Download Heart Throb

Heart Throb
Life Science
People
How Body Systems Work
Winners! teacher notes adhere to the following format:
A general introduction to the book
A table of article information for the main articles
Text Type
Science Concepts
Vocabulary
Not Glossarized
Visual Literacy
Features
High-Frequency
Words
Phonics Revision
A table of outcomes, activities, and assessment for the main articles
Language Mode
Outcome
Demonstration
Materials
Student Task
Assessment
A suggested teaching sequence for each article. The teaching sequence for the main articles has sections for
before, during, and after reading. Within these, there are opportunities for you to demonstrate and teach,
and for the students to apply learning. The notes also contain graphic organizers for demonstration and for
the students to complete.
A wrap-up of the book
Heart Throb - Heart Throb
Introduce the Book
Read the title to the students and have them look at the cover photo. Discuss this picture as it relates to the
title. Introduce the discussion by asking questions such as:
What body part do you think this is?
Do you know what the heart does?
Is this a good cover picture for a book with this title?
What does the word throb have to do with the heart?
Ask the students to share any information they know about the heart.
Have the students turn to the contents page. Revise the purpose of the table of contents by asking
questions such as:
What does the table of contents tell you about what is in the book?
Which page would you turn to if you wanted to find out about Chistiaan Barnard?
Which article is the longest?
Which chapter titles contain alliteration?
Ask the students what specific information they already know about the heart.
Fill in the brainstorm map graphic organizer OHT (on page 15) with their
responses.
Have the students turn to pages 2–3 to establish a purpose for reading. Read
the questions with the students. Add their answers to the brainstorm map
graphic organizer. Explain that as they read the article in the book, they need
to be thinking about the information on the brainstorm map and checking to
see if they were right.
Ask the students to read aloud the words at the bottom of the page.
Demonstrate how to use the pronunciation guide. Have the students read
chorally the words five times to become fluent with the pronunciation.
Have the students turn to the glossary on pages 30–31. Invite them to look at the photos and read the
glossary words and definitions. Write on the board any words in the glossary definitions that students do
not know the meaning of, for example: chambers, tissue, veins. Tell the students that they need to look out for
these words as they read.
Heart Throb - The Beating Heart
Article Information
Text Type
Science
Concepts
Vocabulary
Not Glossarized
Visual Literacy
Features
High-Frequency
Words
Phonics
Revision
Feature Article
The heart is a
muscle.
The heart is the
most important
organ in the
circulatory
system.
The heart is part
of a transport
system that moves
blood around the
body.
blood, blood
vessels, carbon
dioxide, chambers,
chest, circulatory
system, fist, heart,
lungs, oxygen,
pump, valves, veins
Labelled diagram
Photos
Keys
about, again, also,
another, around,
away, different,
little, must, off,
part, right, still,
through, work
r-controlled
vowels: are,
artery, capillaries,
carbon, dark,
larger, part,
artery; different;
aorta, important,
circulatory;
returns
Outcomes, Activities, Assessment
Language Mode
Outcome
Demonstration
Materials
Student Task
Assessment
Vocabulary
Distinguish and interpret words
with multiple meanings.
Multiple
definition words
chart OHT
Identify other
meanings of
words and write
definitions.
Appropriateness of
definitions
Reading
Comprehension
Discern main ideas and
concepts presented in factual
text.
Missing words
sheet OHT
Complete missing
word sheet.
Correct completion of
missing word sheet
Writing Strategies/
Applications
Create a multiple paragraph
expository composition.
Composition
OHT
Create a multiple
paragraph
expository
composition about
how the heart
works.
Quality and
appropriateness of
paragraph to objectives
Speaking and
Listening
Use volume, phrasing, and pace
to enhance meaning.
Paragraph
written as
writing
demonstration
Rehearse and
present paragraph
to the group.
Quality and
appropriateness of
presentation
Heart Throb - Before Reading
Introduce the Text and Build Background
Have the students turn to page 4 and read the title of the article. Discuss the word beating and how it relates
to the subject of the book. Invite the students to make predictions about the subject matter of the article
based on this title. Add any new ideas to the brainstorm map. Tell the students to leaf through pages 4–15.
Have them tell you if this gives them any more ideas as to what the article is about.
Review Glossary Vocabulary
Have the students leaf through the article again, looking for the bold-faced words. Have the students read
the words to reinforce the pronunciation. Then invite the students to give the meaning of the words or refer
to the glossary to refresh their memories.
During Reading
Demonstrate Vocabulary Outcome
Word
Definitions
Explain to the students that many words have more than one meaning.
