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Teacher Version
Get To Know Your Heart
Lesson:
GET TO KNOW YOUR HEART
- Self Evaluation
Overview
Our process of learning about cardiovascular health begins with learning about oneself. In this lesson,
students learn the following:
1. To calculate their heart rates as a class.
2. To rotate in small groups through two different stations:
• one where the students take their blood pressure;
• one where they find their body mass index (BMI).
3. To compare their results to healthy and unhealthy values for each test.
4. To use their values to evaluate their general health.
Major Concepts
We cannot directly observe the health of the parts of our bodies that we cannot see. We will learn how to
perform three evaluations that are indicators of our current cardiovascular health. These three tests are
listed below:
1. Heart Rate is the number of times a person’s heart beats in one minute. This is determined by
measuring a person’s pulse.
2. Blood Pressure is actually two measurements:
• One measurement is the pressure of the blood
exerted on the inside of the arteries while the heart
is contracting, and the blood leaves the heart. This is
called systolic pressure (the higher number).
• The other is the pressure of the blood on the inside of
the arteries while the heart is relaxed, and the blood is
entering the heart. This is called diastolic pressure (the
lower number).
3. Body Mass Index (BMI) is a value derived by comparing
Systolic
Diastolic
a person’s weight to their height. This value correlates
to body fat though it does not directly measure body fat.
This value is considered important as an indicator of risk for disease. BMI is more complicated to
assess while we are still growing (children and youth) because BMI changes before and after each
growth spurt. When we reach maturity our growth/weight does not fluctuate as frequently. Also,
BMI cannot discriminate between excess fat, muscle mass and bone density so there can be false
negatives and false postives.
Each of these tests gives insight on the role of current lifestyle choices on future health.
This self evaluation is not a health assessment. The results from the tests taken in class are likely to
be unreliable. Two more concepts introduced are the science standard requirements of reliability and
validity. The simplest way to achieve reliability is to do multiple trials of each test. Since students do
not have the professional training to do a health assessment, they only do one trial for each test and the
environment does not lend itself to valid results, this lesson merely starts the discussion of how to make
their values more reliable and valid. Student Learning Objectives
After completing this lesson, students will be able to
•Demonstrate how to determine heart rate by taking their pulse.
•Demonstrate how to determine blood pressure.
•Determine their body mass index.
•Apply their values to standard tables to assess current cardiovascular health and assess the risk of
developing cardiovascular disease in the future.
•Assess the strengths and limitations of these tests as health indicators.
•Describe what they have learned about their heart and health through the activities of determining
heart rate, body mass index, blood pressure.
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Teacher Version
Get To Know Your Heart
•Evaluate some of their lifestyle choices that promote or discourage long-term health.
Teacher Background
This lesson serves as an introduction to the study of cardiovascular health and disease and uses
information about each student to peak their interest in the subject. The goal is to introduce some of
the information that can be used to create a health profile for a person. THE YOUTH TAKE HEART
PROGRAM DOES NOT PROVIDE HEALTH ASSESSMENTS. THE GOAL OF THE PROGRAM IS TO
EXPOSE STUDENTS TO THE DIFFERENT TESTS AND TO HAVE THEM GET AN IDEA OF WHAT
THEIR OWN VALUES ARE.
Heart Rate: The heart rate test is fairly straight forward. See the procedure.
Blood Pressure:
Blood pressure testing is a bit more complicated for people under the age of 18. Blood pressure is
based on a student’s age and height. Height is the best indicator for growth. As they grow in height,
normal blood pressure increases to approach what it will be as an adult. So that students do not have
to do a multi-step process using growth charts to determine the healthiness of their blood pressure, we
have simplified the threshold for high blood pressure (pre-hypertension). All students will be too high for
the normal range at 120 for systolic pressure and 80 for diastolic pressure.
• There will be a small number of children who may have high blood pressure yet have a blood
pressure of less than 120/80 (this is called a false negative). They will be shorter in stature.
• Even though it is possible to get false negatives, it is more likely to get false positives (values that
imply students having high blood pressure when they don’t in reality) due the classroom environment
and the inexperience of the students.
• There are many reasons the blood pressure reading can be abnormal even though a person’s blood
pressure is actually normal. The size of the blood pressure cuff may be too small or too large or the
energy level of the classroom is too stimulating.
High blood pressure (otherwise known as “hypertension”) is when blood pressure is above the healthy
range. It is called the “silent killer” because it has no symptoms that you can hear, feel or see. It may be
caused by narrowing in the arteries. This increases the work load on the heart and the pressure of blood
on the inside of the blood vessels. High blood pressure damages blood vessels throughout the body; the
brain, the heart and the eye are examples. It can also damage the kidneys and lead to atherosclerosis
(hardening of the arteries), stroke and blindness.
Body Mass Index (BMI):
BMI is used as an indicator of healthy or unhealthy body composition (healthy vs. overweight). This
value is compared to a chart that defines levels where values are correlated with increased risk of
cardiovascular disease and other chronic diseases.
BMI AS AN INDICATOR FOR HEALTH (BENEFITS AND LIMITATIONS):
There are limitations to the use of the BMI.
Growth Spurts:
• Children are in a growth process that includes growth spurts interspersed with periods of little
growth. Weight and height can change drastically during this time, thus changing their BMI value
within a short period of time.
What Is It Really Measuring?:
• The value of BMI does not directly measure body fat as opposed to muscle mass or bone density.
It has been found that BMI closely correlates to amount of body fat.
• Both muscle mass and bone density are partially genetically determined.
• Also, individuals with extremely high muscle mass, such as body builders, will also have a higher
BMI but a low percentage of body of fat.
So Why Use It?:
• Exploring BMI with children has merit because it is well correlated with disease risk, especially
•High blood pressure (risk factor for cardiovascular disease).
•Elevated blood lipid levels (risk factor for cardiovascular disease).
•Elevated blood insulin levels (a risk factor for diabetes).
•In school-aged children, BMI is highly correlated to the risk of being overweight in the future as a © 2008 Youth Take Heart
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Get To Know Your Heart
teen and future obesity as an adult.
Because of this correlation with future disease risk, BMI is useful in helping children connect
their lifestyle choices with their current and future health.
What Do The Numbers Mean?
BMI range is broken into 4 basic categories, based on comparing BMI with age or a growth chart:
• Students who fall at or below the 5th percentile range are considered “underweight.” 95% of the
people at that age in the population have a higher BMI.
• Students who fall between 5th and 85th percentiles are considered “normal.” It is possible to get
a false negative. This means that a student may be carrying too much body fat and may be at risk
for disease, but their BMI falls into the normal range.
• Students who fall on the 85th percentile line and, up to but not including, the 95th percentile line
are considered “at risk for being overweight.” It is possible to get a false positive. This means that
their BMI is high but their body mass is primarily muscle or bone and less fat, and therefore, they
do not have increased risk for disease. But because of their higher muscle or bone mass, their
BMI is higher.
• Students who fall at the 95th percentile line and higher are considered overweight. The term
“obese” is not used when describing people under 20 years old. These students have a high
probability to have the risk factors for disease and also have an increased likelihood to be obese
as adults.
•
APPLICATION: The lesson also gives students an opportunity to take the values from these tests and
assess their own health. It is important to stress that a large part of the values from these indicators are
things that are under their control; there are very specific things each of us can do in our lives to improve
the results of these tests, and thus, the health status indicated by each test. The values can be the
motivation for lifestyle change.
Time Frame
2-50 minute class periods.
Day 1: Introduction and Pulse
Day 2: Blood Pressure and Body Mass Index
Materials
• Student Packet (one per student)
• Students Procedures (class set)
• 16 Stopwatches
• 4 Digital Blood Pressure Apparatuses (Sphygmomanometers) - 1 with a small cuff, 3 with medium
cuffs and 1 large cuff
• 2 Bathroom Scales
• 2 Tape Measure measuring up to 84 inches (7 feet)
• 30 Calculators
• Document Masters:
o Resting Heart Rate Chart and Blood Pressure Chart
o Data Collection Table
o Self Assessment Table
o 4 Categories of Healthy vs Non-Healthy BMI For People 20 Years Old And Younger
o BMI Table
o BMI Cutoffs at the 85th and 95th percentiles
o BMI calculation
• Laminated Sheets:
o Directions for Blood Pressure “Test Your Blood Pressure Tips”
o Directions for BMI
• Letters of Notification:
o Nurse Notification Letter
o Parent/Guardian Notification of Blood Pressure Concern Letter (make copies as needed)
o Parent/Guardian Notification of BMI Concern Letter (make copies as needed)
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Get To Know Your Heart
Teacher Preparation
• Photocopy
• Student Procedure (a class set)
• Student Packet (one/student)
• Nurse Notification Letter
• Parent/Guardian Notification of Blood Pressure Concern Letter (as necessary)
• Parent/Guardian Notification of BMI Concern Letter (as necessary)
• Make Document Masters
• Resting Heart Rate Chart, Maximum Heart Rate Chart and Blood Pressure Chart
• Data Collection Table
• Self Assessment Table
• BMI Table
• BMI Cutoffs at the 85th and 95th Percentiles
• 4 Categories of Healthy vs Non-healthy BMI for People 20 years old and Younger
• BMI calculations
• Have one stopwatch available for every pair of students. Heart rate will be done as a class at their
seats.
• Two areas of the room should be designated for the stations, one area for blood pressure and one
for Body Mass Index (BMI).
•Each station should include:
• Blood Pressure
o 4 blood pressure apparatuses & cuffs
o Laminated Blood Pressure Directions Sheet
• Body Mass Index
o 2 Bathroom Scales located in private locations so students cannot be seen by other
students when they are weighing themselves.
o 2 tape measures taped to the wall with the ‘0’ end just touching the floor. It is important
to have two areas on the wall that are smooth up to about 7 feet so that the tape
measure can be attached to the wall. It has been found to be helpful to orient students
by putting how many inches are in 5 and 6 feet on the wall next to the tape. (60 inches =
5 feet, 72 inches = 6 feet, 84 inches = 7 feet)
o 16 Calculators
o Laminated BMI directions
•Familiarize yourself with each procedure, especially taking blood pressure.
Teacher Notes
• Expect to have to take time to demonstrate how to do each test before the students participate and
then to go over what their numbers mean after they have their values.
• Have the class take their pulse together. Then break the class into 3 groups. One group will finish
the heart rate section, one group will go to the blood pressure station and one group will go to the
BMI station. Have students do the analysis and questions for the stations at their seats. This will free
up station space for other students to collect their self-data. You might also want to have a
crossword or word search available for students who finish early or who are waiting for a station to
open up. If possible, you could have computer stations available where students could go through
the Guy Simplant CD. There is a worksheet for Guy Simplant in your training binder.
PRIVACY AND CONFIDENTIALITY: It must be made clear, at the beginning of the lesson, that the data
the students are collecting on themselves is private. As the teacher, you will be the only one seeing their
information with the purpose of assessing calculations, process and possible need for concern for health
(in which case the student should be referred to the school nurse for follow up and parents/guardians
should be contacted).
o Some students are very concerned about their weight. Legally, they have the right to privacy for
their personal information. There have been reports of harassment pertaining to this issue.
o Possible script: “The purpose of today’s activities is to learn something about our individual
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personal health. Every person in here has the legal right to privacy. The scales have been placed
in areas where only the person being weighed can see their value. Privacy must be respected at
all times or students will lose the right to participate, the applicable points and possibly receive
disciplinary action.”
BLOOD PRESSURE:
•Blood pressure cuffs are extremely sensitive; standing, talking or moving while measuring blood
pressure will significantly throw off data. If students get a high reading, have them sit calmly for 5
minutes and take a second measurement with a different machine. Or ask them if they have to go to
the bathroom and let them do that first.
•It is most important to monitor the blood pressure station. Cuffs on very small arms have overinflated and then stopped without deflating. This can be very uncomfortable.
•EXTREME VALUES AND FOLLOW UP: Students with numbers excessively outside the normal
range should have their values tested a second time. If the value is still extreme, the school nurse
and parents/guardians should be contacted. It can be recommended to retest in the near future with
a physician or at the very least, at the pharmacy at the grocery store. Most Safeways have a free
apparatus where you sit on an attached bench during the test.
o The word “normal” is used to describe what physicians consider desirable. It is also important to
stress that every person has unique genetic characteristics. Outside of the normal range, for some
people, may be healthy for them and no need for concern.
o If a child is not feeling well at the time of the testing, send them to the nurse immediately.
o It is important to note that this activity cannot take the place of regular physical examinations.
Every child should have a yearly physical examination by a physician, which includes a blood
pressure check.
o Be aware there are many factors that can affect the accuracy of the values that students will get.
• Sometimes when the batteries are running low, the results may be inaccurate.
• The blood pressure apparatuses and scales are used by many children per day and per year and likely will begin to show the use. If values are coming out extreme, try another apparatus to see if the first apparatus is having problems. Please place a piece a damage tag with note about problems on malfunctioning apparatus.
• With blood pressure, the classroom is rarely the calm and relaxed environment needed for accurate readings. Yet, students still seem to get a lot out of this activity.
