Activity 1B: Language of the Lungs Topic: Pulmonary System Part of: Unit: Pulmo Park Lesson 1: Mapping Pulmo Park

Entire Activity Download (24 pages, 1.6 MB)

Individual Downloads

• Teacher Background Information
• Teacher Administrative Information
• Student Background Information
• Student Graphic Organizer
• Student Planning Sheet
• Student Rubric

Keywords

respiratory system, lung, language, alliteration, imagery, metaphor, rhyme, symbol, publish, book, illustrate, children book, ABC book

Search Curricular Keywords

Key Concepts

respiratory system, publishing

Process Skills Utilized

cooperative learning, team management, research, presentation, writing, vocabulary attainment

Intended Grade Level - 6-8th grade

Objectives

Using research materials and background information, students will be able to:

• Research topics related to the respiratory system.
• Recognize important terms associated with the respiratory system.
• Create a theme using the elements of language arts such as: alliteration, imagery, metaphor, rhyme, or symbol.
• Recognize important methods in publishing a book.
• Illustrate a children’s ABC book of pulmonary language.
• Evaluate book's ability to teach the physiology of the lungs.

Activity Resource

Anatomy of Breathing Flash Animation

Activity Description

After reading the respiratory background included with this activity and/or researching topics related to the function of the lungs, students will identify terms/ideas associated with the respiratory system. Once students have created an Alphabet Soup Graphic Organizer (list of terms) and a Publishing Planning Sheet, they will apply this list to create a child’s ABC book for teaching pulmonary language.

The language arts teacher will present a series of lessons on alliteration, analogies, themes, and poetry (use language arts Internet sites for lessons). An ABC book exemplifying each of these topics is shared with the class. Groups of students will use a Publishing Planning Sheet to describe ideas for their published work. In science class, the teacher will present topics for research (use science Internet sites for these topics). An Alphabet Soup graphic organizer is completed by each person as a review of terms/ideas found during research. Students are encouraged in both classes to review a collection of ABC books for better ideas on the following topics:

• Use of text for emphasis
• Creative use of illustrations
• Writers style
• Use of characters
• Use of setting
• Use of a theme throughout book
• Use of color and illustrated themes throughout book

Students work in groups of three to read the background material included with this activity and/or research the respiratory system and its functions. Each student will read/research topics and create individual Alphabet Soup organizers and a group Publishing Planning Sheet. Members of each group will divide the alphabet and research their share of the letters. Each letter should have two research sources documented. Students should evaluate the quality of the text and make sure it gives optimum meaning to lung and pulmonary actions. Each letter should be creatively illustrated. When research is complete, students should discuss how to present the final copy of the book and make a rough draft of word content and proposed illustrations (rough draft can be completely computer generated). Rough draft must be presented to teacher before the book goes to final copy. On the Publishing Planning Sheet, members of the group will choose one of the following responsibilities: editor/publisher, writer, or illustrator. After groups have considered the Rubric for Evaluating Published Work, they can evaluate draft for possible changes. Students will present books to classmates or other audiences.

Suggestions for Prior Instruction

The teacher should provide direct instruction and opportunities for students to practice note taking strategies that encourage “jotting small bits” of information from resources in the student’s own words.

Students should be given information about choosing reputable sources for their information.

A timeline should be established with due dates for rough draft, final copy, and presentation.

Present methods for collecting and storing data and documenting resources.

Students should have multiple opportunities to EDIT and REVISE in the writing process. If students are using computers, they should be encouraged to “Save As” in completing drafts to have evidence of process.

Students should be familiar with the scoring rubric prior to beginning the project.

Each student’s research should reflect independent work.

Activity Materials

• Computer with Internet access
• Word processing program
• Books/Articles on the Respiratory System
• Encyclopedias, thesauruses, dictionaries and other reference books
• Various ABC books showing a variety of style and format
• Media for presentation: book, paper, colors, markers, Power Point®, Microsoft Movie Maker®
• 1 Class set of Student Information Pages
• 1 Copy Student Data Pages (Planning Sheet) for each student

Activity Management Suggestions

After reading ABC books and understanding the objectives of the project, the students should be divided into groups of three. Students will then research the respiratory system and complete a planning sheet for the group’s book. Each student will participate in the research, planning, writing and illustrating of the book. Each student has a role in the process of writing the ABC book. The students assign roles for each of the members. While all members of the group will do the research each person assumes one of the following jobs.

