Name: ________________________________________________Due Date:____________ Creating a Health Pamphlet
Topic:
In this simulation, students will use their Life Science books to inform the class about facts regarding systems of the human body. This activity will focus on building a cognitive understanding of body related vocabulary, content, and visual literacy.
Purpose (CA Life Science Standards 2a-d):
The purpose of this activity is to deepen students' understanding that animals have structures for respiration, digestion, waste disposal, and transport of materials. As a basis for
understanding this concept, students will know the specialized structures that support the transport of materials in the body; know how blood circulates through the heart chambers, lungs, and body; students will know the sequential steps of digestion and its functions; and students will know the role of the kidney in removing cellular waste from blood and
converting it into urine, which is stored in the bladder. Objectives:
By participating in this activity students will:
Deepen their understanding of body functions and process.
Practice pamphlet making skills.
Practice public speaking.
Practice participation in an interactive group.
Practice self-monitoring while working independently. This project is due: ____________________
Students will work in small groups during the reading portion of the project, then
independently for the pamphlet portion of the project, unless discussed otherwise with the teacher.
Steps for the pamphlet:
Step 1. Arrange the text/Writing a Draft. The text should be arranged using the pamphlet in the Student Book as a guide. First complete a rough draft. First focus on getting ideas on paper. Once the draft is complete then peer editing will take place. Students will check each others' work looking for spelling and grammar mistakes.
Step 2. Include visuals. Students can include photographs or make drawings to go with their pamphlets.
Step 3. Final Edit. Students will give one final edit of another student's work to check for grammar, spelling, and content error.
Step 4. Final Copy. Students may choose to make their final pamphlet on the computer or hand-made. If hand-made the student must write in blue or blank ink. Pictures for this project may be either found images from either magazines or the internet, or hand drawn.
Rubric
Category A/4 B/3 C/2 D/1
Title Title is boldly
visible. Title is clearly visible. Title is somewhat clear. Title is missing. Headings Headings are clearly
visible and used to organize
information in a logical order.
Headings are visible and used to organize
information.
Some headings are
used. Few headings are used.
Content Content shows evidence of research by using citation, a work cited section, and paraphrased language. The student is able to use their own wording to synthesize information.
Content show evidence of research by using citation, a work cited section, and paraphrased language. The student uses vocabulary that sounds too much like the author.
Content shows some evidence of research by either using citation or a work cited section.
Paraphrasing sounds too similar to
researched material.
Content shows little evidence of research.
Illustrations Illustrations and photographs are of professional quality and are included in a meaningful way, which helps to foster visual literacy.
Illustrations and photographs are included.
Some illustrations and photographs are included.
No illustrations or photographs are included.
Writing Writing is free of mechanical errors. The student uses advanced sentence structures.
Writing has little mechanical errors. Language is elementary.
Writing has some mechanical errors. Sentence structure is elementary.
Public Speaking Rubric
Peer Evaluation
Student name:_______________
Evaluator:_______________
A B C D F
Oral
Presentation
Clear, confident voice. Makes eye contact with the audience consistently and confidently. Is able to answer questions from the audience with ease.
Clear, loud voice. Makes eye contact with the audience consistently. Is able to answer questions from the audience with little delay.
Unclear voice at times, and speaks too softly at times. Struggles to make eye contact. Not very confident in posture. Struggles to answer questions from the
audience in a timely and confident manner.
Unclear voice at times, and speaks too softly at times. Fails to make eye contact. Not very confident. Struggles to answer
questions from the audience. Has no confidence in their work.
How to break up the work:
You will work in a small group to help each other collect information from our science text book readings. There is no one person that is the researcher-you all help! You all will also research the facts to include in your brochure.
Spend one day working on each:
Art/Diagrams:Your need to draw or print out body system related pictures AND label when appropriate.
If you print a picture off of the internet, you MUST write down the website that you found it from, what date you printed it, the entire web address, and if it has a copyright date. If you draw the picture, you need to give all of the information about the book that you got the image from. This means you need the: author(s), name of book, page number, chapter title, copy write location and date etc.
Writing/Typing: Your information on the final copy must be in either blue or black ink, or typed in 12 sized font, New Times Roman and double spaced. If your text is too big double spaced for your brochure you may have 1.5 spacing. You writing should be in your own words. If you copy anything word-for word, then you need to cite the information with the author(s) name(s), the title of the book, the page number, copy write date, and publish company name.
Bibliography: See below on how to write a work cite page. You may cite as you go, but also have a small area on your brochure identifying where you got your information.
Sample Example of setting up a bibliography for a book:
Author (last name first). Title of the book. City: Publisher, Date of publication. EXAMPLE:
Dahl, Roald. The BFG. New York: Farrar, Straus and Giroux, 1982.
Anderson, Thomas H. and Bonnie B. Armsbruster. "Content Area Textbooks." Learning to Read in American Schools: Basal Readers and Content Texts. Hillsdale, NJ, L. Erlbaum Associates, 1984. 193-226.
Sample Example of setting up a bibliography for a website:
URL (Uniform Resource Locator or WWW address). author (or item's name, if mentioned), date. EXAMPLE: (Boston Globe's www address)
