Download Journey through the Body - An Engineering Design

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Status: Published
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Resource ID#: 42967
Journey through the Body - An Engineering Design
Challenge
This Engineering Design Challenge is intended to help students apply the concepts of the human body and organ systems from SC.6.L.14.5. It is
not intended as an initial introduction to this benchmark.
Subject(s): English Language Arts, Science
Grade Level(s): 6
Intended Audience: Educators
Suggested Technology: Computer for Presenter,
Computers for Students, Overhead Projector,
Speakers/Headphones, Computer Media Player
Instructional Time: 5 Hour(s) 50 Minute(s)
Resource supports reading in content area: Yes
Freely Available: Yes
Keywords: organ systems, circulatory, respiratory, digestive, model, EDC, Engineering Design Challenge
Resource Collection: CPALMS Lesson Plan Development Initiative
ATTACHMENTS
Engineering Design Rubric Disney Body System Ride.pdf
Imagineer Report for Journey through the Body for notebook CIRCULATORY.pdf
Imagineer Report for Journey through the Body for notebook DIGESTIVE.pdf
Imagineer Report for Journey through the Body for notebook RESPIRATORY.pdf
Self and Peer Analysis Rubric.pdf
LESSON CONTENT
Lesson Plan Template: Guided or Open Inquiry
Learning Objectives: What will students know and be able to do as a result of this lesson?
Students will design and construct prototypes of a Disney ride that travels through a body system (circulatory, respiratory, or digestive). The model must include
major organs of the system, and organs must be correctly placed relative to other organs.
Students will keep careful records of peer and self reviews of the first prototype and modify the models based on the analysis.
Students will present the prototype at a "conference," discussing the merits of their design, and citing evidence in support of their design.
Students will evaluate other designs and will describe the features of a successful Disney body system ride.
Students will work collaboratively and create a presentation (e.g., PowerPoint,iMovie, Google Doc presentation) that describes their ride and includes the following
elements:
Description of each major organ and its position along the ride.
Script explaining the process that occurs in each major organ. ?
Multimedia components (e.g., pictures, images, songs, music) to support the presentation.
Note: This lesson includes directions to have some students create a model of the digestive system. You will need to determine the maturity level of your students and
decide if you will include this system.
page 1 of 5 Prior Knowledge: What prior knowledge should students have for this lesson?
Use the formative assessment questions to determine any review needed.
Students should be familiar with the use of models in scientific study.
Additionally, students should have received instruction in the body systems and how they work together, especially the circulatory, respiratory, and digestive
systems.
Guiding Questions: What are the guiding questions for this lesson?
1. How accurate is your model of your assigned organ system?
2. Are the organs placed in the correct position, relative to other organs?
3. What organs from other body systems should be included and why?
4. Can you follow the path through the system?
Introduction: How will the teacher inform students of the intent of the lesson? How will students understand or develop an
investigable question?
Day 1:
1. Pass out the Imagineer Reports. There are three different Imagineer Reports attached (circulatory, respiratory, and digestive). (See Recommendations for options)
2. Ask students, "Who has been to a Walt Disney World park (or another theme park)?" Give students a minute to turn to a shoulder partner and talk about the aspects
of rides that make them memorable. Allow students to share some ideas.
3. Show the students clips from several videos of Disney rides (Hint: fast forward to 1-2 minutes into the video OR direct the students' attention to the detail that is
incorporated even in the line area):
1. Pirates of the Caribbean https://www.youtube.com/embed/olMfT5xoMro
2. Big Thunder Mountain https://www.youtube.com/embed/cyTuBWxzSQA
3. Peter Pan's Flight https://www.youtube.com/embed/HQYM8AWpW-M
4. Buzz Lightyear https://www.youtube.com/embed/1Yg1KQqPcqM
5. Body Wars (retired EPCOT ride) https://www.youtube.com/embed/Iieq1rSqDJY
4. After watching the videos, instruct the students to write down characteristics of the rides that make them unique. Ask the students to talk to a shoulder partner
about aspects of the rides that make them quality rides. Allow time for students to share with the group. Write down ideas on an anchor chart.