•For your own interest, here are the adult cut-offs for blood pressure:
Blood Pressure Cut Offs for Adult
Classifcation
Normal
Beginning of
High Blood
Pressure (PreHypertension)
High Blood
Pressure
Systolic
(mmHg)
Diastolic
(mmHg)
<120
<80
120-139
80-89
140 and up
90 and up
• Please recycle used batteries and make a note on the kit bin inventory.
BMI:
• Make sure you review what the BMI is an indicator of and its weaknesses, in particular for people
who are still growing.
• When finding height for BMI, two students can work together and use a book to match the
highest part of the head to the tape measure. The book must be flat.
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•The math has been perceived difficult for some students, especially younger students, so a nonmath version for finding BMI has been included.
•Be aware there are many factors that can affect the accuracy of the values that students will get.
o Weight is most accurate before breakfast, after going to the bathroom and without clothes Therefore, the values in class are bound to be higher.
o Students may have trouble getting accurate measurement from the tape measure. There may be a problem with how the tape measure is attached to the wall, students may not be careful
enough with their measurements (they don’t hold the book flat) or they may be too short to see clearly.
• For your own interest, here are the adult cut offs for BMI:
BMI Cut Offs for Adults
Classification
BMI
Underweight
<18.5
Normal
18.5-24.9
Overweight
25-29.9
Obese
30 and upe
IN GENERAL:
•Copies of the student worksheet can be made for each student or students can copy tables and
questions/answer into their lab notebook.
•You may want to make a class set of student procedures on paper of a different color from the
student worksheets.
Prerequisite Knowledge/Skills
•Students should demonstrate the maturity to respect the privacy of others.
•Students should be able to work independently in groups but also know when it is appropriate to ask
clarifying questions.
•Students should know that the heart is a muscle that pumps blood all over the body.
•Students should know what blood vessels are and that blood places pressure on the inside of the
vessel as it passes through it.
•Students should know how to use a stop watch.
•Students should know how to use a scale and a tape measure.
•Students should know how to use a calculator to perform simple division problems.
Student Misconceptions
•Students are very concerned about being normal. They do not recognize the importance of genetics
in determining the uniqueness of each individual and therefore, their values for each of these tests.
•Students often think that a person’s blood pressure should always be the same. In reality, blood
pressure increases and decreases throughout the day and in response to many factors. These
factors include activity level, food and drink intake and emotions. The method of taking the blood
pressure also affects the reading.
•Students often have questions about low blood pressure. Low readings are only a concern if the
person also feels bad (dizzy, nauseous, or extremely lethargic) in a way that cannot be attributed to
other reasons. No reading is considered too low unless the person ALSO does not feel well.
Vocabulary
Healthy
Maximum Heart Rate
Unhealthy
Target Heart Rate
Health Profile
Target Heart Rate Zone
Pulse
Blood Pressure
Heart Rate
Resting Heart Rate
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Systolic Blood Pressure
Diastolic Blood pressure
Body Mass Index
Chronic Disease
Diabetes
Heart Disease
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Get To Know Your Heart
Safety
• It must be made clear, at the beginning of the lesson, that the data the students are collecting on
themselves is private. Legally, they have the right to privacy concerning their personal information.
• Blood pressure cuffs on very small arms have over-inflated and then stopped without deflating. This
can be uncomfortable.
• Students with numbers excessively outside the normal range on any of the tests should be tested
a second time. This test should be done with different equipment than the original test (such as
a different blood pressure machine). If the value is still extreme, the school nurse and parents/
guardians should be contacted.
Procedure, Data Collection and Analysis
The first test, finding the pulse, will be done as a class. Then students will be rotating through two
different testing stations in small groups. As they complete each test, they should complete the tables
and appropriate questions on the student worksheet. The two stations can be completed in any order.
Test: Heart Rate
Additional Teacher BACKGROUND
• Definition of Heart Rate: Heart rate is the number of times your heart beats in one minute. Several
factors affect heart rate:
o Conditioning, (i.e., How fit are you?)
o Weight
o Age
o Presence of illness or fever
o Activity level
o Food/drink intake
o Emotional state
The lower one’s resting heart rate, the more efficiently one’s heart works.
• Definition of RESTING Heart Rate: Heart rate measured at rest, ideally measured when you first
wake up in the morning, before you get out of bed. The lower one’s resting heart rate, the more
efficient the heart is working.
• Definition of MAXIMUM Heart Rate: The maximum heart rate is the highest your heart rate should
safely reach when exercising
• Definition of TARGET Heart Rate: The target
heart rate zone is the healthy range that allows
a person to receive the most benefits, and
the fewest risks when exercising. This range
is called the target heart rate zone. How do
you know what heart rate to aim for? There’s
no magic number. Rather, there is a range of
acceptable numbers, commonly called your
target heart rate zone, which is in between
slacking off and passing out. This is when
your exercise heart rate is between 60% and
80% of your maximum heart rate.
° The hearts of people who are physically fit
are usually more efficient and will reach a
lower heart rate during exercise.
° For health reasons, your doctor may
Index Finger
decrease your target heart rate zone to begin with 50% of your maximum heart rate.
° When you go below your target heart rate zone, your body is recovering from the increased
demand on your heart from exercise.
Find, Calculate and Analyze your RESTING heart rate (as a class)
Demonstrate techniques to class and make sure each student is able to find his or her own pulse.
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Demonstrate techniques to class and make sure each student is
able to find his or her own pulse.
1. Sit quietly. Hopefully you have not exercised in the last !
should determine your resting heart
rate right after you wake up and before you get out of bed
(on a day that you aren’t awakened by an alarm).
1. Sit quietly. Hopefully you have not exercised in the last ½ hour.
2. Place
the tips
your
(your (your
indexindex
is your
finger-your
2. Place
theoftips
of index
your index
is second
your second
finger- thumb is considered your first
finger)your
andthumb
third finger
on
the
palm
side
of
your
other
wrist,
below
is considered your first finger) and third finger on the base of the thumb. Or, place
the tips
of
your
index
yourthe
neck,
in the
groove to one side of your windpipe
the palm side of and
yourthird
otherfinger
wrist,on
below
base
of the
(trachea).
Either
side
will
work.
thumb. Or, place the tips of your index and third finger on your neck, in the groove to one side of your windpipe
(either side will work).
3. Lightly press with your fingers until you feel the blood pulsing beneath your fingers. You may need to
Index
Finger
move your fingers around slightly up or down until
you
feel the pulsing.
Teacher Version
hour. Ideally, you
Get To Know Your Heart
3. Lightly press with your fingers until you feel the blood pulsing beneath your fingers. You may need to move your
4. Use afingers
clock with
a second
a stop
watch
to count
the beats you feel for 10 seconds. The
around
slightlyhand
up orordown
until
you feel
the pulsing.
first pulsation after beginning the stop watch (or after the second hand passes the starting time) is
counted
4. Useasa “one.” clock with a second hand or a stop watch to count the beats you feel for 10 seconds. The first pulsation
after beginning the stop watch (or after the second hand passes the starting time) is counted as “one.”
5. Multiply this number by 6 to get your heart rate (pulse) per minute.
5. Multiply this number by 6 to get your heart rate (pulse) per minute.
Your Resting Heart Rate = ________________________ x 6
(Number of beats in 10 seconds)
6. Place your values in the Data Collection table on the student worksheet.
6. Place your values in the “Data Collection” Table in the student packet.
Youthon
Take
Heart
Version
7. Take your pulse
your
own,04/29/07
3 to 4 times Teacher
at different
times8 during the day, to notice how it changes.
Get To Know
Heartyour pulse.
Note also what you were doing at the different
timesYour
you took
7. Take your pulse on your own, 3 to 4 times at different times during the day, to notice how it changes. Note also
what
youatwere
doing at the
different
times you
tookpulse
your pulse.
8.
Look
the following
table
to determine
if your
is considered healthy or not.
8. Look at the following table to determine if your pulse is considered healthy or not.
What is a Healthy Resting Heart Rate?*
What is a Healthy Resting
HeartRate
Rate?
Healthy Heart
Age Group
at Rest
Healthy Heart Rate
Group
NewbornAge
Infants
100-160 beats per minute
at Rest
Children (ages 1 - 10)
70 - 120 beats per minute
Children
70-100 beats per minute
Children
over(ages
10 6-15)
and adults (including
60 - 100 beats per minute
seniors)
Adults (age 18 and over)
60-100 beats per minute
Well-trained athletes
40 - 60 beats per minute
nd
heart
varies
with
age. worksheet to record what the healthy values for
9. Go to the Self Assessment*Normal
table (the
2 rate
table)
on the
student
your age group are and whether your values are considered healthy or not.
9. Go to the “Self Assessment” Table (the 2nd table) on the student packet to record what the healthy
values
for your #1-3
age group
aretables
and whether
values
are considered healthy or not.
10. Answer
questions
after the
on youryour
student
worksheet.
10. Answer questions #1-3 in the “Practice and Assessment of Learning” section in your student packet.
Calculate your MAXIMUM heart rate
Calculate your MAXIMUM heart rate
11.11.
To To
estimate
your
predicted
maximum
heart
rate,
useuse
thisthis
formula:
estimate
your
predicted
maximum
heart
rate,
formula:
Maximum Heart Rate = 220- _______
(Your Age)
Example: If you’re 12 years old, your maximum pulse rate is 208 because:
220 – 12 = 208.
Place
your
values
in the
“Data
Collection”
Table
in the
student
packet.
12.12.
Place
your
values
in the
“Data
Collection”
table
on the
student
worksheet.
Calculate your TARGET heart rate
13. Calculate your target heart rate. To determine your target heart rate zone, use the following formula:
© 2008 Youth Take Heart
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Lower Target Heart Rate =
_______ X 0.60
( Maximum Heart Rate)
Teacher Version
Get To Know Your Heart
Calculate your TARGET heart rate
13. Calculate your target heart rate. To determine your target heart rate zone, use the following formula:
Lower Target Rate = ­­­­__________________ X 0.60 = 60% of maximum heart rate
Upper Target Rate = ­­­­__________________ X 0.80 = 80% of maximum heart rate
From the previous example: If you are twelve years old.
Your lower target heart rate would be 125: (208 x .60 = 125)
Your upper target heart rate would be 166: (208 x .80 = 166)
14. Place your lower and upper heart rates in the “Data Collection” Table in the student packet.
15. Attempt to reach your target heart rate by doing jumping jacks for two minutes.
• To find out if you are exercising in your target zone (between 60%-80% of your maximum heart
rate), stop exercising and immediately check your pulse.
• If your pulse is below your target zone (see your “Data Collection” Table), you would need to
increase your rate of exercise.
• If your pulse is above your target zone, you would need to decrease your rate of exercise.
16. Put the target heart rate zone that is appropriate to your age in the “Self Assessment” Table in the
student packet. Record whether or not you were able to reach your target heart rate.
Station: Blood Pressure
Additional Teacher BACKGROUND
•Definition of Blood Pressure: The force applied against the walls of the arteries as the heart
pumps blood through the body.
•It is found by collecting two values. These two numbers are
written one above the other. Example 115/75 mmHg.
oThe top number is the systolic pressure (115 in example).
Force
oThe bottom number is the diastolic pressure (75 in
example).
•So, if your blood pressure is 115/75, you say that it is “115
over 75.”
Determine your Blood Pressure:
Demonstrate how to measure blood pressure using the blood pressure apparatus before the students
begin. Also, emphasize the need to be seated, still and quiet while resting.
1. Follow the directions on the laminated sheet “Test Your Blood Pressure Tips” at the Blood Pressure
Station. Using the Digital Blood Pressure Apparatus, find your Blood Pressure.
2. Place your systolic and diastolic pressures in the “Data Collection” Table in the student packet.
3. Look at the following table to determine if your blood pressure is considered healthy.
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Get To Know Your Heart
Blood Pressure
Classification
Normal
Unhealthy
(Beginning of High Blood
Pressure-also known as
“pre-hypertension.”)
High Blood Pressure
(Also known as
“Hypertension”)
Systolic (mmHg)
Diastolic (mmHg)
Less than 120
Less than 80
120-139
80-89
140 and Higher
90 and Higher
*In general, the lower the better. Low blood pressure is only a problem when the person
is feeling faint, ill, or nauseated. In this case, see your doctor!
4. Go to the “Self Assessment” Table in the student packet to record the healthy values and whether
your values are considered healthy or not. If your blood pressure falls into the unhealthy range,
let your teacher know immediately.
5. Answer questions #4-10 in the “Practice and Assessment of Learning” section in your student
packet.
Station: Body Mass Index (BMI)
Additional Teacher BACKGROUND
• Definition of Body Mass Index (BMI): A calculation that uses a person’s height and weight to
estimate how much body fat he or she has. BMI is an approximation. It does not directly measure
body fat. In most cases, though, it has been found to represent closely the amount of body fat a
person has. In reality, your mass (your weight) is a combination of fat, muscle AND bone.
