Download NSES in my Critical Task Lessons

Hasseldeck 1
Brittany Hasseldeck
EDUC 140
Ms. Korb
September 27, 2008
Critical Task
Grade Level: Fifth Grade
Unit: Body Systems (Circulatory/Respiratory)
National Standard Addressed: Life Science (Content Standard C)
-Living systems at all levels of organization demonstrate complementary nature
of structure and function. (Grades 5-8)
- The human organism has systems for Digestion, respiration, reproduction,
circulation, excretion, movement, control, coordination, and protection from
disease. These systems interact with one another (Grades 5-8)
Purpose of Critical Task: The purpose of this critical task is to create a science
curriculum, planned with a specific grade level in mind and based on a specific National
Science Education Standard. The curriculum needs to show the understanding and
application of the chosen National Science Education Standard. The critical task
includes writing a resource analysis paper that relates to a specific concept area and
identifies basic assumptions, debates, and multiple perspectives, while providing ways
to relate these identifications to the chosen standard. Along with these identifications,
the student will also need to identify common misconceptions about the topic, as well as
include a variety of methods and resources to address the differing learning styles of
students.
Purpose of Teaching this Material: Life science is a very important concept throughout
the students lives. By introducing the students to two of the systems in the body, they
will have a better understanding of how their own body works. Along with this, students
will gain insight into why the body works the way it does and how the systems help each
other. This will all give them an increased understanding of not only how their own body
works, but how all living things live. This will help students have a better background
when they talk about this in more complexity later on in their education.
Misconceptions (Standard 1.2): Many students will begin this lesson with various
preconceptions or misconceptions on the way the body, specifically the circulatory and
respiratory systems, work. Many students will have ideas that are true and will have
good background knowledge on how the body works and what the purposes of these two
systems are. However, other students may have many misconceptions. Some of these
misconceptions may include: blood is vital to life (not the nutrients that the blood is
carrying), blood is made in the heart, blood flows through the entire body; it is not
contained in vessels, blood does not travel from the heart to the lungs. I think that this
unit will definitely work to change these misconceptions. For example, by reading the
book The Magic School Bus: Inside the Human Body the students will gain a general
idea of the body systems. The book introduces the path that the blood takes, therefore
clearing up the misconceptions that blood is made in the heart, blood flows through the
Hasseldeck 2
entire body and is not contained in vessels, and blood does not travel from the heart to
the lungs. The diagrams in the books aid in the ability for students to visualize the path
blood takes. Although this would just be an introduction on how to combat these
misconceptions, what they learn through the introduction of this book would be the
foundation for the rest of the unit in which we would explore more in depth the way the
body works. Another example of how to combat these misconceptions would be through
a field trip to the Children’s Hospital Education Center to learn about the Respiratory
system. The student will get to travel through the heart and lungs as a blood cell and
learn about blood and the reason it is important in these systems. This will build on
what the book taught the students and hopefully will increase their understanding of the
topic and change their misconceptions.
Lesson #1- The Circulatory and Respiratory Systems Working Together
Student Learning Performances (what I want my students to know/gain): I want my
students to understand the basic anatomy of the heart and the lungs and the
components that go with these systems (windpipe, blood, vessels, red/white blood cells,
etc). Also, I want students to have an increased understand of both how these systems
work alone, as well as how they work together. After doing this lesson the students will
not only have a better understanding of how the systems work together, but it will help
them build a better understanding for the next lesson which will look at the illnesses and
diseases that can happen in the lungs and heart and why they occur. Students will need
to understand why and how the systems function normally in order to understand why
the illness is indeed an illness. They will also need to be able to look critically at their
own knowledge (from concept maps, charts, partner work) in order to see what they
know at the end versus what they knew in the beginning.
Relationship to the Driving Question: This lesson will be based on the driving question:
“Why do we need a circulatory and respiratory system and how do they function
together to help us survive?” This question will allow students to look at the relationship
between the systems, rather than the systems as two separate entities and will help them
to understand the necessity of them functioning as a coherent system.