5. Introduce Challenge Question: How can you design a Disney ride with many Disney qualities that accurately moves through a body system?
6. Explain to the students that they are Imagineers. They are being recruited by Walt Disney World to create a new ride for EPCOT to replace the old Body Wars ride.
Disney needs a new team of Imagineers who is knowledgeable about the body and organ systems. Each team is competing for a chance to work with Disney.
7. Have the students form groups of 3-4 students per team. The teams should decide upon a name and record in their Imagineer Reports.
8. Show students "Inside Walt Disney Imagineering - Version 1.0" https://www.youtube.com/embed/MAE_OgMrkaQ. Students should record ideas that make Disney
rides unique in their Engineer Reports.
9. After the video, ask students to share qualities that make Disney rides unique (e.g., entertaining, many details, tells one big story, make it look magical to guests)
and add them to the anchor list. Explain that they will be using this list to develop criteria for the models rides they will be designing later in the lesson.
Investigate: What will the teacher do to give students an opportunity to develop, try, revise, and implement their own methods to
gather data?
1. Explain the Engineer/Design Challenge Process graphic (attached) (refer to chart of graphic, if posted), Phase 1.
Explain that we are now in Phase 1: Identifying the Problem. In this stage, engineers identify the problem and identify areas they need to consider when they
design their solution. These considerations are part of the "specifications" for the solution.
After they identify the specifications, they brainstorm possible solutions. Engineers usually brainstorm many solutions before they settle on the best one to build.
Stress that they shouldn't stop at the first idea they get - they should think of several ideas before choosing the one that best fits the specifications.
After they decide on a solution, engineers make a drawing of their idea so they can begin to work out the details of the design (material needed, size, etc.).
Once they have a plan approved by the Project Head (teacher), they build a model of their design to test it. This model is called a "prototype."
2. Briefly show them Phases 2 and 3 of the Engineer/Design Challenge Process graphic, but explain that they will be getting more details about those later in the
challenge.
3. Guide the class in developing the question: How can you design a Disney ride with many Disney qualities that accurately moves through a body system? Explain to
students that they will be completing the following parts:
Design a ride through the assigned organ system. The ride design should include the specifications determined by the class (see step #4 below).
Organs should be placed in the correct position relative to the other organs of the system (e.g., the mouth is the first "room" in the digestive system).
Create a story to be told as guests travel through the organ system. Later, teams will create a presentation (e.g., PowerPoint, iMovie, Photostory) that tells the
story. When they attend the Imagineers conference, the teams will share their presentations in addition to sharing their prototypes.
4. With the class, develop the specifications of the problem:
Teams must design and create a ride using the materials provided.
The model of the body system must include the major organs for that system (see Imagineer Reports for organ system specifications).
Additional specifications suggested by the group. The Imagineer Report contains a Self Rubric and a Peer Rubric with empty spaces for students to add criteria.
Use the anchor chart list to fill in the 4 remaining spaces. Teams will use the rubrics after creating the first prototype.
5. Explain to students that each team has been assigned an organ system (e.g., circulatory, respiratory, and digestive). Remind the students that the rides must be
family-friendly and to use good judgments about the design of the digestive system. Pass out diagrams of the specific organ system to each team. Remind students
that they must include the organs listed on the Imagineer Report but can include additional organs if they choose (ex. Pancreas in the digestive system, spleen in
the circulatory system).
Day 2-4:
1. Students get back into their teams and complete Phase 1 (Steps #1-5 above) on the Imagineer Report. (Hint: Tell students that, as Project Head, you cannot give
them ideas, but you can help clarify. One idea is to tell them that you will only be able to ask questions, not answer any. For example, if a student asks if you think
their design will work, respond with, "Does it meet our specifications?" - Feedback to Students)
2. Once the teams have a design and materials list (selected from the list ontheImagineer Report), they will bring the report to you for approval. As students bring you
their plans, ask:
How does blood circulate through the body?
What happens when we breathe?