Tell them that there are several examples in the text. Point out the word
chest on page 4 and write it on the multiple definition words chart OHT
(on page 16). Invite them to tell you what it means in this context.
Explain that in this context it is a noun meaning the part of the body
where the heart is. Write this definition on the OHT. Then explain
that chest has more than one meaning. Show the students how to look
up different meanings in a dictionary. Show them that another meaning
of chest is as a noun meaning a box with a lid. Write this definition on
the OHT. Now tell the students to look out for words that might have
multiple meanings as they read, as they will fill out their own multiple
definition words charts after they have finished reading.
Demonstrate Reading Outcome
Have the students read pages 4–15 carefully. Explain that a good way
to reinforce their understanding of ideas and concepts in the text is to
complete missing word sentences. Tell them that you will show them
how to do this. Use the missing words sheet OHT (on page 17). Fill
out the missing word in the first sentence, thinking aloud as you do
so. Explain that, after they have finished reading, the students will
have to fill in the rest of the missing words chart.
1. Your heart is the most important
you have.
2. The top two chambers of the heart are called the
3. The bottom two chambers are called
4. The body’s blood highway of blood vessels are
.
.
and
.
5. The heart pumps blood to the body through a thick blood vessel called
the
6.
.
are the blood vessels that take blood away from your
heart.
Heart Throb - After Reading
Apply Vocabulary Outcome
Hand out the multiple definitions word chart. Invite the students to go back through the text, picking out
words they think could have more than one meaning. Have them complete their charts, using dictionary
definitions just as you showed them.
Apply Reading Outcome
Hand out the missing words sheet. Have the students complete the sentences, using information from the
article.
Demonstrate Writing Outcome
Tell the students that you are going to show them how to write a multiple
paragraph expository composition about how a heart works. Explain
that the composition will include the most relevant points from the text.
Use the composition OHT (on page 18). Explain that you will write an
introduction to the topic, then describe the heart and its role in several
linked, coherent paragraphs. Then say that you will write a conclusion.
Think aloud as you write your composition, for example: This composition
is about how the heart works, so I’ll write that as my introduction. Now I’ll say
what the heart is. It’s a muscle that pumps blood around the body, so I’ll write
that. My next paragraph will describe the different parts of the heart. I’ll say
where the atria and ventricles are and what jobs they do.
Continue like this until the students have an understanding of how to
write a composition.
Apply Writing Outcome
Have the students write their own compositions using information from the text, just as you showed them.
Apply ≈Oral Language Outcome
Have the students rehearse and present their compositions to the group.
High-Frequency Words and Phonics
Teach or revise high-frequency words and phonics as necessary.
Heart Throb - How to Measure Your Heart Rate
Article Information
Text Type
Science Concepts
Vocabulary
Not Glossarized
Visual Literacy
Features
High-Frequency
Words
Phonics Revision
Procedure
The heart is part
of a transport
system that moves
blood around the
body.
ages, artery, beats,
heart rate, normal
Photo
Table
different, many,
number, over,
part, place
r-controlled
vowels: hard, part;
different; normal
Outcomes, Activities, Assessment
Language Mode
Outcome
Demonstration
Materials
Student Task
Assessment
Reading
Comprehension
Follow multiple-step
instructions.
Class heart rate OHT
Follow multiplestep instructions to
measure heart rate.
Instructions followed
correctly
Writing Strategies/
Applications
Write a summary.
Write a summary of
the heart rate chart.
Quality and
appropriateness of
summary
Before Reading
Introduce the Text and Build Background
Tell the students to turn to page 16 and read the title of the article. Have them tell you if they know what
their heart rate is. Do they know how to measure it? Tell them to look at the photo on page 17. Does this
give them any more ideas about how to measure their heart rate? Ask them if they know what a pulse is and
why it might be important for measuring heart rate.
During Reading
Name
Heart
rate
Name
Heart
rate
Demonstrate Reading Outcome
Have the students read pages 16–17. Tell them that, as they read, you
will use the instructions to demonstrate how to measure your heart rate.
Explain that they will have to follow the text instructions closely, and to
watch carefully as you carry them out. Measure your heart rate and write
it on the class heart rate OHT (on page 19). Show the students how to
use the heart rate chart on page 17 to check if their heart rate falls into the
correct age range.
Heart Throb - Apply Reading Outcome
Have the students follow the instructions to measure their own heart rate. They can work in pairs if they
wish. Go around the class, asking the students what their heart rate is. Write their answers in the class heart
rate OHT. Tell the students to check their measurements against the heart rate chart on page 17.