•
Note: Two people can have the same BMI, but a different percentage of body fat. A bodybuilder with
a large muscle mass and a low percent of body fat may have the same BMI as a person who has
more body fat. This is because BMI is calculated using weight and height only. Though this is true, it
would take a person with an extreme amount of muscle development to alter his or her BMI. Regular
exercise would not be enough. In any case, this is a good reminder that BMI is only one piece of a
person’s health profile.
•
Determining healthy BMI for growing children is more complicated than it is for mature adults.
Children have normal growth spurts. They often have weight gain before these growth spurts and
lose it after they grow. Therefore, BMI changes a lot while a person is growing
•
BMI also doesn’t take into account the uniqueness of different body types. This can include:
• Higher BMI due to more muscle mass caused by significant exercise or as a characteristic passed
down from one’s biological parents.
• Higher BMI due to denser bones which is a characteristic passed down from one’s biological
parents.
• Lower BMI for less muscle mass or bone density caused by lack of exercise or as a characteristic
passed down from one’s biological parents.
Youth Take Heart 04/29/07
13
• Why do we use BMI? BMI has been closely associated with future risk of disease. It allows people
to start learning about themselves and their current and future health. If you have a higher BMI, it is
important to look at your lifestyle to see if it is caused by genetics (passed down from your biological
parents) or if it may be caused by overeating (eating when you are not hungry) or lack of exercise.
© 2008 Youth Take Heart
10
REV JAN 2010
Teacher Version
Get To Know Your Heart
Determine your Body Mass Index:
There are two different versions for the students’ instructions. One version expects students to have
the math background to do a math equation using multiplication and division. (This one has the heading
“Math/BMI”). The other allows them to find the BMI without doing the math. It uses a table instead. (This
one had the heading “Non-Math/BMI”).
1. Find your weight in pounds. Use the scale in a private location at the station. IT IS IMPORTANT TO
RESPECT EACH OTHER’S PRIVACY.
2. Fill in your weight in the Data Collection Table in the student packet.
3. Find your height in inches.
• Use the measuring tape attached to the wall.
• Make sure you take your shoes off.
• It is recommended that you place a ruler flat on the highest part of your head.
• Push the back end of the ruler back to touch the tape measure to get the most accurate
measurement.
4. Fill in your height in the “Data Collection” Table in the student packet.
Math Version:
5. Calculate your BMI using the following formula.
________________ ÷ ________________ ÷ ________________ x 703 = ________________
(weight in pounds) (height in inches)
(height in inches)
(your BMI)
For example:
95
60
60
18.6
________________
÷ ________________
÷ ________________
x 703 = ________________
(weight in pounds) (height in inches)
(height in inches)
(your BMI)
6. Enter your BMI in the “Data Collection” Table in the student packet.
7. Fill in the definitions in the “Data Collection” Table. Find the definitions in the Background section in
the Student Procedures.
8. The grayed-in areas do not need to be filled in.
Non-math version:
5. On the table on the next page, find your height in inches in the far left column.
6. Go across that row to the number closest to your weight.
7. Once you have landed on the square most appropriate for you, move straight up on the table to find
the corresponding number in the BMI row (top row). That is your BMI!
8. Enter your BMI in the “Data Collection” Table in the student packet.
9. Fill in the definitions in the “Data Collection” Table. Find the definitions in the Background section in
the Student Procedures.
10. The grayed-in areas do not need to be filled in. © 2008 Youth Take Heart
11
REV JAN 2010
Teacher Version
Get To Know Your Heart
Teacher Version
Get To Know Your Heart
Body Mass Index Chart
BMI
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11. (9 for math version) Determine what percentile of the population for your age you fall in by
Youth Take
Heart
04/29/07
13 are different tables for boys and girls. Overall,
looking
at the
appropriate following
table. There
boys and girls grow at different rates during these ages.
© 2008 Youth Take Heart
12
REV JAN 2010
•
Example:
th
! A 12-year-old girl with a BMI of 21 would fall below the 85 percentile but an 11
th
BMI of 21 would be at the 85 percentile.
th
! A 12-year-old boy with a BMI of 25 would fall Teacher
above the
95 percentile but a 14
Version
th
th
Get85
To Know
Heart
has a BMI of 25 would fall between the
and 95Your
percentiles.
• Example: • A 12-year-old girl with a BMI of 21 would fall
below the 85th percentile but an 11-year-old girl
with a BMI of 21 would be at the 85th percentile.
Girls:
th
Age
10
11
12
13
14
BMI at 85
Percentile
for Age
20
21
22
23
24
th
BMI at 95
Percentile
for Age
23
24
25
26
27
Boys:
th
• A 12-year-old boy with a BMI of 25 would fall
above the 95th percentile but a 14-year-old boy
who has a BMI of 25 would fall between the 85th
and 95th percentiles.
Age
10
11
12
13
14
BMI at 85
Percentile
for Age
19
20
21
22
23
th
BMI at 95
Percentile
for Age
22
23
24
25
26
Data Collection
Date:
12. (10 for math version) Enter your BMI percentile in the “Self Assessment” Table in the student packet.
Test
Definition
Resting
Heart
The
number
of
times
your
heart
in oneorminute while
13. (11 for math version) Look at the following categories to determine if you fall into beats
the healthy
Rate
sitting.
unhealthy range for BMI. We will be learning more about what these percentiles mean later in the
unit.
Maximum
The highest your heart rate should safely reach when
• If a person falls below the 85th percentile value, they are considered healthy and at lower risk of
Heart Rate
exercising.
heart disease and diseases of other parts of the body.
Target Heart An optimum heart rate that allows a person to receive the most
• If a person falls at the 85th percentile and up to but not including, the 95th percentile, they are
Rate Zone
benefits and fewest risks when exercising.
at risk of being overweight. That means that up to 85% of the population of people fall below
Blood
The force of the blood applied against the walls of the arteries
that number and have been found
to be at a much
lower
for disease.
It is also
possible
Pressure
as the
heartrisk
pumps
blood through
the
body. to be
in this range and have a higher BMI
due
to
large
muscle
mass
or
bone
density.
(This
a when the
Systolic
The force of the blood on the inside of is
thecalled
arteries
“false positive.”)
heart is contracting.
• If a person falls at the 95th percentile
or above,
means when the
Diastolic
Thethey
forceare
of considered
the blood onoverweight.
the inside ofThat
the arteries
up to 95% of people in the population have a lower
BMI
and
people
within
this
BMI
range
have
heart is relaxed and resting.
been found to have a high risk forWeight
diseases related to the heart and other areas of the body. If BMI
is above 95th percentile, then he or she has a significant amount of body fat. It has been found
that even athletes in this range have
a high amount of body fat. No amount of exercise or genetic
Height
factors will give a person enough muscle mass to give a BMI value this high.
Body Mass
A calculation that uses a person’s height and weight to estimate
It is important to note that people who
fall
in the normal
range,
Index
(BMI)
how much
bodyyet
fathave
he orunhealthy
she has. habits, will still
have a tendency to get chronic
disease. More will be discussed about this later in the unit.
.
14. (12 for math version) Fill in the healthy ranges for your age and gender on the “Self Assessment”
Table. Use the tables above to Youth
find these
Takevalues.
Heart 04/29/07
10
15. (13 for math version) Circle your assessment in the “Self Assessment” Table in the student packet.
16. (14 for math version) Answer questions 11-20 in the “Practice and Assessment of Learning” section
in the student packet.
© 2008 Youth Take Heart
13
REV JAN 2010
Y
Teacher Version
Get To Know Your Heart
Data Collection
Date:
Test
Resting Heart
Rate
Maximum Heart
Rate
Definition
Your Values
The number of times your heart beats in one minute while
sitting
Beats/
Minute
The highest your heart rate should safely reach when
exercising
Beats/
Minutes
_____Beats
to_____Beats
per minute
Target Heart
Rate Zone
An optimum heart rate that allows a person to receive the
most benefits and fewest risks when exercising.
Blood Pressure
The force of blood applied against the walls of the arteries
as the heart pumps blood through the body.
Systolic
The force of the blood on the inside of the arteries as the
heart contracts.
mmHg
Diastolic
The force of the blood on the inside of the arteries as the
heart relaxes.
mmHg
Weight
Pounds
Height
Inches
Body Mass
Index (BMI)
A calculation that uses a person’s height ad weight to
estimate how much the body fat he or she has.
Kg/m2
Self Assessment
Date:
Test
Resting Heart
Rate
Target Heart
Rate Zone
Your Value *
Healthy Range
Assess Your Own Value
60-100 beats per minute
Low
Healthy
High
60-80% of maximum heart
rate
Did you reach it when you
exercised?
Yes No
Blood
Pressure
Systolic
Less than 120
Low
Healthy
High
Diastolic
Less than 80
Low
Healthy
High
Body Mass
Index (BMI)
Percentile
Below 85th percentile
Normal
Overweight
Obese
*Copy from earlier data table.
© 2008 Youth Take Heart
14
REV JAN 2010
Teacher Version
Get To Know Your Heart
Practice and Assessment of Learning
Look at your Student Procedure to help you find many of the answers.
1. Do you think that the number you counted for your heart rate is a reliable number? Why or why not?
Answers may vary.
2. What can you do to make your heart rate value as reliable as possible?
a. Hold your breath while taking your pulse
b. Multiple trials (taking your pulse several times)
c. Run around before taking pulse
d. Ask a classmate to take your pulse.
3. Why is taking this measurement once not enough? Chance or taking inaccurate measurements can cause misreadings. Doing it more than once will
average out the outlying values to get a more realistic reading and ensure chance isn’t skewing the
number.
4. What organ creates the force that causes blood pressure? The organ that creates the force that causes blood pressure is the heart.
5. What is another name for high blood pressure? Hypertension is another name for high blood
pressure.
6. Do you know anyone with high blood pressure? If so, do you know what kind of treatment they
received? Give a description of their treatment below.
Medication, lifestyle modifications: nutrition and exercise are some of the options for treatment.
7. How can you make measuring your blood pressure as reliable as possible? To make measuring your
blood pressure as reliable as possible, take the measurement after sitting quietly for a while or right
when you wake up (without an alarm). Also, take it multiple times at different times of the day. Have
the same person run the apparatus each time. Take the measurements with a different apparatus or a
different kind of apparatus (like the one that uses the bulb to pump up the cuff and a stethoscope to
listen for the pulse).
8. What factors could make your blood pressure different from your classmates’? Genetics (size of
heart, metabolism programmed by DNA); lifestyle, such as how physically fit a person is, are factors
that could make your blood pressure different from our classmates.
9. See the information in the background to describe why high blood pressure is bad for your health.
Explain here.
If a person has high blood pressure, the heart and arteries are working harder than normal – putting
them under greater strain. When we have high blood pressure (otherwise known as hypertension),
the force of blood against our artery walls is too strong. High blood pressure can damage the
arteries, heart and kidneys, and lead to atherosclerosis and stroke.
10. Besides taking your blood pressure, how does a person know if he or she has hypertension? High
blood pressure usually has no symptoms that a person can see or feel, which is why it is often called
the “silent killer.” The only way someone can know if he or she has high blood pressure is to check it
regularly with a blood pressure apparatus.
11. Why do we analyze the BMI of students (people 20 years or younger) differently from how we
analyze adults’ BMI?
a. Students are still growing.
b. Students are smaller.
c. Students haven’t lived long enough yet.
d. Students are not as smart yet.
12. What are some systems in our bodies that contribute to the amount of mass we have (an example of
a system is the circulatory system)?
The skeletal, muscular, and circulatory systems contribute to the amount of mass we have.
13. Why can two people have the same BMI and one is considered healthy and the other is considered
unhealthy? Two people can have the same BMI, but a different percentage of body fat. A
bodybuilder with a large muscle mass and low percent of body fat may have the same BMI as a
person who has more body fat because BMI is calculated using weight and height only. The more
body fat a person has, the less healthy they will be. This is a good reminder that BMI is only one
piece of a person’s healthy profile.
© 2008 Youth Take Heart
15
REV JAN 2010
Teacher Version
Get To Know Your Heart
14. If both of a student’s biological parents are tall and slender, how could this affect his/her BMI? (In
other words, what role can genetics play in your BMI?)
If both parents are tall and slender, they most likely carry genes that help make them that way. Their
child would most likely inherit those genes, and therefore the child would have a similar “normal”
BMI.
15. In what tests are you considered being in the healthy or normal range? Answers will vary.
16. In what tests are you considered being in the unhealthy range?
Answers will vary.
17. From this activity alone, do you have enough information to draw definitive conclusions about your
health? Why or why not? No, we do not have enough information to draw definitive conclusions. The students only took
each reading once, and the students are not trained medical professionals to get the most accurate
results.
18. If you are in the unhealthy range for any of the tests, what could you do next? If the student is in the
unhealthy range for any of the tests, they should go and see a doctor.
19. List one lifestyle choice you are currently making that you could change to improve your results on
one of these three tests. Answers will vary.
