A Tour Through the Circulatory System
Duration of Activity:
3 to 4 class periods
Description of Activity:
Students will use Microsoft Publisher (or other available software) to create a brochure tracing the path blood flows through the body. Working in cooperative groups, students will use creative writing skills to create a "travel" brochure written from the viewpoint of a drop of blood. Using the Internet, students will download pictures/graphics and insert them into their brochures.
- Students will work in cooperative groups to complete project.
- Students will correctly access Microsoft Publisher (or other available software).
- Students will use creative writing skills to create a travel brochure explaining the path of blood flow through the body from the viewpoint of a drop of blood.
- Students will download images/graphics from the Internet to include in the brochures.
- Students will successfully save all work.
- Computers (per student or groups)
- Microsoft Publisher (or other available software)
- Access to Internet
- Floppy disk (optional)
- Printer (optional)
- Samples of travel brochures
- Handout 1: Blood Flow Rubric
Prerequisites (skills or background needed):
- Teacher will need a basic understanding of the publishing software being used.
- Teacher will need to know how to download and insert pictures/graphics from the Internet.
- Students will need background information on blood flow through the body.
- Students should be able to save work (on hard drive or floppy disk).
The teacher will
- collect travel brochures from a local travel agency and show them to students before beginning project.
- complete a lesson on blood flow through the body prior to beginning this lesson.
- assign students to groups before beginning the project.
- show students examples of travel brochures as guides for their planning.
- provide each student with a copy of any rubric to be used for assessment. Students can use the rubric as a checklist as they complete the project.
- create a brochure about the topic using a publishing software. Allow students to view your work to get a better understanding of the project goals. (Optional)
The student will
- work in cooperative groups to brainstorm ideas for their brochures. Students will create a rough layout of what they want the brochures to look like.
- access Microsoft Publisher (or other available software).
- explain the path that blood flows throughout the body, using creative writing skills.
- use the Internet to find pictures and/or graphics to include in brochure.
- save their work.
- If additional computers are needed, reserve media center or lab computers for the time it will take to complete the projects, or allow students to work on a neighboring teacher's computers.
- To shorten the activity's length, allow some group members to search for graphics while the others are creating the brochure. Allow all students equal time to search on the Internet and create the brochure.
- Pair experienced technology students with those students who are less experienced.
- Have images/graphics already saved onto computer to save class time searching for images/graphics.
Teachers could use concept-mapping software such as Inspiration to create a flow chart for the path blood takes through the body. This could be done with the class members before beginning the brochure as a way of reinforcing the things the students need to include in their projects.
- If possible, print copies of the student brochures and share this information with other science classes.
- Allow the students to create newsletters with Microsoft Publisher about things of interest in Science class.
- Have the students research possible disorders of the circulatory system that prohibit proper blood flow through the body. Have them present their
results to the class.
- Conduct the relay experiment on blood flow found on the Web at
This experiment comes complete with materials list and instructions.
- Have the students complete the FunBrain quiz on the circulatory system at
- Handout 1: Circulatory System Rubric used to assess the finished products
- Compare and contrast structure and function in living systems
- Illustrate the parts and interaction between the respiratory and circulatory system.
National Educational Technology Standards (NETS):
- Use content-specific tools, software, and simulations (e.g. environmental probes, graphing calculators, exploratory environments, web tools) to support learning research. (3,5)
- Apply productivity/multimedia tools and peripherals to support personal productivity, group collaborations, and learning throughout the curriculum. (3,6)
21 Life Science (Level 11-21/22)
Demonstrate an understanding of the fundamental concepts and principles of life science. Apply life science knowledge to investigations and real-world contexts.
Through text, diagrams, and drawings, provide explanations of life science concepts and principles.
Link and Feedback to Author(s):
Misty Little, Tupelo Middle School, Tupelo, MS