Materials: In order to complete this lesson, students will need a variety of materials.
We will need a class copy of the Magic School Bus: Inside the Human Body by Joanna
Cole, to introduce the unit. Along with this book, I want to use the book The Human
Body Revealed by Sue Davidson and Ben Morgan. (both shown below) This book shows
students a look at organs and body systems from the inside out as well as introduces
how they work together. Also, each student will need a copy of the Circulatory and
Respiratory Unit Packet. This packet will contain a diagram of the heart, the lungs,
pages to fill in vocabulary definitions, worksheets to supplement the activities,
information on how to find a pulse, as well as worksheets on breathing rate. The packet
will include question to guide the students learning (see example of students’ packet
below)
Since students will be learning how to look at pulse and breathing rate, they will
need stop watches so they can monitor how long they are taking their pulse for as well as
for when they do activities like running in place for 2 min and then look at their pulse.
Hasseldeck 3
Finally, students will be making a model of a lung. To do this activity (directions
listed below) they will need a plastic cup, a straw, a small plastic bag, a small balloon, a
rubber band, and scissor. Along with this, there will be guiding questions in the
Circulatory and Respiratory Unit Packet.
All of the materials listed above are age appropriate. When students make the
lung they will be given explicit directions, so there should be no problem. The books will
supplement the content and although the Magic School Bus is only listed as a grade 3
reading level, it will serve as a nice introduction to the material before the content is
covered in more depth. I will make the questions in the packet age appropriate and
based on what the students have done in previous grades, as well as previous units this
year. All of the other materials listed are very basic, so I anticipate no problems.
Instructional Strategies: During this lesson there will be whole group work, partner
work, and discussion. The majority of the experimenting and packet work will be done
with a partner or in a small group. Almost everyday there will be time to review what we
have learned the previous day as an entire group. Also, the reading of the books will be
done in a whole group setting, as will the review.
Cautions: There are no dangers that I can foresee. For the making lungs activity, I will
pre make the holes in all the cups to ensure that the students do not cut themselves.
Other than this, I will just need to make sure that the students can stay on top of all of
the information that is being covered in the unit.
Lesson 1 – Concept Maps: Students will make concept maps in to activate their prior
knowledge of the content area. It will also help me to see what they know, what they do
not know, and what misconceptions the students have before I begin teaching this
concept in depth.
To begin this exercise, students will be broken into pairs, and will complete a concept
map using the following terms:
- Heart, lungs, arteries, veins, ventricles, windpipe, respiration,
circulation, blood, pulse, breath, oxygen, and carbon dioxide.
-Students can add any other terms they know and feel are relevant to the
content.
After they have completed the map in their pairs, we will come back as a group and map
a large concept map on chart paper using the ideas from all of the groups. This will help
students see information that they did not know or did not think of, but other students
did. It will help introduce them to more ideas that we will be covering. However, this
could pose potential problems if one student shares a certain misconception with the
class, I do not want all of my students to then take on this misconception as well. To
assure this does not happen, I will direct the ideas so that if students have stated
misconceptions, I can ask them guiding questions about the information. This will help
because if I figure out the students statement was just a guess, we can put that idea aside
in the form of a question and then revisit it at the end of the unit.The class concept map
will hang in the classroom during the unit. After the unit, students will revisit their
individual concept maps using a different color to add the new ideas they have learned,
Hasseldeck 4
as well as remove information they now know is not accurate. We will also do the same
with the class map.
The main purpose of these maps will show me what students know about respiratory
and circulatory systems. Before students begin the concept maps we will have a brief
discussion on what the students already know about both systems. The teacher will
pose the simple question: “What do you already know about the circulatory and
respiratory systems?” Although though this is simple, it will allow students to essentially
drive the discussion. The teacher will interject when she feels fit and will ask questions
that guide this discussion further. This will help students to start collecting their ideas
before they break into groups to work on the concept map for this unit. This simple
question will also relate to the driving question of the lesson, “Why do we need a
circulatory and respiratory system and how do they function together to help us
survive?” This concept map exercise will help me see what they already know about the
question at the beginning and what they have learned about the question at the end.
