Module 3

III. The students will understand the purpose and anatomical features of the circulatory system.  Key content includes

  • location, function, and structure of the heart;
  • factors that affect cardiac output, stroke volume, and regulation of heart rate.

1.2       The student will construct programs to accomplish tasks as a means of creative   expression using a block based programming language or unplugged activities, either independently or collaboratively including

a) sequencing, ordinal numbers; and

b) simple loops (patterns and repetition).

Students will know how blood flows through the heart and to the rest of the body.

Students will understand that blood flow is key to maintaining the rest of the body’s metabolic processes.

Students will describe how blood flows through the heart and the rest of the body.

Students will be able to create and design their own cartoon in relation to blood flow.

Students will be able to create a song or diagram using a computer science program explaining the flow of blood.

  1. The class will start with a discussion to see what students already know about blood flow. Questions include: What is the difference in deoxygenated blood verses oxygenated? Where does blood enter the heart? Where does blood exit the heart? Where does oxygenated blood go once it exits the heart? Where does deoxygenated blood go once it exits the heart? (5 minutes)
  2. Students will do individual research to learn about how blood flows through the heart. This research will be done online on computers or through complete anatomy application. I will provide guidelines for what students should be researching and learning. (15 minutes)
  3. In groups of two’s students will create a song or presentation explaining how blood flows through the heart. They should be sure to explain how deoxygenated blood enters, flows, and exits the heart, and where it goes. They should also explain how oxygenated blood enters, flows, and exits the heart, and where it goes to the rest of the body. Students will be sharing computers between two people and will create their presentations using SCRATCH. This will be introduced with a quick overall tutorial. Students can ask me questions, and can view other tutorials to create their best project. Groups will be created by me and all students will be paired with someone they might not know but will work best with to understand the topic. (45 minutes)
  4. Students will present their song or presentation to the rest of the class. This can be done by showing what they created on a computer and overhead projector, or by sharing the link to their SCRATCH on a class discussion board. (20 minutes)
  5. I will go back over exactly the route of blood through the heart and the rest of the body to solidify what students should have learned through this lesson. (5 minutes)

If there are computer issues I will start by presenting the flow of blood to students so they know the pathway, and then I will have students group together and either create a song or presentation to present to the class after their allotted time is up.

Students are expected to be on their best behavior when using the computers and creating their SCRATCH. I think because this activity does not involve entirely science SOL’s students will be actively engaged in what they are doing.

Pre-assessment: class discussion

Formative assessment: Flow of blood SCRATCH project. This will be graded for accuracy to ensure they know the complete pathway blood flows through the heart.

https://scratch.mit.edu/projects/editor/


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