart in body outline. CD ROM "The Human Body" Concept 5 Text page 404 Discussion Encarta 97 CD ROM Concept 6 Text page 405-406 Discussion Drawing of blood vessels into body outline. Concept 7 Text pages 407-408 Discussion Microscope slides The Magic School Bus "Inside Ralphie" Complete Independent Practice Worksheet. Concept 8 Text pages 411-412 Discussion CD ROM "The Human Body" IBM Personal Science Lab Program for the Human body Concept 9 Text pages 413, 414, 416 and 417. Discussion Drawing in the parts to the respiratory system on their body outline. Sequence Worksheet CD ROM "The Human Body" Diagram of heart and lungs on which to trace the flow of blood and air. Concept 10 Text page 415 Discussion Placing larynx in the outline of their body CD ROM "The Human Body" |
Concept 1 Analogy graphic organizer. Brainstorming Concept 2 Parallel sequence chart Oral analogy Concept 3 Note taking Graphic concept web with the circulatory systems as the center, and the 3 parts as the branches. Concept 4 Diagram of heart Graphic concept web Concept 5 Think - Pair - Share Concept 6 Diagram of blood vessels with exchange in capillaries. Graphic organizer concept web. Concept 7 Graphic organizer concept web Concept 8 Concept 9 Concept 10 |
Concept 1 Using prior knowledge, come up with a definition of transport as a class. Show an aerial photo of a cloverleaf highway exchange and have them brainstorm with a partner how the roadways are like the circulatory system. Independently begin an analogy graphic organizer, for extending and refining with comparing, for transportation systems and the circulatory system. Read page 400 in the text and add to the graphic organizer. Collect for evaluation. Concept 2 Review the cell theory that all organisms are made up of cells and they are the basic building blocks for life. In student notebooks have them construct two sequence charts will compare the cell theory to a school system. As a class construct the first sequence chart: students form classes, which form a school and all the schools form a school district which makeup the educational system. In the second sequence chart have students individually construct, as a refining and extending activity with abstracting,: cells form tissues, which form organs, which form systems, which makeup organisms. Read page 401 in text and discuss. Collect sequence chart for evaluation. Concept 3 After independently reading page 402 The students will dictate the parts of the circulatory system, which the teacher will write on the concept web that is on the overhead. The students will copy the concept web down in their notebooks off of the overhead. We will be filling in this chart as the chapter progresses. The concept web should have the circulatory system in the middle with heart, blood, and blood vessels coming off the branches. Teacher will quickly glance around to make sure charts are constructed correctly. Concept 4 Give students a diagram of the heart. Have them label the four chambers; left and right atrium, left and right ventricle, and the aorta using text page 404. Using this diagram as a guide, have students draw and label the heart in the correct spot on their own body outline from the initiating activity. The body outline will be used continually throughout the unit as the students learn about new parts and functions of both the circulatory and respiratory systems as part of the culminating activity. The final product will be displayed in the school highway, and evaluated according to the boy outline rubric. Have students go back to graphic organizer and add parts of the heart to the heart branch of the concept web. Use the CD ROM "The Human Body" number 18 to further investigate heart placement and fill out worksheet that goes along with the CD ROM. Collect the worksheets for evaluation. Concept 5 Students will use their diagram of the heart from concept 4, and using colored crayons (blue for oxygen poor blood and red for oxygen rich blood), color the diagram appropriately as you explain the flow of blood with aid of an overhead diagram of the heart. Use the Encarta 97 movie for the heart under circulatory system on LCD panel to demonstrate the relaxing and contracting of the heart. Using Think - Pair - Share strategy and their diagram of the heart, have students explain what they have learned. Teacher will walk around during Think-Pair-Share for informal assessment. |
have learned. Teacher will walk around during Think-Pair-Share for informal assessment.
Concept 6 Copy in their notebooks the diagram of the blood vessel on page 405 of their text. Color and label the diagram accordingly with red and blue crayon. These will be collected for evaluation. Discuss the transfer of blood between the vessels. On the outlines of our body with help from text page 406, draw in and label blood vessels On unit concept web fill in the types of blood vessels and functions on the blood vessel branch. Teacher will glance around room to make sure organizer is correct.
Concept 7 Read pages 407-408 and discuss the parts of the blood and the purpose of each. Then have students add these parts and purposes to their unit concept web on the blood branch. For an extending and refining activity Observe microscope slides of each type of blood cell. Have students determine the type of cell. Watch the Magic School Bus "Inside Ralphie" as reinforcement of parts of blood. Complete the Independent Practice worksheet for evaluation.
Concept 8 Have the students take a deep breath while holding their hand on their chest. Ask them what they observe and draw conclusions about their breathing for an extending and refining activity. Have students exhale while holding their hand on their chest and ask them what they observe and draw conclusions about breathing for an extending and refining activity. In text Read pages 411-412 to check their conclusions. Show CD ROM "The Human Body" number 11 on the LCD panel and observe the movie of the ribs expanding and relaxing and the function of the diaphragm during the breathing process. Have students fill out worksheet for "The Human Body" number 11 and collect for evaluation. In PSL investigation 2 letters A and B students investigate and graph on the computer; "What is Your Breathing Rate" and "how Much air do you Exhale". Collect worksheets for evaluation.