What is the path food travels in the digestive system?
page 2 of 5 Formative assessment - Does the student understand how substances moves through the body?
How accurate is your model of the organ system?
Are organs placed in the correct position, relative to other organs?
Feedback to Students - What organs from other body systems should be included and why?
3. After teams receive approval for their designs, they can collect their materials and build their prototypes.
Analyze: How will the teacher help students determine a way to represent, analyze, and interpret the data they collect?
Days 5-6:
1. Gather the student teams together and tell them that we are moving into Phase 2: Testing.
Refer to the Engineer/Design Challenge Process graphic (if posted). Explain that engineers test their prototypes before they present them. The purpose of
testing is to work out all the "bugs" in a design before showing it to others.
So, they test the design under the conditions of the challenge, analyze the results of the test to see what worked well on the design and what needs to be
improved, then they modify their design to fix the things that need to be improved while keeping the things that worked well.
After modifying, they go back to test again, continuing the test - analyze - modify cycle until they feel their solution is complete.
2. With the students, discuss the testing they will use. Ask, "How will we test our designs?"
For our challenge, students will use the rubrics they developed to analyze their models. First, each team will assess their own model using the Self Rubric.
Then, teams will trade places with another team and complete the Peer Rubric. Allow teams time to explain the Peer Rubric ratings. Team members should
take notes in their Imagineer Reports when the reviewing team is explaining its analysis.
3. After meeting with another team and discussing the rubrics with team members, students will complete the Test Analysis section on Imagineer's Report (attached).
4. Students bring Test Analysis section to Project Head for approval signature BEFORE they modify. Discuss the students' finding with each Imagineer team (Feedback
to Students). One note: Some students may have a hard time with modifying their current design and instead want to start over with a new design. There is usually
something that works in every design - help the team find those things that they can build on. Starting over with a new design each time defeats the purpose of the
Engineer Design Process.
5. Encourage all teams to complete at least 2 test - analyze - modify cycles. Remind them that they need Project Head approval at the end of each analysis.
Closure: What will the teacher do to bring the lesson to a close? How will the students make sense of the investigation?
Day 7:
Note: Add 2-3 additional days to complete the computer presentation if you choose to complete it during the Science block. The directions for the presentation are
included in the Engineer Report. See note in Recommendations about completing the presentation during the Language Arts block.
1. Gather the student teams together and tell them that we are moving into Phase 3: Presentation. Refer to the Engineer/Design Challenge Process graphic (if posted).
Explain that, after testing is completed engineers present their final prototype for "public comment." This public comment could be with the customer who ordered
the project, the people who will be using the project, or some other interested party. In our case, we are presenting our prototypes to Walt Disney World
Imagineers. In an Imagineers' Conference/Community Meeting, the teacher tells students that when another Imagineering team is presenting, the rest of the class
will play the role of Disney representatives. They need to listen carefully and critically to the presentations to determine which team offers the best design.
2. Students present their prototypes.
3. Have a question and answer period after each presentation: Project Head: Prompt them to use their evidence to support their claims of effectiveness (Formative
Assessment - Are they accurately describing the flow through the organ system? Are they correctly describing the organs that belong to the system?)
4. Have the students complete the Feasibility Report and Summative Assessment prompt in the Science Notebooks (See Summative Assessment #1, parts A and B):
How can you design a Disney ride with many Disney qualities that accurately moves through a body system? Use evidence from the Engineers'
Conference/Community Meeting to support your evaluation.
5. Students can self-assess or teacher can assess using the attached Engineering Design Process Evaluation Rubric.
Summative Assessment
Teacher Evaluation: Part 1 (Recorded in student notebook)
Feasibility Report:
Have students decide which of the presented solutions would be the most feasible, citing evidence from the Engineers' Conference to support his/her evaluation (it
can be their own team's ride model or another team's design).
(Part A) Students' explanations must include:
Detailed information, in the form of words and labeled pictures, about the design.
The body system organs.
(Part B) Students will answer the following in their notebooks:
How can you improve the accuracy of your model?
How can you improve the creativity of your ride?
Use evidence from the Engineers' Conference/Community Meeting to support your evaluation.
