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Driving Questions / Scenario (what are we trying to solve or improve?)

What are the main function of each body system (digestive, circulatory, muscular, skeletal, respiratory, cardiovascular)?

Compare and contrast two body systems.

Project Summary

You have been asked to design a new ride at an amusement park that tours the human body. Guests will ride in the EV3 robot during the tour. In your ride you will want to make sure you tell the park visitors what the main purpose of each body system is.

Note: Previous EV3 programming experience is highly suggested!

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Materials Per Group	Estimated Time	Standards
Butcher paper (1 for each group-at least 3 feet in length) Plain white printer paper (for sketching) EV3 robots- Preferably 1 per group, but you can adjust if there is not enough Colored pencils Computer- 1 per group	About 4 class periods Day 1: Assign body systems to groups and draw human body Day 2: Color your assigned system and begin programming your robot to move to the systems Day 3: Devise a script and record what the function of your body systems are Day 4: Share	5.L.1.2: Compare the major systems of the human body (digestive, respiratory, circulatory, muscular, skeletal, and cardiovascular) in terms of their functions necessary for life.

Assessment Ideas
Formative Recordings of the functions of the students’ assigned body systems	Summative

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Day One - Overview

Start of Lesson

Teacher gives an overview of the engineering process and explains the human body tour scenario.
Teacher assigns, or allows students to choose, two of the body systems.
Student groups draw an outline of the human body using the entire length of the butcher paper, and discuss how they will add their body system in the next session.

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Ask: 5 min

Day One

What does the human body look like?
What do the two body systems assigned to our group do to help the entire body function?
How will we illustrate these body systems on our human body drawing?

You will have a long length of butcher paper on which to draw the entire human body.

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Imagine: 10 min

Day One

Brainstorm with your team how your two assigned/chosen body systems help the entire body function.
Are there any ways the two systems interact or help each other?
Have someone in your group write all these brainstorming ideas down so your group can use them later when creating your robot’s script.

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Plan: 10 min

Day One

Sketch out how your team will create the drawing of the human body on a smaller piece of paper. This will help you avoid lots of erasing when you get your large butcher paper.

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Create: 20 min

Day One

Gather your materials.
Using the sketch your group created, draw the human body on your butcher paper. Your drawing should take up most of the butcher paper (remember your robot is going to have to have room to move around IN the body).

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Day Two - Overview

Start of Lesson

Teacher gives an overview of the engineering process and explains the Human Body Tour scenario.
Teams will draw their two body systems in the correct places on the body outline from the previous session.
Teams will begin to program their robot to enter the body through the mouth (the beginning of the amusement ride) and stop at each of their two systems.

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Plan: 10 min

Day Two

Review the sketch of the body and the two systems your group previously drew.
Discuss where these will be drawn and what color or colors your group will use on the large butcher paper body.
Think about what turns, rotations, and stops your robot will need to make as it travels through the body (starting at the mouth) in order to take guests on a tour which includes your two systems.

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Create: 30 min

Day Two

Gather your materials.
Using the sketch your group created, draw your group’s two systems on the human body you drew earlier.
Begin programming your EV3 robot to enter the mouth of the body and drive to the first system you want your guests to visit on the amusement ride tour.

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Improve: 10 min

Is your program working?
Continually test your robot’s programming to ensure that it follows a path through the body, stopping at the two systems you have drawn and colored.

Day Two

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Day Three - Overview

Start of Lesson

Teacher reviews the engineering process and the Human Body Tour scenario.
Students teams will use their earlier brainstorming notes to create scripts which describe the function of each of the two body systems, and how they are related or may help each other in maintaining the health of the entire body.
Student teams will record their scripts in the appropriate places of their EV3 programs.
Student teams will conduct final trials to ensure their robots move to, stop at, and vocalize at the correct places in the body.

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Create: 35 min

Use your earlier brainstorming notes to create scripts which describe the function of each of the two body systems, and how they are related or may help each other in maintaining the health of the entire body. This will be what your amusement park guests hear as they ride along on the tour.
Record your scripts in the appropriate places of the EV3 program you started to create in the last session.

Here is a video which will show you how to record your own sound files in your EV3 program - https://www.youtube.com/watch?v=Z0RChcjFXwo

**Because the recording time may be limited for each block, it is recommended that you record and save every 1-2 sentences of your script as a separate sound block. You can then link them together in the program.

Day Three

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Improve: 10 min

Is your program working?
Continue test your robot’s programming, now with the sound blocks added, to ensure that it follows a path through the body, stopping at the two systems you have drawn and colored, and providing the proper audio for the tour.

Day Three

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Day Four - Overview

Start of Lesson

Teacher reviews the engineering process and the Human Body Tour scenario.
Gallery Walk as teams share each other’s design and tour.

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Improve: 10 min

Do you think your amusement park ride would be enjoyable? Why?
Do you think guests visiting the park would learn something about the human body by taking your tour? If so, what?
After seeing other teams’ amusement park rides, is there anything you would change about yours to make it better?

These are the Reflection Questions for Formative Assessment

Day Four

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Closure/Sharing Out:

Please consider doing one of the following:

Tweeting out pictures and/or comments from the lesson (use your school hashtag or #mcsstem)
Blogging
Add to an online portfolio/website
Share with parents pictures from the event
Feature the Human Body Tour on a school broadcast
Connect with another class about the project (Skype, Hangouts, blogging, etc.)

Extensions

Design a tour which includes more than two systems.

Curriculum Connections:

Taking on the point of view of a park guest, write a review of the ride for the park’s website.
Create a colorful poster the park could use when advertising this new ride.