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Lesson Plan 1

Exploring the Complexity of Blood

Grade Level: High School

Overview

In this lesson students will explore both scientific and cultural aspects of blood. After watching the RED GOLD series, students will participate in a variety of activities designed to further their understanding of the history of blood and its impact on society. They will create a model of the human heart; research, create, and stage a mock interview with a significant historical figure who furthered our knowledge of blood; and learn about the process of blood donation.

Subject Area: Language Arts, Science

Learning Objectives:

1. Students will learn about the human circulatory system.

2. Students will learn new vocabulary terms in their research on various aspects of blood.

3. Students will learn about the impact of scientists throughout history in furthering our knowledge of blood.

4. Students will explore the cultural constraints that influence scientific research and development.

Bookmark the following sites:

http://sln.fi.edu/biosci/systems/circulation.html
http://sln.fi.edu/biosci/blood/blood.html
http://library.thinkquest.org/C0115080/?c=main
http://gened.emc.maricopa.edu/bio/bio181/BIOBK/BioBookcircSYS.html
http://www.ijhtm.com/indIjhbtMar2001Frame.html
http://www.ultranet.com/~jkimball/BiologyPages/B/Blood.html
http://66.155.15.152/aboutabc/default.htm
http://www.redcross.org/
http://www.psbc.org/default.htm
http://www.nyc.gov/blood.html
http://www.bloodtransfusion.com/
http://www.blood.co.uk/start.html
http://www.iccbba.com/oldwebsite/internationalsocietyofbloodtransfusionshort.htm

Standards:

Language Arts

Uses the general skills and strategies of the writing process
http://www.mcrel.org/compendium/Benchmark.asp?SubjectID=7&StandardID=1

Prewriting: Uses a variety of prewriting strategies (e.g., develops a focus, plans a sequence of ideas, uses structured overviews, uses speed writing, creates diagrams)

Uses strategies (e.g., adapts focus, organization, point of view; determines knowledge and interests of audience) to write for different audiences (e.g., self, peers, teachers, adults)

Uses the stylistic and rhetorical aspects of writing
http://www.mcrel.org/compendium/Benchmark.asp?SubjectID=7&StandardID=2

Organizes ideas to achieve cohesion in writing

Gathers and uses information for research purposes
http://www.mcrel.org/compendium/Standard.asp?SubjectID=7

Uses appropriate research methodology (e.g., formulates questions and refines topics, develops a plan for research; organizes what is known about a topic; uses appropriate research methods, such as questionnaires, experiments, field studies; collects information to narrow and develop a topic and support a thesis)

Uses viewing skills and strategies to understand and interpret visual media
http://www.mcrel.org/compendium/Benchmark.asp?SubjectID=7&StandardID=9

Uses a range of strategies to interpret visual media (e.g., draws conclusions, makes generalizations, synthesizes materials viewed, refers to images or information in visual media to support point of view, deconstructs media to determine the main idea)

Uses the general skills and strategies of the reading process
http://www.mcrel.org/compendium/Benchmark.asp?SubjectID=7&StandardID=7

Uses reading skills and strategies to understand a variety of informational texts (e.g., textbooks, biographical sketches, letters, diaries, directions, procedures, magazines)