After completing the concept maps, my student will have a better understand of what
they do and do not know at the beginning of the lesson, and when they are revisited at
the end the students will be able to see what they learned since the start of the unit.
After the concept maps, we will read the Magic School Bus: Inside the Human body by
Joanna Cole. This will give students a little more background knowledge on the
information we will be covering. We will not go very much in depth into the text, since it
is at a lower reading level. But, I hope that it will work to start students thinking on the
topic for the lesson. I want to try to start ridding students of their misconceptions, and
this book offers a general overview of the 2 body systems, along with others, and how
they work together, and work in general.
Assessment: I will assess students based on their ability to try to fill out the concept
map. I will make sure that each student is contributing with his/her partner so that one
person is not doing all of the work. To do this, I will walk around the class as the
students are completing the maps. I will monitor how they are working and I will stop
and ask groups to tell me about how they are structuring and organizing their concept
map. In the large group map I will assess the students solely by seeing if they are
contributing to the group map. I want to make sure that some idea from each group is
present on the board so students all think that they have valid ideas and opinions.
Lesson 2: Taking a pulse and monitoring breathing
In today’s lesson I will have students take a look at why we breathe and how your body
works to do this. In each students packet there will be a page that explains the idea of
how the respiratory and circulatory system works in simple terms that is taken from:
http://www.lung.ca/children/grades4_6/respiratory/why_we_breathe.html.
(See Appendix E for article).
The students will silently read these pages about breathing. This should be a great
introduction into the body systems and how they work, but will be a little more in depth
than the Magic School Bus book. Once the students finish reading, I will ask them to
find a partner and make a list of 5 things that they learned from this article. Also, I will
Hasseldeck 5
ask them to write a few sentences on what they learned about the heart and the lungs
working together. This will be turned in. I hope that this will motivate students to make
legitimate statements about what they learned, as well as, help them to think more
critically about how the body systems work together. I also hope that working with a
partner will allow the students to not only use each others’ ideas, but also allow them to
combine ideas and information from the text to create new ideas.
After, the students will reconvene as a group. I will go over how to take a pulse and what
‘taking a pulse’ even means. We will go over what parts of both systems are involved in
the pulse as well. Also, we will talk about how different activities can change the rate of
their pulse. I will ask them questions such as, “If your pulse increases, how do your heart
and lungs react? How does your breathing change when your pulse goes up? Why?” This
will tie directly into the driving question of “How the respiratory do and circulatory
systems work together?” I will also ask students for their input and questions about
pulse to make sure they have a thorough understanding. Then, I will break them into
pairs and they will fill out the ‘Heart and Blood Math’ worksheet together (Appendix A).
In this activity, the students will need to practice taking their pulses at rest and while
jumping for one minute and jogging for 2 minutes. They will then need to fill out a
worksheet on the amount of blood that is pumped on average during these activities.
This will also help them to relate respiration to circulation.
Assessment: I will collect students’ worksheets solely to see if their calculations were
correct. They will get 5 points for this assignment (1 point for each blank). Also, I will
just monitor students’ understanding of taking pulse and what it means by their
discussion and also as I walk around during their partner activity and see how well they
can take their pulse on their own. Finally, I will read over the new things that they have
learned from the article to see if they are where I think they should be. I will also look at
their ability to relate the circulatory system to the respiratory system after reading the
article.
Lesson 3: Making a Lung
Today I will have students use various materials to construct their own model of a lung.
I hope that by making the lung, students will have a better understanding of what they
have learned throughout the unit. I hope that essentially seeing a lung work, will fill in
any gaps that they may have about the ways these systems work. I took the experiment
from Activities for Teaching Science as Inquiry: Seventh Edition by Joel E. Bass, Terry
L. Contant, and Arthur A. Carin. (See Appendix D for complete experiment with
questions). I want the students to be able to better visualize how their lungs work, since
it is something that they cannot physically see. I hope this will help both the visual and
kinesthetic learners have a better understanding of the concepts.