Teacher Evaluation: Part 2
Use the attached Engineering Design Process Evaluation-Disney Body System Ride Rubric and Project Presentation Rubric to assess students.
Formative Assessment
1. Ask the students the following questions and discuss:
What are scientific models?
A model is drawing, object or idea that represents a real object, event, or process. Models help us see how something works or to solve problems. A
model is accessible and easy to manipulate.
Why do we use models to study the human body?
We can use models to observe how organs that we cannot normally see. Models help us understand how organs work together in the body.
Why do engineers (andImagineers) use models?
From "The Engineering Problem-Solving Process." Engineering Groups. American Society of Mechanical Engineers, n.d. Web. 30 Mar. 2013.
An engineer often builds a model for help in studying the problem or actually solving it. Modeling helps to conceptualize the problem to be solved and
the solution itself, expressing them as much as possible in quantitative terms. Just as the artist (painter, photographer, sculptor, musician, or writer)
page 3 of 5 attempts to represent an experience by means of a composition, the engineer uses a model to represent the performance of a product or the
execution of a task. The engineer does not just blunder into creation, but rather uses imagination combined with a thoughtful, systematic approach to
represent a product before building it. He or she may use drawing, charts, graphs, or even pictures to help in solving the problem. The goal is to
develop a useful example of a real situation - an example that can be easily handled in repeated attempts to find the best solution.
How does blood circulate through the body?
Deoxygenated blood containing carbon dioxide returns to the heart from the body and enters the heart on the right side through veins. It enters the right
atrium and is pumped through the right ventricle. Blood is pushed through the pulmonary artery to the lungs, where it becomes oxygenated. The
oxygenated blood returns to the heart through the pulmonary vein and enters the left atrium and ventricle. It is pumped to the rest of the body through the
arteries. The oxygenated blood flows from the arteries to the capillaries where oxygen and nutrients are exchanged for carbon dioxide and other wastes.
The deoxygenated blood returns to the heart through the veins.
2. For further review, show this video: "Pumps Your Blood" (from the TV show Happy Days) https://www.youtube.com/embed/gIXcWE0bTwY
What happens when we breathe?
When the diaphragm relaxes, air containing oxygen flows in the nose or mouth through the trachea and into each lung, then through the bronchial tube.
The bronchial tube branches into smaller bronchioles, then end in tiny sacs (alveoli). Gas is exchanged in the alveoli between the alveoli and capillaries. Air
containing carbon dioxide flows back out as the diaphragm contracts.
What is the path of food through the digestive system?
Food enters through the mouth and is broken down by the teeth and saliva. When swallowed, food travels down the esophagus to the stomach where food
is mixed with digestive juices. Food leaves the stomach and enters the small intestines where nutrients are absorbed into the bloodstream. The food then
passes into the large intestines any remaining water and vitamins are absorbed and undigested food is compacted. Undigested food is expelled through the
rectum and out the anus.
Feedback to Students
Ask the students:
1. How accurate is your model of the organ system?
2. Are organs placed in the correct position, relative to other organs?
3. What organs from other body systems should be included and why?
4. Can you follow the path through the system?
ACCOMMODATIONS & RECOMMENDATIONS
Accommodations:
Students with physical impairments will be on teams with non-disabled peers to assist them in construction of the prototype.
The teacher may choose to have a student complete each section of the Imagineer Report and Summative Assessment orally.
Extensions:
The primary objective of this lesson is for students to create a model of a body system. If you have additional time, below are possible extensions.
