What’s inside your blood – edible model

What’s Inside Your Blood Science Experiment – An Edible Model

Type of resource:  website

Web address http://preschoolpowolpackets.blogspot.com/2016/02/Whats-Inside-Your-Blood-An-Edible-Model.html

Language: english

Description

Creating an edible model of blood – recognizing the components of human blood, understading their function in human body.

Scientific concept introduced

Blood

Plasma

Erythrocytes

Leukocytes

Thrombocytes

Creative and critical thinking

–

Mathematical reasoning

–

Scientific thinking

Asking questions

Analyzing and solving problems

Drawing conclusions

Learning how to learn

–

Additional

Enriching vocabulary

Learning to work in a team (sharing ideas)

Following the rules of safety

Fine motor skills

https://www.youtube.com/embed/5RsRWgj_KNA?feature=oembed

What’s Inside Your Blood Science Experiment – An Edible Model

Overall aims

Enriching knowledge and understanding concerning the essence and ingredients of human blood (plasma, red blood cells, white blood cells, platelets)

Developing fine motor skills while building the blood model

Developing the abilities to observe

Developing the cognitive abilities like: attention, concentration and thinking

Organizing the environment for co-operation

Vocabulary – keywords should be understood

Blood, plasma, erythrocytes, leukocytes, thrombocytes

Expected learning outcomes (operational aims)

The child explains the blood structure, names its parts and explains the different parts functions;

The child can construct edible blood model using food ingredients – he/she improves motor and cognitive skills

The child is able to cooperate in a team, playing different roles

STEM skills – to which the learning unit is related to

CORE STEM SKILLS

Learning to think and discover

– asking questions

– analyzing and solving problems

– drawing conclusions

ADDITIONAL SKILLS

Learning to work in a team (sharing ideas)

Following the rules of safety

Fine motor skills

Teaching methodologies/activity outline

1. Introduction
What is blood? What do you know about human blood?
What does the blood consists of, what are the parts of blood?
The movie can be used: (Once upon the time… Life) e.g.
https://www.youtube.com/watch?v=7AWfzy7wdv4

2. Building the edible blood model following the instruction and explanations from the website:
http://preschoolpowolpackets.blogspot.com/2016/02/Whats-Inside-Your-Blood-An-Edible-Model.html

3. Eating the model
4. Artistic summary – drawing the blood model built during class

Assessment of learning

Preparing a drawing – my own model of blood

Equipment and materials to be used in learning unit (tools, ingredients etc)

– Plastic bag or long container illustrating the blood vessel

– Yellow pudding

– Raisins

– Bananas

– Pineapples

– Apples

The children can also think about their own ingredients to be used in a blood model.

Kind of setting

Classroom or preschool kitchen

References – source

http://preschoolpowolpackets.blogspot.com/2016/02/Whats-Inside-Your-Blood-An-Edible-Model.html

http://creeksidelearning.com/more-kitchen-science-whats-inside-a-drop-of-blood/

Blood in a bottle:

https://www.rundesroom.com/2012/10/our-classroom-was-covered-in-blood-today.html

What’s Inside Your Blood Science Experiment – An Edible Model

1. Usefulness for STEM education – integrating content of different disciplines

Cross-curricular character of the resource 

The range of S-T-E-M subjects included 

The presentation of possibilities of including artistic activities (STEAM approach)

2. Expected learning outcomes

Consistency (links) with preschool core curriculum

Communicativeness of description

3. Methodology of teaching

Clarity, communicativeness of instructions for teachers

Meaningful learning – using practical life problems

Original idea

The level of ease in implementing the methodology to preschool age children

The level of ease in preparing necessary ingredients, materials and equipment needed

4. Sustainability

Ecological characteristics of materials/ results

Supporting healthy eating habits

Low ecological footprint

Possibilities of inclusion (respecting cultural diversity and food intolerances)

5. Class management

Using differentiated forms of work – individual, team work etc.

6. Time management