In order to do this experiment I will split the class into groups of four. Each group will
make their own model. The students will also answer guided questions as they make and
explore the model. ( guiding questions included within lesson)However, before the
students begin the experiment I want them to hypothesize on how they think the
materials they have are going to be utilized to make the lung and which object they think
will represent which part of the lung. Once they make the lung, I will have them go back
Hasseldeck 6
and see if they were correct in their hypotheses. The students will work together to try to
answer these as they construct their lung and investigate how it works. I want them to
make connections between what their “home made” lung and a real lung. I hope they
will be able to see that the parts of their lung correlate directly with the parts of a real
lung. After students have finished making the lung and answering the questions, I will
reconvene the class and have a discussion on what they found. I will use this time to
relate the way the lung works to the pulse activity we did the previous day. I want
students to be able to see how breathing and heart rate are connected. The activity from
the previous day did this; however, I think that seeing a “lung” work will aid in this
understanding.
Assessment: Students will be assessed by their ability to work in the group. Also, they
will be assessed by their ability to participate in the discussion. If some students leave
the activity with the wrong information, it will show me that I needed to have guided
them more during the experiment and it will also allow me to see what I need to review
the following day. Finally, I will collect the booklets and look at the questions which the
students completed during the experiment.
Lesson 4:Field Trip
As the end of the unit neared, I would take students on a field trip to the Children’s
Hospital Education Center. They offer a lot of great field trips for students on a variety
of topics.
“CHEC programs meet national and state health education standards,
guaranteeing high-quality learning. Powerful prevention education - including
cool technology, engaging models and props - makes learning healthy habits fun
for all ages, and hands-on activities make the learning stick!”
The field trip that I chose was a Respiratory System field trip geared to kids in
grades 4-5. I think it will be perfect for all of the kinesthetic learners in my classroom.
The field trip will allow students to learn a lot of information, as well as build on what
they have been learning in class. They will also get to take an active role in the things
that they are learning about. The students will have a better understanding of how the
two body systems work together because they will essentially become part of these 2
systems. The students will be a cell and will travel through the systems as they work to
support a “body”. They learn what the roles of the systems are and then put those ideas
into place as they become part of the system. I think that the kinesthetic aspect will be
very helpful to many learners. It will allow them to put everything they have learned in
the classroom setting into something they can visualize, as well, as do. It will help the
knowledge become more concrete through a different type of learning.
“After learning about the parts of the respiratory system, students become cells as
they travel through our new heart and lungs maze. Students also learn about
harmful substances and diseases that can affect their respiratory system, and
learn what they can do to keep it healthy” (http://www.bluekids.org/educators/fto.asp).
Since the field trip only is about 7o minutes, it will not consume the whole day,
however, since the students will be in a science mindset, I decided to use the whole to
Hasseldeck 7
cement the knowledge they already have about the topic as well as try to reinforce what
they learn on the field trip. In the morning, before they leave for the field trip, I will read
the book The Human Body Revealed by Sue Davidson (Appendix B). This is a great
trade book that gives students a look at the body from the inside out. I thought this
would get the students ready for what they were going to be doing on the field trip. Since
they will “be cells” at the CHW Education Center, I thought looking at the inside of the
body would spark their interest in what we were about to embark on. Also, as we are
reading, I would ask students questions to guide their thinking and help them to make
connections from what we were reading to what we have already learned so far. I am
hoping most of the information will be a review.
After the field trip, I will have the students write a journal entry about the day. I will give
them a significant amount of time to do this. They will need to include 3 things that they
learned on the trip, 3 things that were covered that they already knew what their favorite
part of the trip was, and what their least favorite part of the trip was. This will be
interesting to see what students have retained from the other lesson. It will be a good
gage into what students really know and don’t know. Much of the information presented
on the field trip should be a review, but it will be nice to see what information has not
exactly stuck which I will find out through their journal entries.