After Reading
Demonstrate Writing Outcome
Explain to the students that they are going to write a short summary about the heart rate chart on page
17. Demonstrate how to begin the summary. Think aloud as you write. Tell them that you will begin with
an introduction saying what the heart rate chart is and what it shows. Then say you will write about the
information in the chart. Discuss the chart as a group. Ask the students if they see any patterns in the table.
Invite them to think about how the information is arranged in the chart. Why do they think it is arranged
in such a way? Does the arrangement help the reader to understand the information in the chart? Say that
you will use the outcome of the discussion to continue writing the summary.
Apply Writing Outcome
Have the students use the outcome of the discussion to write a short summary of around 7–10 sentences
about the heart rate chart.
Heart Throb - Christiaan Barnard
Text Type
Visual Literacy
Features
Recount
Photos
Outcomes, Activities, Assessment
Language Mode
Outcome
Reading
Comprehension
Answer questions.
Writing Strategies/
Applications
Write a biography.
Demonstration
Materials
Biography OHT
Student Task
Assessment
Answer questions
about Christiaan
Barnard and the first
heart transplant.
Questions answered
correctly
Write a biography.
Quality and
appropriateness of
biography
Before Reading
Introduce the Text and Build Background
Tell the students to turn to page 18 and read the title of the article. Have any of them ever heard of
Christiaan Barnard? Tell them to leaf through pages 18–21. Does this give them any ideas about who
Christiaan Barnard was and what kind of work he was involved in? Tell the students to read the heading at
the top of page 19. Have them tell you if they know what a heart transplant is. Tell them that this recount
will explain more about the world’s first heart transplant.
During Reading
Teach Reading Outcome
Have the students read pages 18–21. Tell them that, after they have finished reading, you will ask them
questions about the text. Reinforce to them that they must read carefully, as they will not be allowed to refer
back to the book.
Heart Throb - Apply Reading Outcome
Ask the following questions:
What kind of surgeon was Christiaan Barnard?
What did he use to practice heart transplants before he put a new heart in a person?
When and where was the first heart transplant?
What does a heart-lung machine do?
What did the doctors do after the new heart was in place? Why?
How long did the operation take?
After Reading
Demonstrate Writing Outcome
Ask the students if they know what a biography is. Explain that a biography recounts the details of a person’s
life. Explain that you are going to show them how to write a biography. Say that you will write a biography
of Christiaan Barnard, using information from the book, as well as your own Internet research. Use the
Internet to look up more details about Christiaan Barnard, showing the students how to search online. Look
for details about his birth, death, family, and other major events in his life. Then use the biography OHT
(on page 20) to demonstrate how to write a biography, including appropriate details and events. Think aloud
as you write. Explain that the biography will outline Christiaan Barnard’s life in chronological order.
Apply Writing Outcome
Invite the students to choose their own famous person, living or dead, as the subject for a biography. Tell
them to use the Internet to research their chosen subject. Have them write a biography, just as you showed
them. Reinforce the idea that their biography should be in chronological order.
Heart Throb - Multimedia Information
Explore the multimedia pages with the students.
FAQS
Discuss with the students how they use the Internet to access information.
Have them read the FAQS page. Invite the students to formulate further questions that they think may be
frequently asked about heart transplants and to which they do not know the answers. List these questions
and discuss the keywords that they would use in an Internet search for the answers.
Assign the students the task of finding the answers on the Internet.
Discuss the answers and also the process they used. Use questions such as these to start the discussion
if necessary:
How many sites did you have to visit in order to find the answers?
Could you have refined your search better at the outset?
Are there some sites, for example, Wikipedia, that you go to first?
How can you check that information you find on the Internet is correct?
Looking After Your Heart
Discuss healty diet and lifestyle with the students. Use questions such as these to start the discussion if
necessary:
How many of you think you have a healthy diet?
Do you eat a lot of fruit and vegetables?
How often do you eat fast food?
Do you think you get enough exercise?
Have the students do some more research into healthy foods that are good for the heart. Discuss the health
benefits of eating a balanced diet. Invite the students to keep a diary of the food they eat over a week. Ask
them to examine their diet and evaluate whether or not they are eating healthily. Have them pinpoint areas
where they could improve.
Heart Throb - 10
A Hole in the Heart
Text Type
Visual Literacy
Elements
Comic Strip
Illustrations
Speech bubbles
Outcomes, Activities, Assessment
Language Mode
Outcome
Student Task
Assessment
Reading
Fluency
Read fluently with
expression and
intonation.
Make a presentation
in groups of five.
Ability to read fluently
with expression
Before Reading
Introduce the Text and Build Background
Read the title with the students and have them predict what the story is about. Do any of them know
anyone with a heart problem?