Editor/publisher—This person proofreads all pages to check for accuracy and proper spelling and grammar. They make sure that:

• pages are typed or neatly written
• there is a title page with group names
• there is a dedication page and reference page
• all pages are numbered in order
• the book has an appropriate cover

Writer—This person has final authority as to the words that are used and checks to make sure that:

• all letters of the alphabet are included
• the information on all of the pages is written according to the plan sheet
• maintains the selected style of writing and verifies all facts

Illustrator—This person is responsible for making sure that:

• each letter has an illustration
• the illustrations flow from one page to the next
• formatting with the computer or other media to establish a continuum in the selected style of the book—such as using photos, drawings, or other media for visual appeal.

Activity Organization Suggestions: This project is excellent for a long-term project where students could work on it during “sponge time” in class or in partnership with other teachers on an academic team. In order to save time, the activity can also be done as a class project with each group completing a section of the ABC book, making sure all students were exposed to the vocabulary.

1. Students are presented with the idea of a language arts activity to learn an important science concept. ABC books are presented and read as motivation.
2. Students will review the Rubric for Evaluating Published Work and the Publishing Planning Sheet to build awareness of project expectations.
3. Students are introduced to internet topics and students are allowed to research using the Alphabet Soup graphic organizer. As they research, they are to find important vocabulary and enter the reference and word onto the graphic organizer. Students should find at least two five syllable words for each letter. They may substitute 3 words of fewer syllables for one word of five. Words using prefixes or suffixes will get extra points on the rubric if their meaning is incorporated in the story of the ABC book. Allow quality time for research.
4. Set a deadline for due date of the graphic organizer. Have students share their findings in class.
5. Assign groups of three for the project and allow students to begin completing the Publishing Planning Sheet. (Allow adequate time for completion of this sheet. Students will need to do more research and collaboration to decide on most creative way to present their book.)
6. After the completed Publishing Planning Sheet has been approved by the teacher, students can then divide up the alphabet and explore the best ways to present their share of the letters. Teacher should set a date for viewing the rough draft.
7. Rough draft should be approved by teacher before students produce final copy. Ideas for illustrations can be explained briefly but actually produced during the final copy.
8. Each student should take their role of editor/publisher, writer, or illustrator seriously and monitor the work of group members accordingly.
9. After adequate class time has been provided for book completion, a time of presentation should be planned. Each student in the group should be responsible for presentation of the book. Groups should include sound, page transitions, costume, or other forms of theatrics for presenting their book.

Modifications

Individual books can be made. This project can be assigned as homework. Students may make a computer generated book or a web based simulated book. Video books could also be accepted. Allow ESL students to write the book in their native language and make other modifications as needed. An example of a modification would be to allow fewer words or one-syllable words.

Extensions

Students could earn community service points by sharing books at local nursing homes, in the primary schools, or Saturday readings at the city library. They could also share their books at teacher/ parent meetings. Students could seek to get their book published.

Activity References Used

Use the following internet links to obtain information on language art skills:

Alliteration information: http://www.dowlingcentral.com/MrsD/area/literature/Terms/alliteration.html

http://www.windowsproject.demon.co.uk/wbweb/wwbg26.htm

Imagery information: http://www.frostfriends.org/imagery.html

Alphabet Information: http://www.nps.gov/archive/yell/kidstuff/Alphabet/a.htm

Respiratory System Information: http://www.nhlbi.nih.gov/

http://medlineplus.gov/

http://www.lungusa.org/site/pp.asp?c=dvLUK9O0E&b=22542

Use the following as examples for ABC Books.

Gosselin, Kim. (1998). The ABC’s of asthma. Jayjo Books.

Hague, Kathleen. (1991). Alpha Bears. Henry Holt and Co. (BYR).

Kirk, David. (1998). Miss Spiders ABC. Scholastic Press. (Example of alliteration)

Martin, Bill. (2000). Chicka Chicka Boom Boom. Aladdin Publishers. (Example of onomatopoeia)

Polacco, Patricia. (2006). G is for Goat. Puffin Publishers.

Sendak, Maurice. (1991). Alligators All Around. Harper Trophy Publishers. (Example of rhyme)

Seuss, Dr. (2005). ABC An Amazing Alphabet Book. Random House Publishers.

Sobel, June. (2006). Shiver Me Letters: A Pirate ABC. Harcourt Children’s Books. (Example of imagery)

Whitney, Louise. (2002). C is for Centennial. Sleeping Bear Press. (Sleeping Bear Press has many ABC books that tell stories)

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