Traveling Through the
Human Body
with ABCs
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Created at East Irondequoit
Middle School
by the sixth grade classes of
Mrs. Rovitelli and Mr. Darling
April 2006
Assisted by St. John Fisher College Interns
Marissa Posella and Kelly Rickard
Project Design - Peter Pappas
Book Design - Pat Martin
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Meet the Authors:
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Foreword - Why does this learning experience meet the criteria of effective
literacy instruction for middle school students?
New York State ELA standards state that students will read, write, listen and speak for
information and understanding. At the intermediate level students are expected
•
to compare/contrast and interpret/analyze information from multiple media sources
•
use strategies of selecting, organizing, and categorizing
•
distinguish between relevant and irrelevant information and relate information to prior
knowledge and experience
New York State major understandings in science include
•
The functioning of the major human organ systems and their interaction
•
Explanations of natural phenomena in a continuing, creative process
•
Information technology retrieves and communicates information to
enhance learning.
•
Through thinking one realizes the commonalities among all systems
and how the parts of a system interrelate.
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Research tells us….
1.
The Carnegie report on Middle and High School literacy, Reading Next, recommended nine
instructional elements to improve literacy achievement: content area reading and writing, practice in
summarizing and other comprehension strategies, text-based collaborative learning opportunities,
diverse texts, the use of technology as a tool for literacy instruction, interdisciplinary learning
opportunities, varied methods of formative and summative assessment and motivating and selfdirected learning. This project represented seven of those nine elements.
2.
Judith Langer’s research on middle and high school literacy identified six features of effective
instruction: multiple lesson types, connections across curriculum and life, focus on skills that are
applicable to life beyond school, practice with learning strategies by doing actual work, work that
fosters cognitive collaboration and learning experiences that require generative thinkers. This
project incorporates all six features.
3.
Robert Marzano’s research (Building Background Knowledge for Academic Achievement) clearly
substantiates the need for teaching content specific terms to ensure that students have the
academic background knowledge they need to understand the content they encounter in school and
life. In fact, comprehension increases dramatically with vocabulary instruction. The six step
process outlined by Marzano can be used to create an ABC vocabulary book.
Whether looking at Bloom’s levels of thinking, Marzano’s research, the work of Isabel Beck and many
others, learning happens when students construct meaning by comparing and contrasting words, by
classifying terms, by creating a visual or graphic representation, by creating metaphors and analogies.
An ABC book allows students to think beyond the definition – using the context of the content – to both
activate prior knowledge and to extend understanding.
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A is for arteries
The arteries are the opposite of
our veins. They take blood
away from the heart to bring it
to the body. They are part of
the circulatory system and are
connected to the heart.
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arteries
The arteries are
like highways.
Highways bring
cars where they
need to go while
arteries bring
blood where it
needs to go.
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Bile is the
fluid that is
produced by
the liver. It
breaks down
the huge fat
molecules.
B is for bile
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bile
Bile is like a hammer. It breaks
things down into tiny pieces.
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C is for cerebrum
The cerebrum makes
up most of your brain
and store knowledge.
It has two hemispheres;
the left hemisphere is
for talking and thinking
while the right is for
imagination, creativity
and for remembering
patterns like faces.
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cerebrum
The cerebrum is like a
computer and a
PlayStation 2 because
when you change the
site or game, it still
remembers what you
did last. Computers
also hold a lot of
information like the
cerebrum.
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D is for digestion
The process by
which the body
breaks down food
into small nutrition
filled pieces…
really small
pieces!
The digestive system!
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digestion
A garbage disposal is like
digestion because it takes
garbage and mashes it into
mush just like the digestive
system does to food!
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E is for
egg cell
THE FUNCTION OF THE EGG CELL: The female
sex cell containing an animal fertilized sex cell that
creates the baby.
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egg cell
The egg cell is related to
an apple in real life
because it has seeds and
the seeds are the egg
cell. The apple is the
ovary because that is
what holds the seeds like
the ovary holds the eggs.
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F is
for
femur
The femur is the
longest and
strongest bone in
the body. It is
located between the
pelvis and knee, or
the thigh.
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femur
The femur is like metal
tubes that connect.
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G is for gall bladder
The gall bladder
is the part of your
body that stores
digestive juice
called bile. Bile
breaks down fat
molecules in your
body. The liver
makes the bile.
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gall
bladder
The gall bladder is like
a soapy sponge. It
soaks up the soapy
water and stores it
and then breaks down
all the dirty stuff on
the dishes.
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H is for heart
The heart is a hollow
muscular organ that
gets blood from the
veins and pumps it
back throughout the
body. The heart is a
fist-sized organ in the
chest.
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heart
The heart is like a
balloon. When the heart
pumps in and out it is
like a balloon pumping
in and out. In the future
it could be possible for
a balloon to take the
place of the heart.