20. Explain why this lifestyle choice would be important to change. Answers will vary. Resources:
http://www.cdc.gov
http://www.nlm.nih.gov/medlineplus/ency/article/003399.htm
The project described was supported by Grant Number 5R25RR018633-04
from the National Center for Research Resources (NCRR), a component of the
National Institutes of Health (NIH). Its contents are solely the responsibility of
the authors and do not necessarily represent the official views of NCRR or NIH.
Department of Health and Human Services • National Institutes of Health
Supported by a Science Education
Partnership Award (SEPA) from the
National Center for Research Resources
© 2008 Youth Take Heart
16
REV JAN 2010
Teacher Version
TO FEEL A HEART
Lesson:
TO FEEL A HEART
- Sheep Heart Exploration
Overview
This lesson serves as an introduction to the anatomy of the heart and the circulatory system. Students
work in groups of two people to examine a real sheep heart. The hearts have been preserved and will be
cut in half. Students will:
• Explore the vessels moving into and out of the heart’s chambers and the coronary vessels on the
outside of the heart.
• Feel the different parts of the inside of the heart to gain an appreciation for the strength and
durability of this organ.
• Label the different parts of the inside and outside of the heart, using labeled pins.
Major Concepts
• The structure of the heart dictates the heart’s effectiveness, and the function of the heart and
associated vessels dictates its structure.
• The blood that flows through the heart and is pumped by the heart to other parts of the body does
very little to meet the needs of the heart itself. Vessels on the outside surface of the heart are actually
responsible for bringing oxygen and nutrients to the cells of the heart and for removing waste
products from the cells.
Student Learning Objectives
After completing this lesson, students will be able to
• Explain the purpose of the different parts of the heart. Q18, Q22
• Describe the physical characteristics of the heart, specifically referring to its strength
and durability. Q4
• Describe how parts of the heart differ based on function. Q8, Q10
• Identify and describe the parts of the human heart and associated blood vessels. Q1, Q3, Q5-6, Q9,
Q11-16
• Summarize how the parts of the human heart work together to function as an organ. Q11
• Distinguish between the vessels that enter and leave the heart and the vessels that feed the heart.
• Describe the flow of blood through the heart. Q2
• Explain how to name the right and left sides of the heart. Q7
Teacher Background
In the first part of this unit, we will be learning about the circulatory system. There are three parts to the
circulatory system: the heart, the blood vessels and the blood. The purpose of the circulatory system
is two fold. First, the purpose is to take blood that contains oxygen and other nutrients to all cells of the
body so that each of these cells will have what they need to function. Secondly, the blood that contains
waste products from the cells is carried to locations in the body where the wastes can be eliminated.
The goal of this lesson is to teach the anatomy and physiology of the human heart using a preserved
sheep heart. The sheep heart is similar enough to the human heart in size, structure and function to be
used to learn the parts of the human heart. The flow of blood through the heart will also be covered.
Learning the physiology of the heart is the first step to learning physiology of the circulatory system as
a whole. When learning the physiology of the left and right of the heart, the sides are names from the
owner of the heart’s perspective, not the observers.
Blood, The Heart and Blood Flow:
Red blood cells are the specialized cells in the blood that carry oxygen. Oxygen
binds to hemoglobin in the red blood cells. Nutrients are carried in the plasma of
the blood. After the oxygen and nutrients have been delivered to the cells, the cells
give the blood carbon dioxide and other waste products. The blood then delivers
the waste products to the appropriate organs for elimination (lungs, liver, kidneys).
© 2008 Youth Take Heart
1
REV JAN 2010
Teacher Version
TO FEEL A HEART
The heart is a muscle made up of specialized muscle cells that can beat in unison. This is different from
all other muscle cells of the body. This beating together is essential for the optimal functioning of the
heart as a pump.
This pumping action “circulates” the blood. The right side of the heart is responsible for pumping blood
to the lungs. The left side of the heart is responsible for pumping blood to all parts of the body. Since the
blood from the left ventricle has to go further, it is far more muscular (see * on heart diagram).
1. The deoxygenated blood (represented by a blue arrow) from the body goes to the heart through the
superior (from the upper part of the body) and inferior (from the lower part of the body) vena cavae
and empties into the right atrium (upper right chamber of the heart, from the heart’s perspective).
The vena cavae (cavae is plural for cava) are the largest veins in the body.
2. The blood then flows through the tricuspid valve into the right ventricle. The purpose of the valve
is to prevent blood from being forced backwards when the heart muscle contracts. The blood is
then pumped by the muscle of the right ventricle through the pulmonary (semi-lunar) valves and
the pulmonary arteries to the lungs. In the lungs, the carbon dioxide is exchanged for oxygen. The
oxygenated blood (represented by a red arrow) returns to the heart through the pulmonary veins and
into the left atrium.
3. The blood is then pumped from the left atrium, through the Bicuspid (Mitral) valve, into the left
ventricle.
4. The large muscle of the left ventricle will then pump the oxygenated blood through the aortic valve
and out through the aorta (the largest artery in the body) to all parts of the body.
Right
Left
Superior Vena Cava: from the
upper part of the body
Right Pulmonary Artery:
to the right lung
Aorta: to the body
Left Pulmonary Artery:
to the lungs
Right Pulmonary Veins:
to the left atrium
Right Atrium
Pulmonary Valve
Left Pulmonary Veins:
to the left atrium
1
3
Bicuspid (Mitral) Valve
Aortic Valve
Tricuspid Valve
Right Ventricle:
to the lung
Left Atrium
2
4
Inferior Vena Cava: from the
lower part of the body
Left Ventricle:
to the body
* note the thickness of
the muscle wall
Apex
The numbers on the diagram correlate with numbered descriptors in the above diagram. The numbers
trace the path of blood through the heart.
© 2008 Youth Take Heart
2
REV JAN 2010
Teacher Version
TO FEEL A HEART
Blood Vessels:
The blood travels to and from the heart and to and from the lungs and the rest
of the body through tubes called blood vessels.
• Arteries are vessels that carry blood away from the heart. It does not
necessarily mean oxygenated blood. For example, when blood travels
through the pulmonary artery the blood is deoxygenated,
• Veins are vessels that carry blood to the heart. It does not necessarily
mean deoxygenated blood. For example, when the blood travels through
the pulmonary vein, it is oxygenated.
The beating muscle cells of the heart also need oxygen, nutrients and to
get rid of their waste products. For this reason, the heart has its own blood
vessels. You can see these vessels lying along the outside surface of the
heart. They are called the “coronary circulation.” Coronary means “crown”
because the vessels look like a crown encircling the heart. The coronary
arteries are leading from the aorta and take oxygenated blood to the cells of
the heart and the cardiac veins take deoxygenated blood from these cells and
back to the chambers of the heart.
Time Frame
Day 1:
Day 2:
35 minutes.
Show first 10 minutes of video “Go With The Flow”
Label Heart Diagram with parts and blood flow (25 minutes)
50 minutes
Explore Sheep Heart
Materials
•
•
•
•
•
•
•
•
•
•
•
•
•
Video “Go with the Flow”-first 10 minutes
Student Procedure -class set
Student Packet-one for each student
16 Preserved Sheep’s Heart, bisected (cut almost in half)
15 sets of Dissection Pins with labels
Gloves (two boxes of medium and one box of small)
30 Goggles
Roll of Wax Paper or disposable plastic wrap sheet
1 Kitchen Knife
16 Heart Anatomy perma-chart called “Cardiovascular Physiology”
30 Red and 30 Blue Colored Pencils
1 Red and 1 Blue Pen
Document Masters:
o Diagram of the Heart without labels
• Optional: 1 Paper Plate per Sheep Heart (supplied by teacher)
• Optional: 16 Baggies to store Hearts between Classes (supplied by teacher)
Teacher Preparation
• Photocopy:
o Student Procedure -class set
o Student Packet-one for each student
• Make Document Masters:
o Diagram of the Heart without labels
• Cut the hearts in half before beginning the lesson. This will allow the students to see inside the
hearts.
o It is easiest to hold the hearts with one hand, apex side up (large vessels down). Start by
bisecting just less then halfway down through the muscle (separating the front of the heart from
the back) with the knife included in the kit.
© 2008 Youth Take Heart
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Teacher Version
TO FEEL A HEART
o This will allow the students to see inside the heart. Once you have cut almost half way, gingerly
cut down each side, inserting the blade just less than 1inch into the heart. Cut down to just above
the atrial flaps. Once you have cut both sides, pull the heart open at the cut. Cut down the center
of the heart, in line with the first cut. Be careful to look for the white, stringy-looking valves and
cut between them. Stop just before the atria (the top end of the heart). We recommend that you
cut almost all the way through, but carefully watch the inside as you cut so that you leave the
valves intact and so that the two halves you’ve cut are still attached at the top (aorta end,
opposite end of the apex).
• Place the apex pins into the apex on the outside of each of the hearts.
Safety Issues:
o THE KNIFE FOR CUTTING HEARTS IS VERY SHARP - PLEASE BE CAREFUL.
o The solution they are preserved in is considered non-toxic. You can open the bags and dump the
fluid down the sink.
Apex
Thick Left Ventricle Wall
• Place the apex pins into the apex on the outside of each of the hearts.
• After each class, put all the hearts into the garbage bag. Close it and store it in a cool place (such as
a non-food fridge or a cooler) until you are done using them. This will decrease the smell.
Teacher Notes
• The same hearts will be reused in all of the class periods.
• For ease of use, this lesson uses preserved sheep hearts that will be cut in half. We have made
every effort to provide high quality specimens, but students may have a hard time identifying some
structures. To support students through this process, we have included a number of heart charts,
posters, and a model. Please be aware that even with the charts, students will have difficulty in
labeling the parts of the heart. Keep in mind that one of the main goals of this lesson is for students
to have an opportunity to “get their hands on” a real heart to gain an appreciation for its structure
and durability. If you live in an area with a butcher, you may be able to “order” raw hearts from a cow
etc. (and/or hearts and lungs connected, called a pluck). This option would provide students with
a much more accurate look and feel, but would have to be used quickly because they decompose
very quickly.
• The sheep hearts are stored in a solution called “Carosafe.” This solution is primarily made of
propylene glycol, a common ingredient used in cosmetics and foods. It is generally recognized as
safe. The specimens were preserved with formalin solution first, then washed and placed in the
“Carosafe”. There is residual formaldehyde, but a minimal amount and therefore, the smell and risk is
significantly decreased.
o That being said, it can cause burns to the eyes and intestinal tract. Students should wear the
supplied gloves and goggles and wash their hands when they have completed the activity.
o As for disposal, follow the instructions on the Carolina Biological website. The address is at the
end of this teacher version.
o The liquid “Carosafe” is safe to put down the drain. We have included the Material Safety Data
Sheet (MSDS) in the tub with the preserved hearts, if you need further information.
• Paper plates work well in lieu of a dissecting tray, but are not provided in the kit.
• The atria actually look like flattened flaps on the outside of the top part of the heart.
© 2008 Youth Take Heart
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Teacher Version
TO FEEL A HEART
• It is sometimes hard to see which side is the front or back of the heart (usually the back is a bit more
flattened). Instruct students that the chamber (ventricle) with the thicker wall should be on the right
side (the chamber itself may look smaller on this side), when looking at the heart from the front.
• It helps to discuss the ethical use of animal parts with students. The hearts come from animals that
were slaughtered for food consumption. This is an opportunity that students may never get again
in the school system; to explore the organ of a mammal. Most high school classes do not even get
this opportunity unless the student takes advanced classes. Preserved sheep hearts are expensive.
Because of the Youth Take Heart program; your students are getting a rare opportunity. This
opportunity is also dependent on respecting the animal the heart came from.
• We suggest that you label the diagram of the parts of the heart with your students before beginning
the exploration of the sheep heart.
Prerequisite Knowledge/Skills
• Students should demonstrate the maturity to handle dissection specimens. They should not do
anything to damage the specimen (the same specimens are used class period after class period).
They must respect that the use of these specimens is a privilege and that most middle schools
cannot afford to purchase these specimens.
• Most importantly, students must be able to safely handle a slightly toxic material without injuring
themselves. They must wear gloves and goggles and use caution.
Student Misconceptions
• Students forget that the cells of the heart need their own blood supply to continue to function. Or,
students think that the blood supply to nourish the heart comes from the blood flowing through the
chambers. It is important for the students to recognize and label the small vessels on the outside
surface of the heart, the coronary arteries. It is these vessels that bring oxygenated blood to the
heart and blood with wastes, including carbon dioxide, away from the heart muscle. The blood
flowing through the chambers does not get close enough to each of the cells of the heart to meet
their needs. This blood is needed for the cells to continue to beat.
• Students can get the terms arteries and veins mixed up. They tend to think that arteries are the
vessels that carry oxygen-rich blood and veins that carry oxygen-poor blood. In fact, arteries simply
refer to vessels taking blood AWAY from the heart and veins refer to vessels taking blood TO the
heart. Therefore, the pulmonary arteries carry oxygen poor blood away from the heart and to the
lungs and the pulmonary veins carry oxygen rich blood to the heart from the lungs. This is the
opposite of all other arteries and veins of the body.
