Heart Mobiles In Action!
By Dorothy Ahoklui, June 23, 2007
- High School
- Language Arts
Common Core Standards
Anchors for Reading:
Key Ideas and Details:
Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
Integration of Knowledge and Ideas:
Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
Range of Reading and Level of Text Complexity:
Read and comprehend complex literary and informational texts independently and proficiently.
Anchor Standards for Writing:
Research to Build and Present Knowledge:
Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
Draw evidence from literary or informational texts to support analysis, reflection, and research.
Range of Writing:
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
Anchor standards for Speaking and Listening:
Comprehension and Collaboration:
Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively.
Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
Presentation of Knowledge and Ideas:
Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.
Anchor standards for Language:
Conventions of Standard English:
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Vocabulary Acquisition and Use:
Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.
- identify and describe the structures of the heart
- design and create a model of the heart which can take the form of a floor plan, or a two-dimensional or three-dimensional structure
- use their prior knowledge of the circulatory system to make connections between the heart and homeostasis
- Biology textbook
- diagram of the heart
- transparency of the diagram of the heart
- multi-colored construction paper
- Write Circulatory System on the board and circle it.
- Have each student write down everything that comes to mind when they see these two words.
- Call on students to read their responses and write them on the board in the form of a web.
- After discussing the motivation, pass out a chart of the circulatory system and a handout of the heart. Ask the students to look at the chart and see if they can trace where blood enters and exits the heart.
- One or two students should be given the opportunity to come to the front of the classroom and explain what they found.
- Conduct a mini-lesson by using the chart to introduce the heart and explain its role in the circulatory system.
- Once the lesson is complete, divide the class into groups of three.
- Write the following instructions on the board and pass them out on a handout. Tell the students that they will be designing a 2-D, or 3-D model of the heart that can be displayed as a mobile or wall hanging. They must demonstrate the flow of blood through the heart in their model. By designing a model of the heart, the students should understand the functionality of the heart more fully.
- Informally, ask each group probing questions about their structure such as, “What is this part? Explain its function and importance to your model of the heart.”
- Students’ oral presentations explaining their models in detail to the class can be assessed.
- Students can also be assessed on the written assignments about their models in which they will describe the pathway of blood through the heart and the role it plays in maintaining homeostasis on the body.
Enrichment Extension Activities
- collaborative groups—this allowed the students to discuss their tasks and plan their course of action together
- interdisciplinary instruction—infusing the disciplines of art and design allowed the students to view the heart from two different angles of education