Explain to the students that they are going to read this comic strip as if it was a play script. The background
colour behind the text will help them know which character is speaking.
Demonstrate Reading Outcome
Read the entire text to the students, changing your voice for each different character.
During Reading
Teach Reading Outcome
Have the students read the text along with you, changing their voices appropriately.
Apply Reading Outcome
Assign the students different roles. Have them practise reading the article until they are fluent.
Present readings to the class.
Heart Throb - 11
After Reading
Discuss the comic strip, asking the the following starter questions if necessary:
How do you think Sam and his mum feel when they find out Simon is sick?
What is the problem with Simon’s heart?
What does an X-ray show?
Do you think Simon likes being in hospital? How can you tell?
How do you think Sam and his mum feel at the end of the story?
Heart Throb - 12
Quick 8 Quiz
Have the students take the quiz. Choose whether you want them to give the answers orally or write their
responses. If you choose to have the students write their responses, hand out page 21.
You may want to use this as a formal assessment of science concepts, in which case you will not allow them
to refer back to the text. If you are using the quiz as an informal assessment, let the students turn to page 32
of the book for clues that will direct them back to the appropriate page for the information.
Learn More
Choose whether you want the students to work independently, in pairs, in ability groups, or mixed ability
groups to learn more about the heart.
You may need to specifically teach the following:
• How to use people, and/or books, and/or the Internet to find information
• How to take notes
• How to draw diagrams
• How to order facts
• How to choose subheadings
• How to revise a draft
• How to check spelling, grammar, and punctuation
• How to present work appropriately
Set a time for the research project to be finished. Tell the students the form that the presentation will take.
Heart Throb - 13
Wrap-Up
Refer back to the initial brainstorm map graphic organizer. Reread the map. Add to or revise any
information on the map. Draw a rectangle around the map. Have the students say where they found the
information in the brainstorm map graphic organizer. Record this information in the rectangle.
Discuss the book with the students. Use the following questions as discussion starters if necessary:
What do you now know about the heart that you did not know before you started reading?
What made this book easy or hard to understand?
Which article did you like the most? Why?
What did you like best about the book? Why?
Which words did you find hard to pronounce, understand, or read?
If you had written the book, what would you have included or left out? Why?
Do you think the author did a good job of interesting you in the heart? Why? Why not?
How could you use the information and strategies somewhere else that you learned while you
were reading this book?
Heart Throb - 14
Heart Throb
The Beating Heart
Brainstorm Map
Name:____________________________
Permission is given to teachers to reproduce this page for classroom use.
Page 15
Heart Throb
The Beating Heart
Multiple Definition Words Chart
Name:____________________________
Word
Definitions
Permission is given to teachers to reproduce this page for classroom use.
Page 16
Heart Throb
The Beating Heart
Missing Words Chart
Name:____________________________
1. Your heart is the most important
you have.
2. The top two chambers of the heart are called the
3. The bottom two chambers are called
4. The body’s blood highway of blood vessels are
.
.
and
.
5. The heart pumps blood to the body through a thick blood vessel called
the
6.
.
are the blood vessels that take blood away from your
heart.
Permission is given to teachers to reproduce this page for classroom use.
Page 17
Heart Throb
The Beating Heart
Composition
Name:____________________________
Permission is given to teachers to reproduce this page for classroom use.
Page 18
Heart Throb
How to Measure Your Heart Rate
Class Heart Rate
Name:____________________________
Name
Heart
rate
Name
Heart
rate
Permission is given to teachers to reproduce this page for classroom use.
Page 19
Heart Throb
Christiaan Barnard
Biography
Name:____________________________
Permission is given to teachers to reproduce this page for classroom use.
Page 20
Heart Throb
Quick 8 Quiz
Name:____________________________
1. How many chambers does a heart have?
___________________________________________________________
___________________________________________________________
2. What are the top chambers of the heart called?
___________________________________________________________
___________________________________________________________
3. What are the bottom chambers of the heart called?
___________________________________________________________
___________________________________________________________
4. Which vessels take the blood with oxygen away from the heart?
___________________________________________________________
___________________________________________________________
5. Which vessels take the blood back to the heart?
___________________________________________________________
___________________________________________________________
6. Where is a good place to find your pulse?
___________________________________________________________
___________________________________________________________
7. Why do doctors use a heart-lung machine when they do a heart
transplant?
___________________________________________________________
___________________________________________________________
8. Why do doctors give the new heart an electric shock after a heart
transplant?
Permission is given to teachers to reproduce this page for classroom use.
Page 21