Formal Assessment: The students will be formally assessed on their journals using the
rubric in Appendix C. It will be worth 25 points and will be graded based on grammar,
content, organization, ability to understand ideas, and effort.
Assessment: The students will be assessed by their participation in the questions asked
in the beginning of the day and also by their behaviors on the field trip.
Explanation of Trade Books and Websites (Standard 1.12):
The Magic School Bus: Inside the Human Body ( Appendix B): The first book I used was
The Magic School Bus: Inside the Human Body By Joanna Cole. Like I have previously
stated, this is a 3rd grade reading level, but has great drawings and facts that’s will
introduce the content to the students. It will sever more as an introduction/creating
interest part of the lesson, rather than a crucial source of information.
The Human Body (Appendix B): The second book that was used was The Human Body
by Sue Davidson. This is a really great book that lets you look inside the body in a way
that most will never get to see. It really allows students to have a deeper understanding
of what is going on inside of them every day.
Appropriate for Grade Level (Standard 1.12): The first text, The Magic School Bus:
Inside the Human Body, will be easy for my students. However, since the book gives and
introduction into key ideas that we will be covering in the unit, I feel that it will be a nice
introduction activity.
The text, The Human Body, is at the students’ instructional reading level; it is a 6-8
grade level book. This is perfect for the students because I will be reading the book to
them. If they were to try to read it on their own they would encounter words that they
Hasseldeck 8
would not be able to decode accurately. Therefore, by having it read to them and being
asked questions as we go along they will be able to better grasp the concepts.
Engages Students (Standard 1.10): Since this lesson is a week long, it encompasses a
variety of activities that should cater to the learning styles of all of the students. If a
student finds that one activity is particularly challenging or is less interesting, there is a
great chance that the next day the activity will be easier for, or better capture the
interest of, that specific child. I will be making sure that all students are actively
involved in whatever activity we are doing, and will be assisting students who may be
struggling at various points.
Authenticity (Standard 1.8): To assess these lessons, I will be monitoring students work
both through written and oral fashions. The answers that the students write on their
worksheets will be a written assessment. However, since students are doing a lot of
partner work, I need to make sure that they are comprehending individually and are not
just copying the work of their group members/partners. I will gage this through student
responses in our discussions. Also, as the students are working on their worksheets, I
will question students’ ideas and work to see if they can explain to me the
concepts/answers. This will work towards all the students because certain students may
be able to write their ideas down better, whereas others may be better at conveying their
ideas orally. This is authentic because I am varying my assessment style, as well as my
teaching style. Throughout the unit students will have a variety of ways to attain the
same information, which will hopefully aid in their ability to make the knowledge
concrete.
Misconceptions (Standard 1.2): This lesson works to change students’ misconceptions
because in the beginning they create a concept map with their original ideas and
information and on the last day, the students are able to go back and change their
original ideas. This will allow students to realize their own misconceptions, as well as
see what they already knew as correct information. Also, throughout the unit I am trying
to break the common misconceptions that students have, by introducing them to the
correct information.
National Science Education Standards (Standard 1.1): This lesson adheres
to the National Science Education Standard for Life Science (Content
Standard C). This states that students should learn: 1.Living systems at all
levels of organization demonstrate complementary nature of structure and
function. (Grades 5-8) 2. The human organism has systems for Digestion,
respiration, reproduction, circulation, excretion, movement, control,
coordination, and protection from disease. These systems interact with one
another (Grades 5-8)
1. This lesson demonstrated the basic structure of both the respiratory and
circulatory systems. Through our labeling of the charts, the trade books,
and the models of the heart and lungs, the students were able to grasp the
location and function of parts of the heart and lungs.