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I is for intestines
The intestines
moves food out
of the stomach.
It is where waste
travels through
the body.
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Waste moves through the
intestine like water moves
through a water hose.
intestine
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Joints are the place where
two or more bones meet
and bend. Examples are
the Pivot Joint in the knee
and elbow or the Ball-andSocket joint in the hip and
shoulder.
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J is for joint
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joints
Doors have hinges that
work like joints and make
the door open and close.
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K is for kidney
The kidneys are the part of the
excretory system that separate waste from blood. It
cleans your blood and keeps the good stuff in and the
bad stuff out. The bad waste travels down to your
bladder as urine. Most people have both a left and a
right kidney.
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kidney
pool filter
The kidneys can relate to a
pool filter because both of
them separate the bad
things from the good things.
The pool filter strains the
bugs and leaves from the
water just like the kidneys
get rid of the bad things in
your blood and turn it into
liquid waste.
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L is for
lungs
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Lungs are an
essential part of the
respiratory system.
When you breathe
in your lungs inflate
with air to pick up
oxygen and when
you breath out they
deflate in order to
get rid of CO2. You
need your lungs
because your cells
need oxygen and
they need to get rid
of waste like CO2.
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lung
The lungs are like
two balloons that
inflate and deflate.
Air comes in the
lungs and is
stored until it is
released as waste,
carbon dioxide,
and the lung
deflates.
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M is for muscle
The muscles move
our body and make
us able to do things
in daily life. There
are different kinds of
muscles: smooth
muscle, cardiac
muscle and skeletal
muscle.
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muscle
Rubber bands
are like our
muscles
because they
can get bigger
and smaller.
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N is for nerves
The nerve is a bundle of
fibers that send signals
throughout your body.
Nerves send messages to the
rest of the body. Without your
nerves you would not be able
to play games or be able to
ride a bike. Nerves help
control your body. So, without
nerves, you would not be able
to control your body.
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nerves
The nerves can be
replaced by an
antenna. The
reason is because
they both send
signals around to
other places. They
can also receive
signals.
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O is for ovary
The ovary
is a female
sex organ
in which
egg cells
are
produced
and held.
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The ovary is like an
egg carton because it
also protects and
holds eggs.
Ovary
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P is for pancreas
The pancreas is a triangular
organ in the digestive
system with the stomach
and small intestine. It
produces enzymes to break
down food into sugar and to
fight chemical reactions
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The pancreas is very
similar to a garbage
disposal. Like a
garbage disposal
breaks down garbage,
the pancreas breaks
down food.
pancreas
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Q is for quadricep muscles
The quariceps are
a group of four
muscles that sit
on the front side
of the thigh.
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quadriceps muscles
Quadriceps could be replaced by a bungee cord.
A bungee cord is stretchy and flexible. It can
move and extend much like our muscles can.
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R is for ribs
The ribs help protect
your lungs, heart and
the other body parts
located near your chest
from hard impacts that
might damage them. It
also holds the body up
and keeps it in place.
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ribs
Ribs are
most like
bullet proof
vests. They
both protect
the chest.
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S is for
spinal cord
The spinal
cord is a
thick column
of nerve
tissue that is
enclosed by
vertebrae
and is linked
to the brain.
The spinal
cord lets
you move
because it’s
connected
to all your
nerves.
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spinal cord
Your spinal
cord is like the
internet
because it’s
connected to all
your nerves
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T is for Tongue
A soft, movable
part inside your
mouth that you
use to speak,
taste, lick and
swallow. It is also
one of the
strongest
muscles in the
body.
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tongue
Your tongue is
like a working
crane because
it moves things
around and it’s
really strong.
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U is for umbilical cord
The umbilical cord is
a flexible, cordlike
tube that connects
the baby at the belly
button with the
placenta. It brings
nourishment to the
fetus and removes
its wastes.
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umbilical cord
The umbilical cord is
like the line that
supplies an astronaut
with oxygen and in
some cases with the
means to communicate
while outside the
spacecraft.
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V is for vertebrae
The vertebrae are little bone
disks that stack on top of each
other to make the spinal cord
which holds you up and sends
info from the brain all over your
body.
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vertebrae
The vertebrae are like
building blocks because
the vertebrae stack on top
of each other to create the
spine. The building blocks
stack up on each other to
create a structure.
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W is for
white blood cells
White blood cells are made in the bone marrow or
middle of the bone. They kill diseases, bacteria and
infection that could harm or kill you. There are two
types of white blood cells: one type produces chemicals
that help fight anything that can harm your body and
the other type alerts the body if it is being invaded by
anything that is harmful.
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white
blood
cells
White blood cells could be
replaced with soldiers
because white blood cells
kill diseases, bacteria, and
infection for our bodies
just like soldiers kill
enemies for our country.
