Biology
Standard III, objective 2
Title: Organ Systems with Oprah
Description: A literacy activity where students write a script for an “Oprah” television show featuring a cell, tissue, organ and organ system. The participants share what aspect of the system they contribute to and what their relationship is with other parts.
Materials: Textbook, paper, pencil or word processor on a computer.
Time Needed: 50 minutes to write script, 30-50 to perform
Procedures:
1. Students need to be in groups of 4-6. Each group should be assigned an organ system (respiratory, digestive, circulatory, skeletal, muscular, nervous, endrocrine) It is suggested not to do reproductive, to protect the innocent.
2. Each group needed to identify an “Oprah” to ask questions and a cell, tissue, organ or organs and the system itself.
3. Students need to write a dialog that clarifies the role each person plays in the system and how it is related to other parts of the system.
4. Students should write the script as follows:
Oprah: (smiling) I’d like to thank the ______system for being here today. Would you each introduce yourselves and tell us a little about what you do?
Cell: Well, I…………….
5. Show students student sheet and rubric to guide their work:
6. Allow student 2-3 minutes to present their dialogs to the class or have them work in groups with 4 or 5 other groups and present to the larger groups. The best from the larger groups can be presented to class as a whole.
Organ Systems with Oprah
Introduction: In this activity you will act out a script written for a daytime talk show like Oprah or Dr. Phil. You describe how cells, tissues, organs are all related to one another in an organ system.
The assignment:
Role: A guest on a daytime talk show. Your system is ______.
Audience: Studio audience on talk show.
Format: Dialog between host and element.
Topic: What the role each person plays in the system and how it is related to other parts of the system.
Scoring Rubric:
Trait / 3 / 2 / 1Voice / Student has effectively adopted the persona of a talk show host or guest. / Student has partially adopted the persona of a talk show host or guest. / Student shows little evidence of speaking like a talk show host or guest.
Ideas and Content / · The structure and function of the part are accurately described.
· The relationship between the part is
correctly related to the
other parts. / · The structure and function of the part are adequately described
· The relationship between parts is partially described. / · The structure and function are poorly described
· The relationship between parts is poorly described.
Organization / Speakers are identified. Sentences are short and effective. / Speakers are identified. Sentences are less effective. / Speakers are usually identified. Sentences are not effective.
Word Choice / Accurate and specific words energize the writing. A broad range of words have been chosen. / Words chosen work but do not capture the reader’s interest. Some words are used incorrectly. / Language is vague or limited in range. Message is unclear because of poor word choices.
Conventions / Few errors in punctuation, grammar and spelling exist and do not detract from message. Text is one page long. / Errors in punctuation, grammar and spelling do not obscure message but are noticeable. Text is somewhat too short or too long. / Many punctuation, grammatical and spelling errors. Message is obscured by poor conventions. Text is not nearly to one page long.
Sentence Fluency / A fluent sound, one sentence flows easily into another in a realistic manner. Meaning is enhanced through flow of ideas. / A natural sound, but lacks realism and impact. Text can be read easily. / Significant portions of the text are difficult to follow or read aloud.