• The naming of the sides of the heart is from the owner of the heart’s perspective when the heart is in
place in the body. It is NOT named from the observer’s perspective, looking at the front of the heart.
So the heart’s right side is on our left as we look at the front of it and the heart’s left is on our right.
• Deoxygenated blood in not really blue. It is more purple than the bright red of oxygenated blood.
Vocabulary
Heart
Anatomy
Organ
Aorta
Superior Vena Cava
Inferior Vena Cava
Right Pulmonary Artery
Right Pulmonary Vein
Left Pulmonary Artery
Left Pulmonary Vein
Right Atrium
Left Atrium
Right Ventricle
Pulmonary Valve
Aortic Valve
Left Ventricle
Tricuspid Valve
Bicuspid (Mitral) Valve
Apex
Coronary Artery
Cardiac Vein
Safety
The preserved sheep hearts look and smell different than fresh ones. They have been preserved and
stored in special fluids to keep them from rotting. When handled correctly, the specimens are safe to
use. Handling them safely means wearing goggles and gloves at all times and washing your hands once
you have cleaned up. The chemicals on the hearts can make you sick if you touch your mouth or eyes so
be very careful. If this happens, let your teacher know at once!
© 2008 Youth Take Heart
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REV JAN 2010
Teacher Version
TO FEEL A HEART
Procedure
Before starting the exploration of the preserved heart:
1. Bisect the hearts. (See page 4 in this teacher version)
2. Prepare the first section (about 15 minutes) of the video “Go with the Flow.” There is a bank of
questions available for this video. There are too many questions, so choose the questions you want
students to focus on and cut and paste those questions into a new document. Or, you may want to
ask your students to write down 5-10 facts while they watch the video.
3. Place the apex flag in the correct location on each of the hearts.
Exploration of the preserved heart:
1. Place a document master of the unlabeled heart up for the students to view. Label the parts of heart
on the document master as the students label the diagram on the student worksheet. Label the parts
of the heart on the diagram on your student worksheet (question #1). Refer to the heart model as the
different parts are labeled.
2. Describe the path of blood using numbers to model the route, starting with #1 in the right atrium.
Using the red and blue overhead pens, make blue arrows to represent the flow of deoxygenated
blood and red arrows to represent the flow of oxygenated blood. Number the chambers to show the
route of the blood flow through the heart. Use a blue pencil to make arrows that represent blood with
a lower amount of oxygen in it. Use a red pencil to make arrows that represent blood with a lot of
oxygen in it. Answer question #2 on your student worksheet.
3. Pick up your materials, if they are not already at your station.
4. Orient your sheep heart so that the apex, marked with a labeled pin, is pointed toward you.
5. Feel and observe the muscle tissue that makes up the heart. The whitish part on the outside is fat.
6. Find the aorta, the largest vessel coming from the heart. It comes from the left ventricle and goes to
the outside top of the heart. Push your finger into the opening on the outside surface of the heart to
see where it goes.
7. Look at the blood vessels on the surface of the heart, running towards the apex. Compare them
to the aorta. Think about how they are the same and how they are different. Place the pin labeled
“coronary artery” in one of these small vessels.
8. Open the heart so that you can see inside.
9. Using the anatomical chart, explore the heart and identify the different parts.
10. Come to agreement with your partners on the different parts. Insert the labeled pins in the correct
locations inside of the heart.
11. Raise your hand and wait patiently for your teacher to check your work. While waiting, quietly quiz
others in your group on the pathway of blood through the heart and on the names of the different
parts.
12. Once your teacher initials your lab sheet (question #3), go to step 13. If you need to change your
labels, return to step 9.
13. Use the sheep heart, the laminated chart and the background on the student procedures to
complete the student packet.
14. When you have completed the questions in the student worksheet packet, clean up:
• Remove the label pins from the heart, wipe them with a paper towel, and place them into the
small plastic bag.
• Return the heart to your teacher.
• Throw away the wax paper (or paper plate).
• Wash your hands.
• Throw gloves away.
• Return goggles.
Practice and Assessment of Learning
Refer to the background information on your Student Procedure and your sheep heart to answer
the following questions.
1. Label the parts of the heart on the diagram (as labeled on the document master). Trace the flow of
blood using the red and blue pencils. Do both of these things before you begin to explore the heart.
2. Label the 4 chambers of the heart with numbers in the order of the path the blood takes. Number 1
should be in the right atrium. In the table below, describe what happens in the matching chamber
number.
6
© 2008 Youth Take Heart
REV J 2010
AN
Teacher Version
TO FEEL A HEART
Chamber
What happens in this chamber?
1. Right Atrium:
The deoxygenated blood travels from the body to the heart through
the superior and inferior vena cavae (largest veins in the body) and
empties into the right atrium. When the heart contracts, the blood
moves to the right ventricle.
2. Right Ventricle:
The blood flows through the tricuspid valve into the right ventricle.
The purpose of the valve is to prevent the blood re-entering the right
atrium when the heart contracts. When the heart contracts, the blood
is pumped by the muscle of the right ventricle through the pulmonary
(semi-lunar) valves to the pulmonary arteries and the lungs.
3. Left Atrium
The left atrium receives oxygenated blood from the lungs. When
the heart relaxes, the blood flows from the left atrium, through the
bicuspid (mitral) valves into the left ventricle.
4. Left Ventricle
The large muscle of the left ventricle then pumps the oxygenated
blood through the aortic valve and out through the aorta (the largest
part of the body) to all living tissue in the body.
3. Sheep heart has been checked and labeled pins are placed correctly: _________
Teacher initials
4. Describe how the muscle of the heart looks and feels.
The heart feels tough, like a muscle, and it looks like a piece of meat. It has big tubes (holes) leading
inside at the top of the heart and small blood vessels running along the outside surface of the heart.
5. Where does the aorta lead from (what part of the heart)?
The aorta leads from the left ventricle. THIS MAY BE DIFFICULT FOR STUDENTS TO SEE.
6. Name 2 ways that the aorta and the other vessels that lead in and out of the heart are similar and/or
different.
All lead to or from the heart but they all connect to different places. Some lead to right atrium. Some
lead from right ventricle. Some lead into left atrium and the aorta leads from the left ventricle. The
aorta is the largest. They also have different diameters, but similar wall thicknesses.
7. When looking at the heart, why is the left side called right and the right side called left?
The naming of the sides of the heart is from the perspective of the owner of the heart. It is the
opposite of the way an observer looking at the front of the heart would see it. (The right side is the
heart’s owner’s right but our left. The left side is the owner’s left but our right).
8. The ventricle walls on the right and left side of the heart are different. Explain how they are different.
How do their differences help them do their different jobs?
The right and left ventricles have different amounts of muscle making up the wall of the chamber. The
right ventricle has a thinner wall because it only has to pump blood the short distance to the lungs.
The left ventricle has a thicker wall because it has to pump blood much farther, to all parts of the
body.
9. What might happen if the tricuspid or bicuspid (mitral) valve did not close completely between each
“pump” of the heart?
The valve would be “leaky.” Blood will not flow in the correct direction in the heart (the blood could
move backwards). This would make the heart less efficient at pumping the blood. Therefore, the
heart would have to beat faster or harder to move the same amount of blood forward.
10. How did the aorta feel? How is the aorta’s structure different from the smaller vessels that lie on the
surface of the heart?
The aorta feels very sturdy. It is much larger than the smaller vessels running toward the apex of the
heart on the outside surface of the heart. The aorta directly connects inside, into the chambers of the
heart (left ventricle) while the smaller ones connect into the aorta and do not connect directly into the
chambers of the heart. Also, the aorta vessel wall is thicker than all other vessels because of the high
pressure of the blood flowing through it.
© 2008 Youth Take Heart
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Teacher Version
TO FEEL A HEART
11. How is the purpose of the vessels leading into (and out of) the heart different from the coronary
arteries found on the surface of the heart?
The vessels leading into the heart carry blood to and from the lungs and to and from the rest of the
body to be used by cells. The vessels found on the surface of the heart are for bringing oxygenated
blood and nutrients to the cells of the heart and removing wastes/carbon dioxide from the heart cells
so the heart can keep working.
12. What do we call the vessels on the surface of the heart?
a. Coronary Vessels
b. Pulmonary Arteries
c. Pulmonary Veins
d. Vena Cavae
13. What vessels carry the blood from the heart to the lungs?
a. Coronary Vessels
b. Pulmonary Arteries
c. Pulmonary Veins
d. Vena Cavae
14. What vessels carry the blood from the lungs to the heart?
a. Coronary Vessels
b. Pulmonary Arteries
c. Pulmonary Veins
d. Vena Cavae
15. What vessels carry the blood from the body to the heart?
a. Coronary Vessels
b. Pulmonary Arteries
c. Aorta
d. Vena Cavae
16. What vessel carries the blood from the heart to the body?
a. Coronary Vessel
b. Pulmonary Artery
c. Aorta
d. Vena Cava
17. Why does blood need to go to the lungs before it goes to the body?
a. To get carbon dioxide
b. To give up oxygen
c. To get oxygen and remove carbon dioxide.
d. To get red blood cells.
18. What is the purpose of the circulatory system?
The purpose of the circulatory system is two fold. First, the purpose is to take blood that contains
oxygen and other nutrients to all cells of the body so that each of these cells will have what they
need to function. Secondly, the blood that contains the waste products from the cells is carried to
locations in the body where the different waste products can be eliminated.
19. How does the circulatory system rely on the respiratory system and vice versa?
The circulatory system relies on the lungs to take the carbon dioxide from the red blood cells and
resupply them with oxygen. The respiratory system needs the circulatory system to deliver the
oxygen it takes in to all the cells of the body and to pick up the carbon dioxide that the lungs will
then expel out of the body. The circulatory system also brings oxygen and nutrients to all cells of the
lungs so they can keep working. It also removes wastes/carbon dioxide from these cells.
20. Where do the lungs get oxygen from and release carbon dioxide to?
The lungs get oxygen from and release carbon dioxide to the air outside of the body.
21. What is the function of a red blood cell?
The function of a red blood cell is to carry oxygen and some carbon dioxide.
22. What are the three parts of the circulatory system?
The three parts of the circulatory system are the heart, the blood vessels and the blood.
23. Heart muscle cells have the same needs as all other cells. What do they need in order to function?
Heart muscle cells need oxygen and nutrients and need to get rid of carbon dioxide and other waste
products in order to function.
© 2008 Youth Take Heart
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Teacher Version
TO FEEL A HEART
24. What would happen to the heart if a coronary artery became blocked?
The cells of the heart would not be able to get the oxygen and nutrients they need and would not be
able to get rid of waste products. The cells will die if the obstruction lasted too long. That part of the
heart would no longer be able to do its job.
25. Summarize how the parts of the human heart work together to function as an organ. Include valves,
chambers of the heart, wall thickness and the different types of blood vessels in your answer.
Answers may include:
1) The heart is in a centralized location that manages the “picking up” of oxygen from the lungs to
distribute to the body, as well as dropping off of carbon dioxide to be expelled by the lungs.
2) The heart has three major sets of parts: the blood vessels, the valves, and the chambers. The
blood vessels move the blood into and out of the heart. Blood vessels that carry blood to the heart
are called veins. Blood vessels that carry blood from the heart are called arteries. Coronary arteries
carry oxygenated blood to the beating cells of the heart. The valves keep the blood moving in one
direction. When the walls of the chambers relax, blood flows into the heart; when the walls of the
heart contract, blood is pumped to all living tissue in the body. The muscle of the left ventricle is
thicker because it has to pump the blood the farthest, to the far reaches of the body. The muscle of
the right ventricle is not as thick because it only has to pump to the lungs.
26. What did you learn from looking at the sheep heart that you didn’t know before.
Answers will vary.
Extensions:
1. Have students create a flip-book, cartoon strip, rap, poem or story describing the pathway of blood
through the heart and circulatory system.
2. Have students make a heart model out of everyday materials. Have students provide a list of
structures that must be included and criteria that must be fulfilled. (Example: must have four valves
that only open in one direction).
Resources:
http://www.heartsite.com
http://www.carolina.com/category/teacher+resources/dissection+activities+and+resources/
preserved+specimen+disposal.do
The project described was supported by Grant Number 5R25RR018633-04
from the National Center for Research Resources (NCRR), a component of the
National Institutes of Health (NIH). Its contents are solely the responsibility of
the authors and do not necessarily represent the official views of NCRR or NIH.
Department of Health and Human Services • National Institutes of Health
Supported by a Science Education
Partnership Award (SEPA) from the
National Center for Research Resources
© 2008 Youth Take Heart
9
REV JAN 2010
Teacher Version
Give Me the Runaround
Lesson:
GIVE ME THE RUNAROUND
- A Circulatory System Role-Play Model
Overview
In this lesson, students participate in a full class role play that models the circulatory system. The goal of
the lesson is for students to understand the anatomy and physiology of the circulatory system and how
it interacts with other organ systems. Students will use the model of a map of the circulatory system put
together on the floor. They will participate by taking on one of two types of roles:
• As part of the blood.