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X is for xchromosome
One pair of
chromosomes in your
cells is different from
all of the others. This
determines if you are
male or female. The
pair of two X’s, (XX)
makes you a female.
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Dolls and makeup are
like the X chromosome.
These are both features
of girls, just like the X
chromosome is.
x-chromosome
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Y is for ychromosome
One pair of chromosomes
in your cells is different
from all of the others. This
determines if you are male
or female. If you are a boy
you have one X
chromosome and one Y
chromosome (XY).
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y-chromosome
Cars and action figures are like the Y chromosome.
These are both features of boys just like the Y
chromosome is.
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Z is for
zygote
The zygote is a fertilized egg caused
by the jointing of a sperm and an egg.
It contains two copies of each
chromosome, one from each parent.
The zygote develops into an embryo.
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A zygote is like an acorn. A tiny
acorn grows into a huge oak tree
like a zygote grows into a baby.
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zygote
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Reflective practice has been proven to deepen and extend one’s understanding, to increase the application
of learning beyond the learning situation and to promote insights and complex learning. Reflection needs to
occur before, during and after an event ; it is amplified when done with partners or in a group and when
cognitive and emotional information is solicited. “The school that commits its resources of time, energy and
talent to reflection makes a clear statement of its valuing of the continuous intellectual growth for all its
inhabitants…” Arthur L. Costa Reflective Practice to Improve Schools
One teacher reflects:
Our original project goal was to use the Marzano’s effective characteristics of vocabulary instruction to
align our practices with the research.
1.Uses descriptions rather than definitions
2.Uses words and images
3.Uses learner interaction with word through comparing, classifying, creating metaphors and analogies
4.Uses structural analysis to understand words (prefixes, suffixes, bound and free bases)
5.Focus instruction on related features or common category
6.Provide opportunities for students to discuss the terms
7.Provides opportunities for students to play with terms
8.Focus on important terms
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We also needed to consider Marzano's six steps to effective instruction:
1.
Teacher provides description, explanation or example.
We did this by conferencing with individuals and groups as they worked throughout their task.
2.
Students restate term in own words.
This is difficult for teachers to do especially with terms in a content area like science. Teachers
want to give students definitions to memorize and regurgitate on tests. It is hard for teachers to
accept that students don’t really know what the word means. It is also tough for some students
because they’ve just been taught to copy meanings. This step can be a real struggle for everyone.
3.
Students create an image or visual.
Marzano says that this step must be done immediately after students have described the word in
their terms. We chose to have students use images or pictures. That certainly works well with an
ABC book. Students could also draw their own illustrations.
4.
Activities requiring students to compare terms, classify terms, generate metaphors or
analogies, revise their initial descriptions/representations or use structural analysis are
provided.
We had students compare their “body part” to an object in their environment as a means of
deepening their understanding and providing us a window into their thinking. Comparing activities
are a great method for causing students “to make their thinking visible.”
5.
Students discuss their terms.
Learning is a social activity. As adults we learn best when we discuss our thinking with others.
6.
Students are involved in games with the terms.
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The second teacher wrote:
I was very curious to see how the students would react to the concept of the ABC book and
wondered how they would respond to the comparison to the real world object in connection to a
body part. A number of students are very literal and it was amazing to see them talk through
process, determining which body part to select and how it operates within a body system.
Listening to this then their collaboration on the real life comparison was valuable. Listening
helped me to learn more about their thinking process.
My favorite moment was when an adult intervened and provided a comparison for a student. As
I began to talk with him about the body part selected and how it helped the body work; his
wheels were turning. As we then started to look at the comparison he had on paper he
immediately made a better connection and changed his real world object - it was so much better
than the adult prompted one. He was proud! He learned something.
As with many of our tasks the self driven - student centered ones are what keeps the students
interested and invested. The bonus for them was the ability to create using the computer.
I enjoyed working with Marissa and Kelly - they are very dedicated and truly went above and
beyond to complete the books. They provided the lead and support in the classroom as the
students worked. I was able to monitor and guide...
This project promoted cooperative group work, student centered instruction, creative ways to
understand or view science content. I have since used the analogy process to compare
vocabulary in our force and motion unit to body parts. The best part of this is the why and they
are always able to explain their thought process.
It is always so interesting to see their thinking. Reflection is key!
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We learned that
1.
It is invaluable having the help of college technology interns.
2.
It is helpful to work in a building that has several modern computer labs, carts of lap-tops
available to classrooms , numerous internet hook-ups in every classroom and a building where
every classroom is equipped and students continually use technology.
3.
Blocks of time are necessary for project-based learning – but two hours of uninterrupted time is
sufficient.
4.
Students learn best from doing and from doing it together with support but no interference from
adults.
5.
Kids love to each each other – and to learn. Even about “yucky” things.
6.