Concept 9 Use CD ROM "The Human Body" number 9 and 10 and complete worksheets to observe the path of a breath of air takes through the body and how it is filtered. Use CD ROM "the Human Body" number 12 and worksheet to map how the oxygen gets to the body's lungs and tissues. Have students complete Sequence Worksheet for the process of respiration. Then have students draw and label the parts of the respiratory system on their body outline. Teacher walks around and does an informal evaluation of students' drawings.
Concept 10 Have students place their hand on their throat where the larynx is located and talk about their observations and draw conclusions for a extending and refining activity. Read text page 415 to explain their observations. Place the larynx in the outline of their body and label. Use CD ROM "The Human Body" number 14 and worksheet to locate the larynx and describe functions and relationships. Collect worksheets for evaluation.
Learning Experiences
Procedural Knowledge
| What procedural knowledge will students be in the process of acquiring & integrating? As a result of this unit, students will be able to: |
What will be done to help students construct models, shape & internalize the knowledge? |
Describe what will be done. |
| Procedure 1 - Follow written and pictorial procedure. Procedure 2 - Measuring and Recording Data Procedure 3 - Constructing charts and graphs based on obtained data. Procedure 4 - Writing a Chronological Narrative Procedure 5 - Drawing Conclusions |
Teacher model with guided practice pointing out pitfalls for not following the procedures correctly. Provide a model of how to collect data on breathing rate and pulse rate, and then how to record it on data table. Teacher will provide example and text models of how data is to be collected and recorded. Sequence Graphic Organizer, Narrative Model, and a list of steps for completing the narrative model. Teacher will draw sample conclusions, Use of an inductive graphic organizer. |
In PSL students will have to follow a written procedure carefully to obtain correct information. In PSL students will follow teachers model to collect and record their own data for pulse rate and breathing rate. In PSL students will plot the pulse rate, breathing rate and heart rate. They will then read and compare data as an extending and refining activity. Construct a sequence graphic for the blood flow and airflow through the body and convert it to a text narrative. Compare data collected on PSL graphs, as an extending and refining activity, and draw conclusions about their own body systems and that of their classmates. |
Learning Experiences
Extending and Refining
| What knowledge will students be extending and refining? Specifically, they will be extending and refining their understanding of… |
What reasoning process will they be using? |
Describe what will be done. |
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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?
| Element #1 Topic Sentence |
Element #2 Supporting Details |
Element #3 Organization |
Element #4 Conclusion |
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Elements Scale |
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| Weights |
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| 4 |
Develops an accurate topic sentence that states the main idea from the graphic. |
Includes all sufficient information, but only information relating to the topic. |
Thoroughly and logically develops the narrative chronologically through the use of various appropriate transitions. |
Brings the narrative to a natural closing |
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Includes most sufficient information related to the topic but may not have a sufficient amount. |
Logically develops the narrative chronologically through the use of appropriate transitions. |
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Includes most sufficient information related to the topic, but also has information that is not related to the topic. |
Logically develops the narrative in places, but also may have incorrect sequential order and the use of inappropriate transitions. |
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Develops an inaccurate or inappropriate topic sentence that does not state the main idea from the graphic. |
Includes little information related to the topic, or has misinformation on topic. |
Develops the narrative in an illogical manner due to lack of sequential order, and/or lack of inappropriate use of transitions. |
Does not bring the narrative to a natural closing. |
NOTE: Rubric or other performance asessment instruments may be used.
Body Outline
| Element #1 Circulatory System Parts and Placement |
Element #2 Circulatory System labeling |
Element #3 Respiratory System Parts and Placement |
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| Elements Scale |
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| Weights |
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| 4 |
Have all parts of the circulatory system, and they are all located correctly in the body outline |
Have all parts of the circulatory system, and they are all labeled correctly in the body outline |
Have all parts of the respiratory system, and they are all located correctly in the body outline. |
| 3 |
Have most parts of the circulatory system located correctly in the body outline. |
Have most parts of the circulatory system labeled correctly in the body outline. |
Have most parts of the respiratory system located correctly in the body outline. |
| 2 |
Have most part of the circulatory system located correctly, but also includes some incorrect parts and placement. |
Have most parts of the circulatory system labeled correctly, but also includes some incorrect labeling. |
Have most part of the respiratory system located correctly, but also includes some incorrect parts and placement. |
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Have few parts of the circulatory system located correctly, and/or is missing parts. |
Have few parts of the circulatory system labeled correctly. |
Have few parts of the circulatory system located correctly, and/or is missing parts. |
Constructing a Holistic
Scoring Tool
(Rubric or Activity Specific Key)
Key Questions:
* How many score points are needed to discriminate among the full range of different degrees of understanding, proficiency, or quality?
This response, product, or performance provides evidence of understanding of concept/principle/generalization or proficiency in skill/process/strategy.
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Score Point 1 |
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Have You Considered These Yet?
Learn to Learn Skills:
Assessment Modifications:
Unit Schedule/Time Plan:
Written Overview:
BIBLIOGRAPHY
Body Book, The;Donald M. Silver and Patricia J. Wynne; Scholastic Professional Books; 1993.
Nature of Science; Investigating Bodies in Balance PSL; Edu Quest; IBM corporation; 1994.
Science in Your World, Macmillan/McGraw-Hill, 1991, Volume 6
Ultimate Human Body 2.0, The; Multimedia School Version; Irwin Publishing; 1997.
Ultimate Human Body, The CD ROM; Multimedia School Version; 1996.