1. Make the ride into a roller coaster. Use paper roller coaster tracks (Cost is $20 for template at http://paperrollercoasters.com/)
2. You can use the following videos as tutorials for making paper roller coasters.
Paper Roller Coaster Constructions Tips http://safeshare.tv/w/jhRyJYKVII
Paper Roller Coaster Construction: How to make the paper columns http://safeshare.tv/w/pjGhAXTgVD
Paper Roller Coaster Construction: How to make and attach the horizontal beams http://safeshare.tv/w/rFzYtvMQBl
Paper Roller Coaster Construction: How to make and attach the diagonal supports http://safeshare.tv/w/FyyTejbUCZ
Paper Roller Coaster: How to make the paper tracks http://safeshare.tv/w/IDFmlzlQym
Paper Roller Coaster Construction: How to make the paper loops http://safeshare.tv/w/VfEVLZwJlx
Paper Roller Coaster Construction: How to make the shelves that support the track http://safeshare.tv/w/EmXLxIXxQF
Paper Roller Coaster Construction: How to make the funnel http://safeshare.tv/w/SjpqgZbVmc
Paper Roller Coaster Construction: How to make the merge http://safeshare.tv/w/XKFPxRRVsW
Paper Roller Coaster Construction: How to make the turns. http://safeshare.tv/w/phKTOmATMg
3. Have the students create a car/boat for the ride. They should design the car/boat to look like an object that travels in the system (Ex. Food in the digestive system,
a blood cell or a virus in the circulatory system). If time allows, have the students create a prototype of the car/boat. Have students look at various Disney patents to
get ideas for rides at http://www.oitc.com/Disney/Patent/Patent.html
4. Create the body system to scale.
5. Disney often adds "Hidden Mickeys" to their rides, parks, hotels, and other places on Disney property. Show the following video about Hidden Mickeys. Have the
students add a Hidden Mickey into their designs. http://www.safeshare.tv/w/ynwdxqEQkz
Suggested Technology: Computer for Presenter, Computers for Students, Overhead Projector, Speakers/Headphones, Computer Media Player
Special Materials Needed:
Materials for student use:
For each student:
Disney Body System Imagineer Report (3 different reports depending on the organ system assigned)
Science notebook
Computer paper to use for design
For each group:
10 ft of plastic tubing (1/4" diameter- $0.14 per foot at Lowes)
20" by 30" foam board
page 4 of 5 5-pk of Playdoh
Popsicle sticks
Red yarn
Blue yarn
5-10 foam sheets
Rubber bands
Straws
Markers
Duct tape
Hot glue gun
Materials for teacher use:
Engineering Design Process Evaluation Rubric- Disney Body System Ride (attached)
Project Presentation Rubric (attached)
Digestive System diagram:
http://kids.niehs.nih.gov/explore/pollute/water2_digestive_system.htm (only assigned organs)
http://www.enchantedlearning.com/subjects/anatomy/digestive/ (extra organs)
Circulatory System diagram:
http://library.thinkquest.org/25896/sub_blood/index.htm
Respiratory System diagram:
http://www.teachpe.com/gcse_anatomy/respiratory.php#a
Anchor chart paper
Videos (also accessible through https://sites.google.com/site/mrswoodssclassroom/home/disney-science)
Further Recommendations:
The teacher may decide to assign teams instead of letting students choose their own teams. Additionally, the teacher may choose to assign which team has which
organ system prior to starting the lesson.
Consider having students complete the computer presentation during the Language Arts block.
SOURCE AND ACCESS INFORMATION
Name of Author/Source: Anonymously Submitted
Is this Resource freely Available? Yes
Access Privileges: Public
License: CPALMS License - no distribution - non commercial
Related Standards
Name
SC.6.L.14.5:
SC.6.N.2.3:
SC.6.N.3.4:
LAFS.6.SL.1.1:
LAFS.6.SL.2.4:
LAFS.6.SL.2.5:
Description
Identify and investigate the general functions of the major systems of the human body (digestive, respiratory,
circulatory, reproductive, excretory, immune, nervous, and musculoskeletal) and describe ways these systems interact
with each other to maintain homeostasis.
Recognize that scientists who make contributions to scientific knowledge come from all kinds of backgrounds and
possess varied talents, interests, and goals.
Identify the role of models in the context of the sixth grade science benchmarks.
Remarks/Examples:
Florida Standards Connections: MAFS.K12.MP.4: Model with mathematics.
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners
on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by
referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
b. Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.
c. Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic,
text, or issue under discussion.
d. Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and
paraphrasing.
Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate
main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.
Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify
information.
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