Circulatory System

Introduction

Circulatory System

Essential Question:

How does the structure of circulatory system affect its function?

Students will be placed in groups to analyze the circulatory system. There is both an individual task as well as a group task.  Personalized learning will be realized through the STEM activities that students may complete individually, with a partner, or a small group.

Extension: After analyzing the human body systems develop a presentation to persuade a third party that the circulatory system is the most important system to the body.

Task

Individual task:

1.Students will complete a reproduction of the systems of the human body using a life-sized paper outline with system parts placed correctly in the cut out. (This will be an on-going task throughout each webquest of the other human body systems.)

2. Complete one of the STEM activities for the circulatory system. This can be done individually, with a partner, or a small group.

Report:

Create a report that answers these questions:

  1. Name of your system.
  2. Location of your system.
  3. Role your system plays in the body.
  4. Parts that make up your system.
  5. Functions of the parts in your system.
  6. Does this system work with other systems in the body? If so which ones and how?
  7. Ways to keep your system running smoothly
  8. If your system doesn’t function properly what could happen?
  9. Why is your system important to the body?

Be sure to review rubric in the Evaluation portion before starting.

Extension:

Perpare a persuasive presentation to convice a third party that the human body system you have chosen is the most important system in the body.

Process

Circulatory System

Report:
Write a report that answers these questions:
  1. Name of your system.
  2. Location of your system.
  3. Role your system plays in the body.
  4. Parts that make up your system.
  5. Functions of the parts in your system.
  6. Does this system work with other systems in the body? If so which ones and how?
  7. Ways to keep your system running smoothly
  8. If your system doesn’t function properly what could happen?
  9. Why is your system important to the body?
Step 1 - Collecting Information and Graphics
Make a collection of information and graphics relating to your body system. Choose a graphic organizer to record your answers. Please remember to copy the web addresses of the Internet sites that you get your information from and/or any additional sources you used.  
Step 2 –Write the report about the circulatory system. Be sure that sources of information are cited in your presentation. 
Step 3 - Have 2 students read your report and give Academic Feedback, then write your final copy.
Step 4 - Share your information with your group so that they are able to complete their body outline

Individual task:
Create the circulatory system on the side of your cut-out that you placed the nervous system on. Part should include the heart, blood, and the blood vessels.

STEM Activities:
Choose one of these activities to complete independently, with a partner, or small group.
Heart Rate and Exercise (Science)
Objective: To determine if exercise affects heart rate.
Materials: ·  stop watch
Procedures: Design an experiment to determine if exercise effects heart rate. Remember to create the experiment using the scientific method.
Assessment: Write a summary of your results. Be sure to answer these questions. How did exercise affect heart rate? Did the type or length of exercise make a difference.

Circulatory System (Engineering)
Objective: Design a mock circulatory system that can distribute water to five “cells” in your body.
Materials: Plastic container (water bottle), straws, scissors, tape, 5 cups, balloons
Procedures
:
1. Sketch ideas for your design, figuring out how the system will work to fill up all the cells at the same time.
2. Use the materials listed (or other materials) to construct your circulatory system. 
3. Check to see whether or not you have any leaks in your pipes. Also check to see if you need to add any valves to control the flow of “blood.” 
4. Pour water into the entry part of your circulatory system and watch how it flows!
Assessment:  Water is pumped into all five containers without leaks. All parts are labeled. A paragraph explaining how the circulatory system was contructed.

Heart Rates of Adults and Students Measurement (Math)
Objective: To compare heart rates of adults and children 
Procedures:

1. Find the number of heartbeats in 1 minute (heart rate) for at least 5 adults.

2. Find the number of heartbeats in 1 minute (heart rate) for at least 5 students.

3. Make a graph of your findings.

4. Find the average heart rate for adults and students.

5. Write a paragraph answering these questions:

  • What is the difference in heart beats per minute of you and the average of the adults?
  • What is the difference in the highest and lowest heart rate of the children on the graph?
  • What is the difference in the highest and lowest heart rate of the adults on the graph?
  • How do the heart rates of adults and students compare?

 

 Assessment:
  • Record your data into a graph.  Answer the questions, making sure the comparison explains your thinking.
  
  


Resources
 

Evaluation

REPORT RUBRIC

 

 

Exemplary

Proficient

Partially  Proficient

Unsatisfactory

 Information

Accurate  information taken from several sources. All sources are cited.

Accurate information taken from a couple of sources. Some sources cited.

Accurate  information taken from a couple of sources but no sources are cited.

Information  taken from only one source and/or information not accurate or cited.

Group

Students  worked well together and class time was not wasted. All group members contributed  equally.

Students  worked well together most of the time and little class time was wasted. Most group  members contributed equally.

Students  worked well together some of the time and half the class time was wasted. A  few group members did a majority of the work.

Students  rarely worked well together and the majority of class time was wasted.

Report

Format

Report is organized, creative,has an interesting hook. and a variety of detailed sentences.

Report is mostly organized and detailed. Some variety sentences is present. 

Report  shows a little organization and detail. Sentences are choppy and have little detail..

Report  shows no organization or detail. No creativity is present.

 

 


 

 

Individual Task

(will be assessed at the end of human body systems' unit)

4 - Exemplary

3 -  Proficient

2 – Partially  Proficient

1 -  Unsatisfactory

Body model correctly displays all systems.  Student is able to describe the parts of each system and function of those  parts within the system. Student is able to describe how the systems are interdependent.

Body model  correctly displays all systems. Student is able to describe the most of the parts  of each system and function of those parts within the system. Student is able  to describe how most of the systems are interdependent.

Body model displays  most systems correctly. Student is able to describe some of the parts of each  system and function of those parts within the system. Student is able to  describe how some of the systems are interdependent.

Body model displays  most systems correctly. Student is able to describe few of the parts of each  system and function of those parts within the system. Student is able to  describe how few of the systems are interdependent.

 

 


 

STEM Activity Rubric

 

4 - Exemplary

3 - Proficient

2 – Partially Proficient

1 - Unsatisfactory

Project

All  procedures for the activity were followed, and done accurately.

All  procedures for the activity were followed, and done with few mistakes.

Most  procedures for the activity were followed, but contained several mistakes.

Some  procedures for the activity were followed, and contained many mistakes.

Written Responses

All  questions in the assessment were answered thoroughly, and showed higher  thinking. Few grammatical mistakes were made.

All  questions in the assessment were answered, but few showed higher level  thinking. Few grammatical mistakes were made.

All  questions in the assessment were answered, but on a superficial level.  Several grammatical mistakes may have been made.

Most  questions in the assessment were answered, but on a superficial level. Many  grammatical mistakes may have been made.