Biology
Standard III, Objective 1
Title: Writing about Organs
Description: Students will write a creative document about the structure and function of an organ in a body system.
Materials: biology book, computer (for word processing, optional)
Time Needed: 90 minutes
Prior Knowledge: This activity would be best at the end of the unit when students know about the organs. It could be used for summative or formative assessment of the unit.
Procedures:
1. Tell student that they are going to write a RAFT paper. RAFT stands for:
Role: Who (or what) you are.
Audience: To whom are you writing?
Format: What form will your writing take?
Topic: What subject are you writing about?
2. Share an example with the students. You may wish to project or make an overhead of this one:
R = car in a junk yard
A = teen who destroyed the car
F = farewell letter
T = take care of your car (scolding)
Dear Claude,
I've been forced to sit in this junk yard for the past year. Every day I've had to face the loss of more and more body parts until there is almost nothing left of me. But tomorrow, my time is up; I'm scheduled to be compacted, so I have to write this letter now. It is hard for me to say this, but I think you need to know you are a real jerk!
I gave you the best years of my life, and how did you treat me? You refused to change my oil on a regular basis. (I get cranky when I have a dirty crankcase!) You always fed me the cheapest fuel, never letting me have any fuel containing detergents to help keep my parts clean. You constantly slammed on the brakes, wearing the treads from my tires. You never checked my tire pressure. I had to work extra hard to move with such low pressure in my tires. Do you know how much gas money you wasted over the years by driving on underinflated tires? You never gave me a lube job even though I was constantly screaming for one.
I tried so hard to do my best, but you did not lift a finger to help. Oh, no! Here it comes, the big crunch! I've reached the end of my road....CRUNCH!
3. The following table shows some suggestions for RAFT papers. You may encourage students to create their own or you may wish to limit them to this table.
4. Make sure that student have a copy of the rubric. Point out to them that including the structure and function of the organ is vital to their work.
5. Have willing students read their work out loud or if time permits. You may wish to have the students respond to each other’s work or use the rubric below to grade the assignments.
Systems RAFT Activities
Role AudienceFormatTopic
Lung / Owner / Owner’s manual / To maximize product lifeStomach / Diners in the cafeteria / News report / Hamburger soup
Blood / 6th graders / Travel guide / Riding the rapids
Skeletal system / Teenagers / Advice column / Healthy bones in your future
Nervous system / Sharp tack / Diary entry / You get on my nerves
Liver / Transplant patient / email / We need each other
Muscle cell / Gym patrons / Bulletin board / Contraction action
Thyroid gland / Target cell / Lab procedures / Knock, knock, let me in
Heart / French fries / Personal letter / You’re giving me a heart attack
Ear / Marching band / Interview / I hear you
Skin / Lotion / Infomercial / It’s a touchy subject
Muscle system / School team for any sport / Set of directions / Work with me, people
Root / Rain Clouds / Weather report / Rain in the forecast?
Stem / Leaves / poem / I’ll never let you down.
Flower / Mothers / Mother’s Day card / I’m more than pretty
Leaf / teenagers / Rock and Roll song / I’m tired of making snacks for you.
Rubric
Six Traits Peer Response ChartAuthor’s name:______Your name:______
Assignment: RAFT assignment / 5 / 4 / 3 / 2 / 1
Ideas and Content
The writer describes the situation, giving specific details about the organ and it’s function and structure. Facts are accurately stated. Prediction is made concerning the problem if left untreated. A solution is presented.
Organization
The response is orderly and organized into paragraphs. There is an introduction, a body, and a conclusion.
Voice
The writer directly addressed the audience. The language is natural and makes it convincing and interesting to read.
Word Choice
Words used are specific and accurate. They are not confusing.
Sentence Fluency
Sentences are complete and are logical. They show how the ideas are interrelated.
Conventions
Grammar, spelling, and punctuation are correct and contribute to clarity.
The most interesting or convincing part was. . .
This letter would be improved if. . .