2. Through the field trip to The Children’s Hospital Education Center,
student essentially became part of these systems and saw how one cell
Hasseldeck 9
interacts with all parts. They became witness to the ways in which one
system helps the other system work. This was also shown in the pulse
activity because students saw the relationship between breathing rate and
pulse, or respiration and circulation.
Importance of the Scientific Method (Standard 1.1): The students utilized the scientific
method as they were making the lung. They had to hypothesize about how the ordinary
objects were going to come together to make the complex organ, the lung. Then, after
they were finished they had to take what they learned from the experiment and use it see
what was correct and incorrect in their original thinking. Also, the guiding questions
throughout will allow students to have to observe how the lung works and make them
utilize their background knowledge to answer the questions.
Science is a Dynamic & Changing Field (Standard 1.8): In the making the lung lesson,
the students need to hypothesize on what they think is going to happen and how they
think the lung will represent what an actual lung does. This is stretching students
thinking and showing them that there is not only one concrete answer to everything in
science, but that it is dynamic and there can be multiple view points.
A similar stance is shown in the taking pulse and breathing activity. The students need
to explore how to take the pulse of others, as well as the affects that various activities
have on pulse. By doing this on their own, they are free to explore and see that different
scenarios and stimuli have a large affect on our bodies. That our bodies change and how
we react changes as well. However, the fact that students figure this out on their own
shows the dynamic nature of science.
Various Learning Perspective & How Students Construct an Understanding
(Standard 1.5): It is apparent that students learn in many different ways, and it is the
teacher’s job to cater to the needs of all of the different types of learners. I believe these
lessons provide many ways for students to learn. By presenting the material in a variety
of ways, all of the different types of learners will be addressed.
I used text in the two trade books (visual and text), the websites, and the booklets with
the heart and lung worksheets and information. I helped visual learners through the
trade books, the models of the heart and lungs, and by seeing the finished lung in the
“create a lung exercise”. Along with this, the visual learners would like making the
posters and power points and would probably find looking at all of the ideas in a concept
map helpful. Kinesthetic learners were addressed when we went on the field trip and
became a cell, as well as when we were actually working on making the lung. I also
incorporate technology for the students in the research assignment.
Besides offering a variety of activities, students were able to work in a variety of ways
too. Students were able to work alone, in pairs, and as a class. This way the more
outgoing learners could make their ideas known in group discussions and more timid
learners would still be heard when they were sharing their ideas in pairs.
Hasseldeck 10
I also assessed in a variety of ways. I looked at the work/ participation of students when
they were working in partners and as a class. I also looked at the work they completed
on the worksheets. Finally, I assessed their oral ability to present information in the
presentations, as well as when I would go around and meet individually with the groups
and have them explain what they are working on.
Appendix A: Worksheets
Heart and Blood Math
Facts: About 80 ml of blood is sent through the heart with each contraction
Your body has about 5 L of blood
Your heart weighs 1 lb
The adult heart is 5 inches long and 5.5 inches wide. A good way to see the size of
your heart is to look at your closed fist.
Sample Problem: If my heart beats 75 times per minute. How much blood is sent
through my body?
75 beats/minute x 80mL/beat= 6000 mL
Questions:
1. How much blood does your heart pump in one minute?
Pulse
Blood in ML
Blood in L
A.) at rest
________
_________
_________
B.) after jumping in place for 1 min
________
_________
_________
C.) after running in place for 2 min
________
_________
_________
2. Based on the information you found in question one, does it take more or less than 1
minute for the entire volume of blood to be pumped through your body?