• As an organ, as cells or as part of the circulatory system.
The blood will start with predetermined materials that are normally found in it. As they move through the
parts of the heart, other major organs and cells, the students will exchange oxygen, nutrients, carbon
dioxide and wastes/toxins/salts with the appropriate organs. Then, the students who are part of the
blood will switch places with the students who are playing the roles of the body parts. Finally, the roleplay will be changed so that it demonstrates the consequences of various harmful scenarios, such as
overeating or smoking, on homeostasis in the body.
Major Concepts
1. Models are representations of systems, objects or phenomena that we are studying. The more
closely models help to predict the effect of changes to the system, the more useful they are to
scientists. Most models have limitations and are not expected to be exactly like the real thing.
2. The role-play in this lesson is a model that allows students to actively experience some of the
important aspects of the circulatory system:
• The functioning of different parts of the circulatory system.
• The interactions of the circulatory system with other organ systems of the body.
• Homeostasis, defined as the process of maintaining a relatively stable internal environment in a
changing external environment.
• The effects of external factors, such as smoking or overeating. Students will use the model to
predict the results of such factors on the body and their overall impact on homeostasis.
Student Learning Objectives
After completing this lesson, students will be able to:
• Describe parts of the circulatory system and the path that blood takes through them;
• Summarize the functions of the parts of the circulatory system;
• List substances transported by blood;
• Explain interactions between the circulatory system, other organs and organ systems, and individual
cells of the body;
• Formulate hypotheses for the consequences of changing external factors on homeostasis.
• Explain the benefits and limitations of representing the circulatory system with this model.
Teacher Background
The circulatory system is often referred to as a transportation system. Every one of the trillions of living
cells in the human body needs oxygen and essential nutrients to survive. These cells also create carbon
dioxide and waste products that they need to get rid of. Yet, it is not possible for all cells to have direct
access to air to get oxygen or direct access to food to get nutrients. By having a liquid transportation
system that can deliver or remove these substances to and from all cells, most far removed from air and
food, the human body can be large in size and specialized in function. Blood moves dissolved molecules
throughout the body and interacts with different organs to deliver nutrients and oxygen necessary for
cells to function. Blood also accepts carbon dioxide and other waste products from cells and delivers
them to organs (such as the lungs, kidneys, liver and skin) for disposal or processing.
© 2008 Youth Take Heart
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Teacher Version
Give Me the Runaround
The model will allow them to directly experience something that they cannot see, the functioning of the
circulatory system. Using the model, students will predict what will happen to the circulatory system
when external factors change. Finally, students will identify weaknesses in this model. One of the major
limitations of this model has to do with the path blood takes from the heart through the body. This model
depicts the blood as leaving the heart and proceeding from one organ to the next in a simple linear path
(Heart g Lungs g Heart g Liver g Kidney g Stomach g Feet g Cells and Tissues g Heart). In reality,
the blood flows from the heart to capillary beds in a given location, back to the heart, and then out to the
body again (Heart g Lungs g Heart g Kidney g Heart g Lungs g Heart g Stomach g Heart, etc.).
Although there are many other interactions between blood and other organs, this exercise will focus on
these six (heart, lungs, liver, kidneys, stomach/intestines).
All these exchanges result in a careful balance of substances in our blood. This process of maintaining a
relatively stable internal environment is called Homeostasis (other such processes include pH balance,
respiration, heart rate, blood sugar levels, temperature...). “Round 3” of this activity will introduce
students to the fact that maintaining the body’s homeostasis in a changing environment can put stress
on our organs/cells.
Note: The following diagram depicts the layout of the organs and tissues of the body that we will use in
our role-play. This diagram is NOT representative of the locations of the organs or the actual pathway of
blood. (This is only a model and thus, has limitations.)
© 2008 Youth Take Heart
2
REV JAN 2010
Teacher Version
Give Me the Runaround
Give Me the Runaround
Floor Layout and Descriptions for Circulatory System Model
LUNGS: The blood travels through the
pulmonary arteries to the lungs. Here,
O2 is taken up by the blood and CO2
is released from the blood. The blood
then leaves the lungs via the pulmonary
veins and enters the left atrium. Oxygen
levels in the blood increase and carbon
dioxide levels decrease.
RIGHT ATRIUM: Blood
collects here until the heart
contracts, which sends
the blood throug a valve
(tricuspid valve) into the right
ventricle.
VENA CAVAE: Vena
cavae are the 2
largest veins of the
body. All veins of
the body combine
into these 2 veins,
bringing blood that is
O2-poor and CO2-rich
to the right atrium of
the heart.
HEART
RIGHT VENTRICLE: The
next contraction pushes
the blood from this
chamber through another
valve (pulmonary valve)
into the LEFT and RIGHT
pulmonary arteries.
LEFT ATRIUM: Blood collects in
this chamber until a contraction
sends it through the bicuspid
(mitral) valve into the left
ventricle.
LEFT VENTRICLE:
Contraction of this chamber
pushes the blood through
another valve (the aortic
valve) into the aorta (the
largest blood vessel in the
body). The aorta divides into
increasingly smaller arteries.
LIVER: When blood goes through the
organ, toxins/wastes pass out of the
blood and into the liver cells.
ALL LIVING TISSUE:
Blood reaches the
cells of all living
tissue through a
system of arteries
branching eventually
into capillaries. At the
capillaries, O2 and
nutrients are released
from the blood to the
cells. At the same time,
blood absorbs CO2 and
wastes (toxins/salts)
from the cells. Blood
continues through
capillaries that combine
to become veins.
© 2008 Youth Take Heart
KIDNEYS: When blood goes through this
organ, salts/wastes pass out of the blood
and into the kidneys.
STOMACH/INTESTINES:
When blood goes through
these organs, nutrients are
taken up by the blood.
FEET
3
REV JAN 2010
Teacher Version
Give Me the Runaround
Time Frame
Day 1
15 minutes: Prep students for simulation by watching the 2nd segment of the video “Go with the Flow”
35 minutes: Rounds 1 and 2 of simulation
Day 2
15 minutes: Debriefing
15 minutes: Rounds 3 and 4 of stimulation
20 minutes: Final debriefing and and work on student packet questions. Questions may need to be
finished at home.
Materials
•
•
•
•
•
•
•
•
•
•
•
•
Video “Go With the Flow”
Student Procedure (class set)
Student Packet (one for each student)
Document Masters of
• The inside of the heart without labels (the same one as used for the sheep heart lesson)
• Floor Layout (without descriptions) for Circulatory System Model Diagram
• Diagram “Valves in Motion”
• Diagram “Blood Flow Between Heart and Organs”
• Table “Role-Play List Of Roles And Duties”-Organs and Cells
• Table “Role-Play List Of Roles And Duties”-Heart and Valves
• Table “Blood Content Inventory”
30 red and 30 blue colored pencils
1 red and 1 blue transparency marker
Laminated Cut Outs of All Organs and Vessels indicated on Floor Layout (head, vena cavae, right
atrium, right ventricle, pulmonary arteries, lungs, pulmonary veins, left atrium, left ventricle, aorta,
liver, kidney, stomach, intestines, feet, and all living tissue).
Blue Tape as needed
Red Tape as needed
15 BLOOD Hanging Cards with Velcro
64+ Each of Substance Squares (Oxygen, Carbon Dioxide, Nutrients, Toxins/Wastes, and Salts/
Wastes) with Velcro on the back
Hanging Organ Role Descriptor Cards
Teacher Preparation
• Reserve a room, or arrange your classroom to allow maximum space for this activity.
o Note: Students will be moving through the pathway on the floor. The more space, the better.
• Make copies:
o Student Packet (one per student)
o Student Procedures (class set).
• Make Document Masters:
• The inside of the heart without labels (the same one as used for the sheep heart lesson)
• Floor Layout (without descriptions) for Circulatory System Model Diagram
• Diagram “Valves in Motion”
• Diagram “Blood Flow Between Heart and Organs”
• Table “Role-Play List Of Roles And Duties”-Organs and Cells
• Table “Role-Play List Of Roles And Duties”-Heart and Valves
• Table “Blood Content Inventory”
• Using the “Floor Layout (without descriptions) for Circulatory System Model” as your guide, lay out
all the organs. Tape out all the vessels/paths using red and blue tape to make the lines and arrows.
Red represents oxygenated blood and blue represents deoxygenated blood.
• Attach to EACH blood card: 1 CO2 square, 1 Toxins/Wastes square, and 1 Salts/Wastes square.
• Put baggy of O2 squares at the LUNGS, baggy of NUTRIENTS squares at STOMACH/INTESTINES,
and baggies of remaining CO2, TOXINS/WASTES, and SALTS/WASTES square at ALL LIVING
TISSUES.
© 2008 Youth Take Heart
4
REV JAN 2010
Teacher Version
Give Me the Runaround
• Assign half of your students to be blood (they will wear a BLOOD hanging card with Velcro).
• Decide how many roles are necessary to occupy the other half of your class and assign the roles
from the following table. The roles listed are in order of importance, in case you have a smaller class
Version
and can only fill a limited number of roles. AllTeacher
members
of the class should be blood for at least one
Give
Me
the
Runaround
round so that they all have an opportunity to experience
the many exchanges that happen during
this cycle. It may be easier to assign roles for the first two rounds. Students who are playing the role
limited
number
of roles.
memberssystem
of the class
should
be a
blood
for atcard
leastthat
onereminds
round so
thatofthey all have
of
an organ
or part
of theAll
circulatory
will be
wearing
hanging
them
an
opportunity
to
experience
the
many
exchanges
that
happen
during
this
cycle.
It
may
be
easier to assign
what they are to do.
roles for the first two rounds. Students who are playing the role of an organ or part of the circulatory system will
be wearing a card that reminds them of what they are to do.
Document Master 1 (the most important roles are on this first table):
Transparency 1 (the most important roles are on this first table):
ROLEPLAY LIST OF ROLES AND DUTIES: Organs and Cells
Role
# of Students Needed
to Play
Job:
Take From Blood
1 CO2 square
Lungs
Job:
Give to Blood
-----------------------------
2
-----------------------------
1 O2 square
Liver
1
1 toxins/wastes square
-----------------------------
Kidney
1
1 Salts/Wastes square
-----------------------------
Stomach/
Intestines
1
-----------------------------
All Living Tissue
5
1 nutrient square
1 O2 square
-----------------------------
1 nutrients square
-----------------------------
-----------------------------
1 CO2 square
-----------------------------
1 toxins/wastes square
-----------------------------
1 salts/wastes square
* If the class size is small, the lungs and all lung tissue can be played by fewer people who do
multiple jobs.
© 2008 Youth Take Heart
5
REV JAN 2010
Teacher Version
Give Me the Runaround
Teacher Version
Give Me the Runaround
Document Master 2:
Transparency 2:
ROLEPLAY LIST OF ROLES AND DUTIES: Heart and Valves
Role
# of Students
Tricuspid Valve
2
Open & close for blood to flow from right
atrium to right ventricle. See “Valves in
Motion” Diagram
Pulmonary Valve
2
Open & close to allow blood to flow from right
ventricle into the pulmonary artery. See
“Valves in Motion” Diagram
Bicuspid (Mitral) Valve
Function
Open & close for blood to flow from left atrium
to left ventricle. See “Valves in Motion”
Diagram
Open & close for blood to flow from left
ventricle into the aorta. See “Valves in Motion”
Diagram
Collect blood from the body via the vena cavae
and then gently push it toward the right
ventricle
Collect blood from the lungs via the pulmonary
vein and then gently push it toward the left
ventricle
Collect blood from the right atrium via the
tricuspid valve and then gently push it toward
the lungs (though the actual force in the body
is moderate)
Collect blood from the left atrium via the bicuspid
(mitral) valve and then gently push it toward the
body (through the actual force in the body is very
strong)
2
Aortic Valve
2
Right atrium
1 or 2
Left Atrium
1 or 2
Right ventricle
1 or 2
Left Ventricle
1 or 2
Teacher Notes
•Teacher
In this lesson,
students are VERY active. It usually takes one round before students really understand
Notes
what
is
going
on,
even are
withVERY
excellent
preparation
starting.
makes
the first
round
pretty what is
v In this lesson, students
active.
It usually before
takes one
roundThis
before
students
really
understand
chaotic.
second
round goes
much better
makesThis
the makes
chaos of
round
worthwhile.
going on,The
even
with excellent
preparation
beforeand
starting.
thethe
firstfirst
round
pretty
chaotic. The
• You
mayround
wantgoes
to have
students
enter
data the
between
or at
the end,
using the document
second
much
better and
makes
chaosrounds
of the first
round
worthwhile.
a guide
forstudents
getting the
information
down
as a class.
v masters
You mayas
want
to have
enter
data between
rounds
or at the end, using the transparencies as a guide
for getting the information down as a class.
Prerequisite Knowledge/Skills
• Students should know that the heart is a muscle.
Vocabulary
• Students should know that the purpose ofSalts
the circulatory system is to transport materials
to and
Aortic Valve
Model
from all the cells of the body.
