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    Circulatory Disease Project

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    api-517831630
    The document describes a school project where students will build a 3D model and pamphlet about a cardiovascular disease. For the model, students must choose a heart or blood vessel condition and construct a cross-section model showing relevant internal parts clearly labeled. The pamphlet must organize information about the chosen condition's facts, symptoms, diagnosis, treatment, and prevention in a visually appealing format including images. Teachers will evaluate both the model and pamphlet based on pre-defined criteria assessing creativity, labeling, demonstrated condition, organization, accuracy, and visual design.

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    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd

    Circulatory Disease Project

    Uploaded by

    api-517831630
    112 views2 pages
    The document describes a school project where students will build a 3D model and pamphlet about a cardiovascular disease. For the model, students must choose a heart or blood vessel condition and construct a cross-section model showing relevant internal parts clearly labeled. The pamphlet must organize information about the chosen condition's facts, symptoms, diagnosis, treatment, and prevention in a visually appealing format including images. Teachers will evaluate both the model and pamphlet based on pre-defined criteria assessing creativity, labeling, demonstrated condition, organization, accuracy, and visual design.

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    Original Title

    circulatory disease project

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    The document describes a school project where students will build a 3D model and pamphlet about a cardiovascular disease. For the model, students must choose a heart or blood vessel condition and construct a cross-section model showing relevant internal parts clearly labeled. The pamphlet must organize information about the chosen condition's facts, symptoms, diagnosis, treatment, and prevention in a visually appealing format including images. Teachers will evaluate both the model and pamphlet based on pre-defined criteria assessing creativity, labeling, demonstrated condition, organization, accuracy, and visual design.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    112 views2 pages

    Circulatory Disease Project

    Uploaded by

    api-517831630
    The document describes a school project where students will build a 3D model and pamphlet about a cardiovascular disease. For the model, students must choose a heart or blood vessel condition and construct a cross-section model showing relevant internal parts clearly labeled. The pamphlet must organize information about the chosen condition's facts, symptoms, diagnosis, treatment, and prevention in a visually appealing format including images. Teachers will evaluate both the model and pamphlet based on pre-defined criteria assessing creativity, labeling, demonstrated condition, organization, accuracy, and visual design.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    of 2

    Project: Model of the Circulatory System and Pamphlet

    Objective: Build a 3-D model of a diseased heart or a diseased vascular system. Then design a pamphlet
    describing the chosen disease/disorder.

    Group members: _____________________________________________________________________________

    Chosen cardiovascular condition: __________________________________________________________

    Instructions for 3-D model:

    1. You should be able to see inside the heart/blood vessel so only a cross section of the chosen organ
    is necessary.
    2. You can use any of the following materials to make your model; clay, model magic,
    papier-maché…etc. (if including tubes, must actually be in the right spot(s)).
    3. You must include labels and a legend for all relevant components of your model.

    Rubric for 3-D model:

    1 2 3 4 5
    Creativity/neatness

    All relevant parts are


    clearly labeled
    Chosen condition is
    clearly demonstrated

    Total: /15

    Instructions on pamphlet:

    1. Pamphlet should be original and visually stimulating


    2. Should include topics such as: facts, symptoms, diagnosis, treatment and preventative measures.
    Any other relevant topics can be added, if space allows.
    3. Images should be included where appropriate.

    Rubric for pamphlet:

    1 2 3 4 5
    Organization of
    information
    Relevance and accuracy
    of information
    Visually creative

    Total: /15
    Level Criterion A: Knowing and Understanding (Maximum 8)
    0 The student does not reach a standard described by any of the descriptors given below.
    The student is able to:
    i. select scientific knowledge
    1–2 ii. select scientific knowledge and understanding to suggest solutions to problems set in familiar
    situations
    iii. apply information to make judgments, with limited success.
    The student is able to:
    i. state scientific knowledge
    3–4 ii. apply scientific knowledge and understanding to suggest solutions to problems set in familiar
    situations.
    iii. Apply information to make scientifically supported judgments.
    The studentis able to:
    i. state scientific knowledge
    ii. apply scientific knowledge and understanding to solve problems set in familiar and unfamiliar
    5–6 situations.
    iii. apply information to make scientifically supported judgments.
    The student is able to:
    i. outline scientific knowledge
    7-8 ii. apply scientific knowledge and understanding to solve problems set in familiar situations and
    suggest solutions to problems set in unfamiliar situations.
    iii. Interpret information to make scientifically supported judgments.

    Level Criterion D: Reflecting on the impacts of science (Maximum 8)


    0 The student does not reach a standard described by any of the descriptors given below.
    The student is able to,
    i. statethe ways in which science is used to address a specific problem or issue
    1–2 ii. statethe implications of using science to solve a specific problem or issue, interacting with a factor
    iii. applyscientific language to communicate understanding with limited success
    iv. document sources, with limited success

    The student is able to:


    i. statethe ways in which science is used to address a specific problem or issue
    ii. outlinethe implications of using science to solve a specific problem or issue, interacting with a
    3–4
    factor
    iii. sometimes apply scientific language to communicate understanding
    iv. sometimesdocument sources correctly.
    The student is able to:
    i. outlinethe ways in which science is used to address a specific problem or issue
    ii. outlinethe implications of using science to solve a specific problem or issue, interacting with a
    5–6
    factor
    iii. usually apply scientific language to communicate understanding clearly and precisely
    iv. usuallydocument sources correctly.
    The student is able to:
    i. describethe ways in which science is applied and used to address a specific problem or issue
    ii. describe and summarize the implications of using science and its application to solve a specific
    7–8
    problem or issue, interacting with a factor
    iii. consistently apply scientific language to communicate understanding clearly and precisely
    iv. document sources completely.

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