3. Look at your fist. About how many inches wide and long would your heart be?
Width (in inches): _____________
Length (in inches):_____________
Hasseldeck 11
4. How many breaths do you take in 15 seconds when:
Number of Breaths
a. you are at rest
_________________
b. after you jog in place for 1 minute
_________________
c. after you run in place for 2 minutes
_________________
5. How does this relate to what you found in question number 1?
Appendix B: Books
The Magic School Bus: Inside the Human Body by Joanna Cole
Excerpts from “The Magic School Bus: Inside the Human Body”
“The next thing we knew we had flowed into the heart. “Inside the heart are 4
hollow chambers,” said Ms. F. “Each chamber is a little pump.” The two chambers on
the right side of the heart took in used blood from the body and pumped it to the
lungs.”(Cole, p.17)
“From the lungs, our red blood cells carried us back to the heart. This time we
were on the left side of the heart—the side that pumps fresh blood back to the body
again. “Kids, it looks as if these red blood cells are on their way to the brain,” said Ms.
Frizzle.” (Cole, p.18)
The Human Body by Sue Davidson
“Eight fantastic see-through rages reveal the intrical workings of the human body. Turn
each transparent layer to discover: what's inside your head; why your heart beats; where
your food goes; how your limbs move. Specialist photograph and cutting-edge graphic
techniques combine to illustrate just how the body works.”
( http://www.strandbooks.com/app/www/p/profile/?isbn=09780789488824 )
Appendix C: Rubrics
Journal Rubric: 25 pts.
5 (Excellent)
4 (Good)
2-3 (Fair)
0-1 (Poor)
Hasseldeck 12
Content
Comprehensibility
Organization
Effort
Selected items
that are important
and help make
content
interesting; the
details focus on
the most
important
information.
Choices help the
reader see things
in a new way.
Can understand
all of what is
being
communicated.
Journal entry is
logical and
effective.
Exceeds the
requirements of
the assignment
and have put care
and effort into
the process.
Journal is highly
polished; no
grammar or
spelling errors.
Selected items
that are important
in discussing the
activities for the
week; the details
help the reader
see things about
the items in
interesting ways.
Select items and
details that
discuss the
activities for the
week, but they
not be very
important.
Select items and
details that are
not important or
relevant.
Can understand
most of what is
being
communicated.
Journal entry is
generally logical
and effective
with a few minor
problems.
Fulfills all of the
requirements of
the assignment.
Can understand
less than half of
what is being
communicated.
Journal entry is
somewhat
illogical and
confusing in
places.
Fulfills some of
the requirements
of the
assignment.
Can understand
little of what is
being
communicated.
Journal entry
lacks logical
order and
organization.
Fulfills few of
the requirements
of the
assignment.
Journal is
Journal is
Inadequate
Grammar,
polished;
adequate;
discussion; more
Mechanics,
maximum of one maximum of two than two spelling
Spelling, and
grammar or
grammar or
or grammar
Sentence
spelling error.
spelling errors.
errors.
Structure
(Rubric taken from: http://csc.colstate.edu/summers/NOTES/5555history/Grading%20Rubric-Journal.htm)
Appendix D: Lung/Heart Article
Article Taken From:
http://www.lung.ca/children/grades4_6/respiratory/why_we_breathe.html
Why do we breathe?
Your body is made up of tiny cells, each of which has a special job that keeps you alive.
Every cell in your body needs a special gas called oxygen, that allows the cell to get
energy from the food you eat. Oxygen in the air is brought into your lungs. That's when
your blood picks it up and brings it to your cells.
Hasseldeck 13
Another gas, called carbon dioxide is a waste product of your cells. It is very
dangerous if it builds up in your body. Your blood carries the carbon dioxide from your
cells to your lungs, to let you breathe out all the bad gas!
When we exercise, our cells are working harder, and they need more oxygen. They also
produce more carbon dioxide. That's why you breathe faster when you exercise!
You have probably noticed that when you're exercising, your heart beats more quickly.
That's so that the blood can carry oxygen to your cells faster!
Your heart and lungs work together to make sure every cell in your body gets enough
oxygen.
What do you think happens to the speed of our breathing when we're resting?
When you rest, your cells aren't working very hard, so they need less oxygen. They also
produce less carbon dioxide. This means that you don't need to breathe as often as
when you're moving around. Remember that because the heart and lungs work as a
team, when your lungs are not working hard, your heart is not working hard either.