Heart
Liver
Prediction
• Students
should
know that the heart chambers
named
based
on the perspective
of the owner of
Vena are
Cavae
(plural
for vena
Kidneys
Circulatory
System
cava)
Stomach
the heart,
not
the
perspective
of
the
viewer
of
the
heart.
Cells
Atrium important molecules to and from
Intestines
• Students
the cells.
Organshould recognize that the blood carries
Valve of cells and cells makeHomeostasis
• Students
for the survival
carbon dioxide that
Tissueshould know that oxygen is vital Tricuspid
Ventricle
Smoking
theyBlood
need to get rid of.
Pulmonary
Arteries
Overeating
• Students
should
not have direct
Oxygen
(O2) recognize that most of the trillions of cells in the human body do
Lungs
Alcohol Abuse
Carbon
access
to airDioxide
to get (CO
oxygen
and dispose of carbon dioxide.
2)
Pulmonary Veins
High Salt Diet
Nutrients
• Students
should recognize that cells are too small to handle food before it is broken down by the
Mitral Valve
Hypothesis
Waste
Products
stomach and intestines.
Youth Take Heart 04/30/07
© 2008 Youth Take Heart
6
6
REV JAN 2010
Teacher Version
Give Me the Runaround
• Students should know that the cells of the body create waste products that must be disposed of
from the body and that there are specialized organs to do this.
• Students should have enough familiarity with the structure of the heart to realize that the map on the
floor has significant differences from the real thing.
• Students must be able to participate in a group activity in a manner respectful of the materials and
each other.
• Students must be able to focus on their role and participate appropriately when doing a full class
activity.
• Students should understand the concept of a system. Specifically, the system concept “includes
inputs, outputs and transfers of matter and energy and information.” (Washington State Science
Standards)
Student Misconceptions
• Students may confuse blood with blood cells. Blood is a mixture of plasma, platelets, blood cells
and molecules. There are two types of blood cells; red blood cells and white blood cells. All of the
contents except oxygen are dissolved in the plasma of the blood. Oxygen is carried by the red blood
cells. In this role-play, students play the part of blood as a whole, not blood cells.
• Students may think that the blood flows only the route depicted by the map (Heart g Lungs g Heart
g Liver g Kidney g Stomach / Intestines g Feet g Cells / Tissues g Heart). It will be important
to impress on students that blood actually goes through the capillaries to the cells of the body,
including those of the organs, and back to the heart before it heads back out to other cells of the
body. (Heart g Lungs g Heart g Kidney g Heart g Lungs g Heart g Stomach / Intestines g Heart,
etc.) A document master is available for clarification.
• Students often think that the circulatory system has a beginning and an end. It is constantly working
so no part can be considered the actual beginning or end. For convenience in tracking what
substances are gained and lost by the blood, we will artificially “start” the process at the vena cavae.
• Students sometimes think that blood flows continuously. It actually moves in rhythmic pulses
generated by the pumping of the heart.
Vocabulary
Model
Prediction
Circulatory System
Cells
Organ
Tissue
Blood
Oxygen (O2)
Carbon Dioxide (CO2)
Nutrients
Waste Products
Toxins
Salts
Heart
Vena Cavae (plural for vena cava)
Atrium
Tricuspid Valve
Ventricle
Pulmonary Arteries
Lungs
Pulmonary Veins
Bicuspid (Mitral) Valve
Aortic Valve
Liver
Kidneys
Stomach
Intestines
Homeostasis
Hypothesis
Smoking
Overeating
Alcohol Abuse
High Salt Diet
Safety
Be respectful to other participants and the materials that are a part of the simulation.
© 2008 Youth Take Heart
7
REV JAN 2010
Teacher Version
Give Me the Runaround
Procedure
Before starting the simulation:
Begin this lesson by showing the second segment (about another 15 minutes) of the video “Amazing
Adventures Inside the Human Body, The Circulatory System: Go with the Flow!” This will introduce the
pathway of the blood to your students and the contents of the blood, giving them context for this lesson.
• There is a bank of questions available for this video. There are too many questions so you will
need to choose the ones that you want students to focus on and cut and paste those questions
into a new document. Or, you may want to ask your students to write down 5-10 amazing facts
while they watch the video.
1. On the heart diagram in your student packet, label as many of the parts as you can from memory.
As a class, go over the diagram of the heart (from the Sheep Heart Dissection lesson). It has been
reproduced on the student worksheet. The labels have been left out. First, have students label as
many parts as they can from memory on the diagram. Then go over it, using the document master of
the labeled heart from the sheep heart lesson.
2. Draw arrows to trace the flow of blood through the heart, using a red colored pencil and a blue
colored pencil. The blue pencil will represent blood with less oxygen in it and the red pencil will
represent blood that has lots of oxygen. Your teacher will model this on the document master. Hand
out 1 red and 1 blue colored pencil to each student. On the newly labeled diagram, go over the path
that blood takes through the heart. Have the students trace the path of deoxygenated blood, using
the blue colored pencil. Then have them trace the path of oxygenated blood, using the red colored
pencil. Model these paths on the document master with the red and blue transparency markers. Also
refer to the large heart model as a guide.
3. Find the diagram of the “Floor Layout” in your student packet. Your teacher will guide you in labeling
the diagram of the Floor Lay Out and taking notes on what happens at each of the different locations
on the diagram. Note: The diagram depicts the layout of the organs and tissues of the body that
we will use in our role-play. This diagram is NOT representative of the locations of the organs or the
actual pathway of blood. (This is only a model, and thus, has limitations.) Have the students turn
to the part of the student packet that contains the “Floor Layout” and using the document master
provided, illustrate the pathway they will take when they are playing the role of blood. Encourage
students to take notes on their floor layout diagram, guiding them with the document master.
• If students do not bring it up themselves, discuss how this layout is different from the diagram of
the heart in the lesson “To Feel A Heart”. (The chambers of the heart are spread out.) Ask “Why
is the heart split into four parts for this particular activity?” (This allows enough space for many
students to “walk” through the heart.)
• Explain to students that they are about to be a part of the circulatory journey. They will circulate in
two rounds.
a. In one round, they will play the role of a cell or major organ that exchanges substances with
blood.
b. In another round, they will play the role of the blood itself, traveling through the circulatory
system and exchanging substances with cells and major organs.
c. Remind students to pay careful attention when they are blood; at the end of each round, they
will need to describe what took place during their journey through the body.
d. Also explain to students that although the blood is starting and ending at the vena cavae in this
activity, there is no actual “starting place” or “stopping place” for the blood - it is continually
moving through the circulatory system with no start or stop point.
© 2008 Youth Take Heart
8
REV JAN 2010
Teacher Version
Give Me the Runaround
4. Your teacher will either assign you the role of blood, a part of the circulatory system or an associated
organ or tissue that is part of a different system in the body. You will get a card to hang around your
neck that will remind you of your role.
• If you are part of the blood, your teacher will give a blood card to hang from your neck. On your blood card will be 1 CO2 square, 1 Toxins/Wastes square, and 1 Salts/Wastes square.
• If you are a part of the circulatory system, associated organ or tissue, you will do the following:
• Lungs:
• 1 person will get a baggie of O2 squares and attach one to each blood card that comes through the lungs.
• The other person will collect 1 CO2 square from each blood card.
• Liver: This person will collect 1 TOXINS/WASTES square from each blood card.
• Kidneys: This person will collect 1 SALTS/WASTES square from each blood card.
• Stomach/Intestines: This person will get a bag of NUTRIENT squares and attach one to each blood card that comes through the stomach/intestines.
• All Living Tissue: There are 5 people in this area.
• 1 person will get a bag of CO2 squares and attach one to each blood card that comes past
the tissue.
• 1 person will get a bag of SALTS/WASTES squares and attach one to each blood card that
comes past the tissue.
• 1 person will get a bag of TOXINS/WASTES squares and attach one to each blood card that comes past the tissue.
• 1 person will collect 1 O2 square from each blood card that comes past the tissue.
• 1 person will collect 1 NUTRIENT square from each blood card that comes past the tissue.
Round 1 of the simulation:
1. As a class, do a blood inventory of the squares that are on each card at the beginning of the first
cycle. Your teacher may have you record these values on your data table in your student packet
now, during or at the end of the simulation. As a class, do a “blood content inventory” by having
students observe the number of each square included on each blood card (1 CO2 square, 1 Toxins/
Wastes square,and 1 Salts/Wastes square). Show one of the blood cards as an example. Discuss
what is missing from the blood card at the beginning of this first cycle, before the blood enters the
right side of the heart (O2 square, nutrient squares). Record these values on the table provided in
the data collection section on their student packet. Check to see that all of the students playing the
role of blood have the same number and type of squares. In reality, there is some O2 and nutrients
in the blood as it enters the right side of the heart. They are left out in the simulation to facilitate the
representation of homeostasis.
2. Walk through 2 circulatory cycles, each cycle starting from the vena cavae and ending back at the
vena cavae.
3. Do another blood inventory. Have students look at the kinds and numbers of each type of square on
each blood card. (It should be the same as when the 2 cycles began = homeostasis.)
4. Discuss what happened. Have each person who had the role of organ or tissue explain what their
role was during the cycle. Have students enter values on the data table either now or at the end of
the simulation.
Round 2: (Have students playing “blood” switch roles with an organ or tissue.)
1. Switch your role with someone else. If you were blood, you will become part of the circulatory
system, an organ or tissue. If you were part of the circulatory system, an organ or tissue, you will
now be part of the blood.
2. Repeat steps from round 1 for a second round.
3. Do another blood inventory. Have students look at the kinds and numbers of each type of square on
each blood card. (It should be the same as when the 2 cycles began = homeostasis.)
4. Walk through 2 circulatory cycles starting from the Vena Cavae.
5. Do another inventory.
6. Discuss what happened. (The contents should be the same as the beginning of the round.)
© 2008 Youth Take Heart
9
REV JAN 2010
Teacher Version
Give Me the Runaround
7. Introduce the class to the idea of homeostasis.
• Organs like the liver and kidneys maintain the balance of toxins, salts, gases and water in the
blood.
• The heart and lungs combination keeps oxygen and carbon dioxide levels in the blood consistent.
• Stillness/Sleep = less O2 required = slower breathing and heart rate.
• Excitement/Exercise = more O2 required = faster breathing and heart rate
• Our bodies use the circulatory system itself to help maintain a consistent body temperature via
expansion or contraction of the blood vessels.
• Cold external temperature = blood vessel constriction (person looks “pale”) = body heat
conservation.
• Hot external temperature = blood vessel expansion (person looks “flushed”) = body heat loss
• There are even more organs that contribute to homeostasis, such as the pancreas (maintaining
sugar levels in the blood).
Round 3: This round simulates what happens when substances are introduced into the body that disrupt
the body’s homeostasis.
1. This time you will simulate a new scenario: overeating. Ask students to give a hypothesis of what
will happen to the number of materials on the blood cards if a person overeats. To do this, everyone
will have the same role as round 2. The only difference is that the stomach/intestines will give blood
3 NUTRIENT squares.
2. After 2 more circulatory cycles, do another blood inventory. Discuss what happened. (The number of
nutrients has increased by 4 since the beginning of this round.)
o Result: There are extra nutrients in blood that need to get filtered out through the kidney or
liver (after conversion to toxins/waste) or get transformed into stored energy (fat).
Round 4: (Choose one or more of the following scenarios, or come up with your own.)
1. Return the blood cards to having the amount and types of discs they had in the very beginning (1
carbon dioxide square, 1 toxins/wastes and 1 salts/wastes).
2. Your teacher will choose one of the following 3 scenarios. Each role will be the same (the stomach/
intestines will return to giving just 1 NUTRIENT disc) as the first 2 rounds except the ones identified
below:
• Alcohol Abuse: The stomach/intestines will give blood 1 NUTRIENT square and 3 TOXINS/
WASTES squares. The liver will take 2 TOXINS/WASTES. Ask students to give a hypothesis
of what will happen to the number of materials on the blood cards if a person abuses alcohol.
Remind them that a hypothesis includes an explanation for their prediction.
• Smoking: The lungs will take 1 CO2 square and give blood 3 TOXIN/WASTES, as well as 1 O2
square. The liver will take 2 TOXINS/WASTES from blood. Ask students to give a hypothesis of
what will happen to the number of materials on the blood cards if a person smokes. Remind them
that a hypothesis includes an explanation for their prediction.
• High Salt Diet: The stomach/intestines give blood 1 NUTRIENTS and 3 SALTS/WASTES squares.
The kidneys take 2 SALTS/WASTES from blood. Ask students to give a hypothesis of what will
happen to the number of materials on the blood cards if a person eats a high-salt diet. Remind
them that a hypothesis includes an explanation for their prediction.
3. Walk through 2 circulatory cycles starting from the Vena Cavae and ending back at the Vena Cavae.
4. Do another “blood content inventory.” (How many of each substance is in the blood?)
© 2008 Youth Take Heart
10
REV JAN 2010
Teacher Version
Give Me the Runaround
5. Discuss what happened.
• Alcohol Abuse: There are more toxins and wastes circulating in the blood. Ask students playing
Liver and Stomach/Intestines how it felt dealing with the extra “traffic”. These organs may feel
overworked/tired.