Students can explain concepts and ideas to each other in “kid-friendly” language more easily,
sometimes, than adults can. We suspect that the lessons are more lastly because they
happened in a social context rather than the “top-down” structure of a traditional classroom.
7.
Suggestions made in passing, the 1 minute conference on the fly, can be mulled over,
discussed, compared and….. without a hint of threat, criticism, fault-finding, disapproval,
attack… in the mind of an adolescent.
8.
Project-based learning creates a student centered classroom with the students doing the real
work of real learners. The teacher’s work is primarily off-line.
Our students can speak for themselves on what they learned. This is a very ‘process-oriented”
district and our students are immersed in reading process/strategies and writing process/strategies
from the day they enter kindergarten. We have asked them to share their thinking on the next few
pages.
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When I heard about
this project, I
thought that it
would be hard and I
wouldn’t get it done
but I was wrong.
When the teacher told
us about this project, I
immediately thought
Oh! Great! Another
boring assignment.
Boy, Was I wrong! I
got to work with one of
my best friends and we
got to learn about the
pancreas together.
How much effort will I
need to put into this?
I THOUGHT IT WOULD
BE FUN BECAUSE I
COULD WORK IN A
GROUP WITH MY
FRIENDS. WRONG!
When I heard about the
project I hoped I didn’t
get anything disgusting.
I hoped I didn’t get
annoying partners.
I THOUGHT
THIS
PROJECT
WOULD BE
FIND OF FUN.
I HOPE I
DON’T
GET “V.”
When I heard
about the project I
was blown away.
I love making
power points,
metaphors and
similes.
What did you think
when you first heard
the project?
When I heard about the
project I hoped I didn’t get
anything disgusting. I
hoped I didn’t get
annoying partners.
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What are we
doing with ABC
books – we’re in
sixth grade.
When I heard about the project I
was very excited. Making an ABC
book sounded like a lot of fun.
Also, when I was home schooled
I did an anatomy unit and it was
really fun so I knew this anatomy
project would be fun too.
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We researched our organ first.
While doing this, we took notes.
We then used these notes to
write a rough draft, revised it
and typed our power point. We
did all this together.
Before we actually started the project
I thought of all the different things in
the body that started with my letter.
After I had my list I thought of which
one I knew the most about and which
one would be the easiest to explain.
THE PROCESS MY
PARTNER AND I CHOSE
WAS TO BRAINSTORM,
ENVISION THE SLIDE
AND THEN CHOOSE THE
BEST IDEA.
Before we began working we
brainstormed lots of ideas about our
letter. Then we wrote down all our
information on a planning page.
Last we took turns and revised our
work on the computer.
First we drew a sketch of our
vision of the slides and then we
chose the best one. Finally we
made the power point slides
First I thought of what I wanted
to do but my partner choose
something else. I researched
with my partner to learn about
our word. Later we made a
practice slide and then we did
out power point.
My partner and I
brainstormed
together and
combined our
ideas to make our
power point.
What process did
you use to complete
the project?
I used compare and
contrast through the
whole project. I thought
about what kinds of things
we could compare when I
chose my word.
WE ORGANIZED AND DECIDED
WHO WAS GOING TO DO
WHAT AND HOW. THEN WE
READ EVERYTHING OVER TO
SEE IF EVERYTHING MADE
SENSE TO OUR AUDIENCE.
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My partner worked on
one slide and I worked
on the other.
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I learned that I
work very well
with people I am
familiar with.
I learned how fast and well I can take
a word, look up the meaning,
paraphrase it, compare it and make
a slide of that.
I HAD A LOT OF FUN
DECIDING HAT MY
COMPARISON WOULD BE
AND I FOUND THAT WITH A
LITTLE THOUGHT AND
EFFORT I COULD BE
REALLY CREATIVE.
I learned that I don’t work well
with partners that don’t want to
work with me or partners that I
don’t know very well. I now
can use this knowledge to be
a better partner.
I LEARNED THAT
YOU WON’T
ALWAYS GET THE
PARTNER YOU
WANT AND YOU
WILL JUST HAVE
TO DEAL WITH IT.
My word was ovary and
most people would laugh at
that but my partner and I
took it seriously.
I found out that Jimmy is
mean and controlling and I
had to learn to work with
people I didn’t like.
What did you find out
about yourself and
the way that you
learn?
I learned that
comparisons
help me learn
and to depend
more on my
partner because
they’re smart as
well.
I learned that I like
working with
someone and it
makes it easier for
me to work. I will
enjoy working in
groups in the
future.
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I learned that similes help you to
understand the definition of a word
more easily. Also, that working with
a partner helps you accomplish work
more quickly.
I LEARNED YOU CAN
COMPARE AND
CONTRAST IN SCIENCE.
I learned that I am good at
researching things in books. I
found out that I can get along
with others. I had a partner
that did not know much and
we became closer as friends.