Lungs, blood and heart? Where, how…?

img_20170302_155530
It’s done!

img_20170314_092233Circulatory & Respiratory Systems

Investigation

  • Describe the lungs
  • Identify the trachea and explore the texture of its wall
  • Explore the tubes that enter the lungs and see how they divide
  • Look at the heart! Identify the main blood vessels leaving and entering the
  • Inflate the lungs (following your teacher’s instructions) and observe how they
  • Cut a piece of lung tissue and observe the cut surface and how the tissue behaves when you drop it into water.
  • Level the parts of lungs with the flash cards

 At the lab with ½ group (13 students). We work in groups of 4 and 5.

img_20170302_154946
Experimenting with the lungs and heart
img_20170302_155002
Watching heart and lungs cells
img_20170302_162018
making a fake lung

 

TEAMWORK = GOOD RESULTS

 

Allocate roles / responsibilities.

Each member of the group will have the responsibility to prepare part of the oral presentation. Trying to divide equally the speaking time, everyone will have an opportunity to express themselves in front of the classroom.

Roles:

1.- CAPTAIN: the 7 students chosen to form the groups will have this role. This pupil will be the one who organise the team. He or she will also be the one to keeps the team´s volume level down.

2.- SPEAKER: during the research, this pupil will use on-line dictionaries such as www.wordreference.com and he or she will be able to ask the teacher for translations.

3.-SECRETARY: this pupil will take notes during the lessons and he or she will make sure that the writings don’t have spelling mistakes.

4.-INTERNET SEARCHER: this pupil will be the one to do the main research and the one to record the information needed. He or she will also make sure that all the information needed appears on the poster.

 

1 2 3

Let’s PROJECT

Resultat d'imatges de let's project

PROJECT METHODOLOGYanimals-vs-humans

 

Divide into groups & discuss problem / ideas.

To develop this project, the 28 4th grade students will be divided in groups of 4. To create the groups, the teacher will choose 7 students (the ones with the best oral comprehension and expression level in English) and those pupils will form their groups by choosing among the rest of the classmates.

20170215_152800   20170215_152750

 

Translate research into outcomes

 The poster will contain all the information needed, some information will be described in writing and the rest can be explained with pictures.

 

20170210_15242720170210_15243520170210_161312
20170210_16132520170210_161304

lanaspa_daniel_valiente-final-project-pdf

 

PUSH AND PULL POSTERS

Children have drawn some Venn diagrams with pictures that show different actions of PUSH, PULL and BOTH PUSH AND PULL.

Remember:

We need a force to make something move. A force is a push or a pull.

  • When we push objects we move them forward.
  • When we pull objects we move them towards us.
Imatge de previsualització de YouTube

These are the posters drawn by 4 groups of pupils.

poster3

poster1

poster2

poster4

 

 

SORTING EVERYDAY OBJECTS INTO DIFFERENT FORCES

Pupils take some everyday objects and sort them in 3 different tables depending on the force applied on them.

Then the PUSH force elements are placed on the blue table, whereas the PULL force elements go on the yellow table. Finally those objects that can be BOTH PUSH and PULL are displayed on the green table.

The underneath idea is that mixing blue and yellow colours we obtain green colour, which has some of the properties related to its two original primary colours. In consequence, visual correspondence is established here to reinforce the studied concepts. See the 3 tables and the choice made by the children.

blue

yellow

green

blue-doneyellow-done

green-donesticker-exampleOne example of BOTH PUSH and PULL is a sticker.  You pull it first and  when you put it on a surface, you push it. See pupil showing a circle sticker in order to demonstrate both forces.