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|Stem Cell Heart Repair Game Information|
Recommended Grade Levels: 10-12+ (ages 16-18+)
Run Time: 25-30 minutes
Story Line: Help Dr. Rich Pompili, a cardiologist, as he researches and compares two different methods of using stem cells to treat heart failure in patients. Learn how stem cells help repair the heart after a heart attack (infarction) and how researchers like Dr. Pompili are trying to increase this repair function to help the most critically ill patients. Students will also learn how medical research is conducted, how clinical trials work, and heart function and anatomy. Worksheets and a quiz provided in the teacher's guide.
Technical: This is a Flash game, so you will need the Puffin Academy Browser if you are going to play this game on a mobile device. We also recommend having ear buds to play the activity in class or in public areas. Speakers are fine for home use.
HS-LS1-1 Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells.
HS-ETS1-1 Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants.
RST.9-10.1 Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.
RST.9-10.2 Determine the central ideas or conclusions of a text; trace the text’s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text.
RST.9-10.3 Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.
RST.9-10.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9–10 texts and topics.
RST.9-10.9 Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts.
RST.11-12.2 Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms.
RST.11-12.3 Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text.
RST.11-12.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11–12 texts and topics.
RST.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem.
RST.11-12.8 Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information.
RST.11-12.9 Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible.
27. Describe advances in life sciences that have important long-lasting effects on science and society (e.g., biological evolution, germ theory, biotechnology and discovering germs).
28. Analyze and investigate emerging scientific issues (e.g., genetically modified food, stem cell research, genetic research and cloning).
1. Cite examples of ways that scientific inquiry is driven by the desire to understand the natural world and how technology is driven by the need to meet human needs and solve human problems.
2. Describe examples of scientific advances and emerging technologies and how they may impact society.
Doing Scientific Inquiry
1. Research and apply appropriate safety precautions when designing and conducting scientific investigations (e.g. OSHA, MSDS, eyewash, goggles and ventilation).
2. Present scientific findings using clear language, accurate data, appropriate graphs, tables, maps and available technology.
4. Draw conclusions from inquiries based on scientific knowledge and principles, the use of logic and evidence (data) from investigations.
7. Investigate how the knowledge, skills and interests learned in science classes apply to the careers students plan to pursue.
Doing Scientific Inquiry
2. Evaluate assumptions that have been used in reaching scientific conclusions.
3. Design and carry out scientific inquiry (investigation), communicate and critique results through peer review.
5. Summarize data and construct a reasonable argument based on those data and other known information.
8. Explain that the decision to develop a new technology is influenced by societal opinions and demands and by cost benefit considerations.
11. Research the role of science and technology in careers that students plan to pursue.
· Abilities necessary to do scientific inquiry
· Understandings about scientific inquiry
· The cell
· Understandings about science and technology
· Science and technology in local, national, and global challenges
· Science as a human endeavor
· Nature of scientific knowledge