Note: If students have heard of things like liver failure or intestinal damage related to
alcoholism, this exercise may drive the issue home. Digestive organs that have direct contact
with the alcohol/toxin may be affected by the toxin more acutely. To maintain homeostasis and
to get dangerous toxins out of the blood as quickly as possible, the liver has to work much
harder than usual. Getting rid of toxins is not an immediate process, so the effects can last for a
long time (You may want to bring up the idea of the common guideline of 1 beverage per hour
for a full grown adult. Also worth mentioning is the breathalyzer test, where the alcohol that is
still in the person’s blood can be detected in the person’s exhalation.)
• Smoking: There are more toxins and wastes circulating in the blood. Result: Lung Damage,
overworked liver.
• High-Salt Diet: There are more salts and wastes circulating in the blood. Result: Dehydration.
(Water follows salt. When kidneys have to excrete extra salt, you loose water with the salt),
Kidneys are overworked.
Data Collection
Record the number of each type of
following data table.
Teacher Version
Give
Me theblood
Runaround
square on each
card
before and after each round on the
Blood Content Inventory
Oxygen
Carbon
Dioxide
Nutrients
Toxins/
Wastes
Salts/
Wastes
Before
0
1
0
1
1
After
0
1
0
1
1
Before
0
1
0
1
1
After
0
1
0
1
1
Before
0
1
0
1
1
After
0
1
4
1
1
Round 4
(Choose
One)
A.
Alcohol
AbuseBefore
Alcohol
AbuseAfter
0
1
0
1
1
0
1
0
3
1
B.
SmokingBefore
0
1
0
1
1
SmokingAfter
0
1
0
3
1
0
1
0
1
1
0
1
0
1
3
Round
Round 1
Round 2
Round 3
(Overeating)
C.
High SaltBefore
High SaltAfter
Data Analysis
1. What happened to the number of each type of substance in the blood after the first two circulatory cycles?
11
of each type of substance stayed the same.
2. How did overeating change this?
Overeating caused an increase of nutrients in the blood.
3. Choose one of the alternate situations your class acted out in this lesson (alcohol abuse, high-salt diet, etc.)
© 2008 Youth Take
TheHeart
number
REV JAN 2010
Teacher Version
Give Me the Runaround
Data Analysis
1. What happened to the number of each type of substance in the blood after the first two circulatory
cycles? (Round 1)
The number of each type of substance stayed the same.
2. How did overeating change this?
Overeating caused an increase of nutrients in the blood.
3. Choose one of the alternate situations your class acted out in this lesson (alcohol abuse, high-salt
diet, etc.) and explain the effect it has on the body’s homeostasis.
Alcohol abuse increased toxins/wastes, smoking increased toxins/wastes and a high-salt diet
increased salts/wastes.
4. If a person was to continue this behavior, what might happen to the body or organs over an
Teacher Version
extended period of time?
Give
Mecan
the get
Runaround
These organs may feel overworked/tired. Fat
stored.
These organs may feel overworked/tired.
Conclusions
Fat can get stored.
5. Describe 2 things you learned about the circulatory system as you did this activity.
Students became familiar with the path that blood takes through the heart. They learned about
Conclusions
the major functions of the circulatory system, a variety of substances found in the blood, and the
5. Describe 2 things you learned about the circulatory system as you did this activity.
interactions between the circulatory system and organs of other systems.
Students became familiar with the path that blood takes through the heart. They learned about the major
6. functions
What kinds
of circulatory
predictions/hypotheses
could
you makefound
about
health
bythe
using
this model?
of the
system, a variety
of substances
in your
the blood,
and
interactions
between the
circulatory
We can predict
will happen
tosystems.
the levels of oxygen, carbon dioxide, nutrients and wastes in the
systemwhat
and organs
of other
bodykinds
as the
blood moves through could
various
We can
predict
what
effect
alterations to the
6. What
of predictions/hypotheses
youorgans.
make about
youralso
health
by using
this
model?
We
can predict
what will happen to the levels of oxygen, carbon dioxide, nutrients and wastes in the body as
system
will have.
blood
moves
organs. habits?
We can also predict what effect alterations to the system will have.
7. the
What
have
you through
learnedvarious
about lifestyle
7.
What
have
you
learned
about
lifestyle
habits?
What we put into our bodies has a direct impact on our organs. Too much of anything can be bad.
What we put into our bodies has a direct impact on our organs. Too much of anything can be bad.
Practice and Assessment of Learning
Practice
andthe
Assessment
of Learning
Part 1 (Answer
following questions):
Part 1 (Answer the following questions):
8. Define the term homeostasis and explain why maintaining it is essential.
8. Define the term homeostasis and explain why maintaining it is essential.
Homeostasis
Homeostasisisisthe
the
balance
body
works
to maintain.
is important
all the of life
balance
thatthat
the the
body
works
to maintain.
This isThis
important
to keeptoallkeep
the processes
processesfunctioning
of life effectively
functioning
environment
that
is simulation
always changing.
The
simulation
effectively
in an environment
thatinisan
always
changing.
The
models the
body’s
attempt to
modelstoxins,
the body’s
towastes.
balanceAnother
toxins, example
salts, gases
and wastes.
Another
example
balance
salts, attempt
gases and
of homeostasis
would
be the
way our of
bodies
o
homeostasis
would beofthe
way98
our
maintain
a temperature
around
F.bodies maintain a temperature of around 98ºF.
9. Explain
Explain the
following
organs
or tissues
playsplays
in homeostasis.
(How does
one
affect
the
9.
therole
roleeach
eachofofthe
the
following
organs
or tissues
in homeostasis.
(Howeach
does
each
one
number
and
type
of
squares
that
the
blood
card
carried?)
affect the number and type of squares that the blood card carried?)
Structure
Role
Heart
The heart pumps blood to all parts of the body.
Blood
The blood takes nutrients and oxygen to all the cells of the body and picks up
waste products from the cells to deliver them to locations where they will be disposed of.
Liver
The liver removes waste products from the blood.
Lungs
The lungs remove carbon dioxide and adds oxygen to the blood.
Stomach/
Intestines
The stomach and intestines add nutrients to the blood.
Kidney
The kidneys remove salt and wastes from the blood.
Blood Vessels
The blood vessels carry the blood to all cells of the body, allowing for the
exchange of oxygen, carbon dioxide, waste products, toxins and salts.
10. Things enter/exit our bodies in a lot of ways. For example, we breathe in oxygen and breathe out carbon
dioxide.enter/exit
What are our
some
other exchange
that
take place
our bodies?
10. Things
bodies
in a lot of methods
ways. For
example,
weinbreathe
in oxygen and breathe out
Ingestion – in. Urinating – out. Defecating – out. Absorption (skin or eye contact) -- in. Injection – in. Etc.
carbon
dioxide.
What
are
some
other
exchange
methods
that
take
place
in our bodies?
11. Why is this activity considered a “model” of the circulatory system?
ItIngestion
- in.circulatory
Urinatingsystem
- out. or
Defecating
- out. of
Absorption
(skin
contact)
- in. Injection
in.
is not a real
an exact replica
the system.
It isor
a eye
physical
representation
of the- system.
12. What are some of ways that this model of the circulatory system is not accurate?
This model is inaccurate because it portrays a faulty representation of the flow of blood to the various organs of
12 blood actually flows to an organ and back to the
© 2008
Youth
Take Heart
REVheart
JAN 2010
the
body.
Instead of flowing from one organ to another,
and then to another organ and back to the heart, etc. Also, the heart is represented as four separate parts, just
to give the students enough space when moving from one area to another.
13. What is a role of the lungs for the circulatory system?
Teacher Version
Give Me the Runaround
Etc.
11. Why is this activity considered a “model” of the circulatory system?
It is not a real circulatory system or an exact replica of the system. It is a physical representation of
the system.
12. What are some of ways that this model of the circulatory system is not accurate?
This model is inaccurate because it portrays a faulty representation of the flow of blood to the
various organs of the body. Instead of flowing from one organ to another, blood actually flows to an
organ and back to the heart and then to another organ and back to the heart, etc. Also, the heart is
represented as four separate parts, to give the students enough space when moving from one area
to another.
13. What is a role of the lungs for the circulatory system?
a. To remove wastes and salts from the blood.
b. To remove carbon dioxide from the blood.
c. To add nutrient to the blood.
d. To pump blood to the body.
14. How does the circulatory system interact with the liver?
a. The liver takes toxins and wastes from the blood.
b. The liver takes carbon dioxide from the blood.
c. The liver gives oxygen to the blood.
d. The blood gives toxins and salts to the liver.
15. How does the circulatory system interact with the kidneys?
a. The kidneys give nutrients to the blood.
b. The kidneys take carbon dioxide from the blood.
c. The kidneys give oxygen to the blood.
d. The kidneys take wastes and salts from the blood.
16. How does the circulatory system interact with the stomach/intestines?
a. The stomach/intestine takes toxins and wastes from the blood.
b. The stomach/intestines give oxygen to the blood.
c. The stomach/intestines take carbon dioxide from the blood.
d. The stomach/intestines give nutrients to the blood.
17. How is the circulatory system necessary for the functioning of every cell of the body?
The circulatory system is the transportation system that delivers necessary oxygen and nutrients to
every cell of the body and removes cellular waste products, such as carbon dioxide, toxins and salts,
from every cell of the body. These wastes products are then taken to organs where they are disposed
of.
Extensions:
1. (In-class): Take an unlabeled diagram of the circulatory system and label all parts enacted, writing
notes on the function of the various organs. Also note how the diagram and activity do not represent
an anatomically correct picture of the circulatory system (blood DOES NOT travel from one organ to
the next).
2. A Narrative Journey: Write a creative story about how blood travels through the circulatory cycle.
Formats may include a short story, newscast, play dialogue or cartoon. In the narrative, name and
define the following terms:
-Vena Cavae
-Pulmonary Artery and Vein
-Aorta
-Right and Left Atrium
-Right and Left Ventricle
-Bicuspid (Mitral) and Tricuspid Valves
© 2008 Youth Take Heart
- Pulmonary Valve
-Aortic Valve
-Lungs, Oxygen, and Carbon Dioxide
-Liver and Toxins/Wastes
-Stomach/Intestines and Nutrients
-Kidney and Salts/Wastes
13
REV JAN 2010
Teacher Version
Give Me the Runaround
-All living Cells
3. Research the answer to the following question:
You overhear a friend explaining that it is okay to eat as much salt as you want because your kidneys
will protect you by taking extra salt out of your system. How would you explain that they were
incorrect?
The kidneys may take extra salt out of the blood but since water follows salt, you will become
dehydrated. Also salt in the blood for long periods of time will cause high blood pressure because
water will follow salt into blood, increasing blood volume and therefore there will be more pressure
on the inside of the arteries as the blood flows through.
Resources:
http://www.cdc.gov
http://www.juniorscience.ie/jsss/Files/se_models.doc
The project described was supported by Grant Number 5R25RR018633-04
from the National Center for Research Resources (NCRR), a component of the
National Institutes of Health (NIH). Its contents are solely the responsibility of
the authors and do not necessarily represent the official views of NCRR or NIH.
Department of Health and Human Services • National Institutes of Health
Supported by a Science Education
Partnership Award (SEPA) from the
National Center for Research Resources
© 2008 Youth Take Heart
14
REV JAN 2010
Teacher Version
Circulatory Learning Stations
Lesson:
CIRCULATORY LEARNING STATIONS
-Blood
Major Concepts
The main concepts in this station are:
1. The main components of blood.
2. The functions of the blood components.
3. 4 common disorders of the blood.
Student Learning Objectives
After completing this station, students will be able to
• Define blood. Q1
• Describe the functions of the 4 components of blood. Q2, Q6, Q8, Q14, Q15, Q16, Q17
• Describe the proportions of cells to fluid the blood. Q5
• Summarize the results of not being able to carry enough oxygen in the blood. Q10, Q11
• Summarize the results of blood clots in the wrong places in the body. Q18, Q19
• Summarize the results when blood isn’t able to clot. Blood Disorder Sheet, Q20
• Calculate the volume of blood constantly being pumped by the heart. Q21
Teacher Background
Blood is considered a fluid tissue because, like other tissue in the body, it is composed of cells and a
matrix. In the case of blood “tissue,” the matrix is fluid. Blood has the following functions:
• Carries oxygen to all cells in the body.
• Fights infection.
• Removes carbon dioxide and other wastes from cells.
• Carries waste products to the kidneys and lungs for disposal.
• Transports hormones, proteins, nutrients and electrolytes throughout the body.
• Carries heat generated at the body’s core to the extremities.
There are 4 main components: Plasma, Red Blood Cells, White Blood Cells and Platelets.
• Plasma is the liquid part of the blood, making up 55% of blood’s volume. It transports the
molecules to all parts of the body. These molecules include hormones, proteins, nutrients and
waste products
• Red blood cells contain a molecule called hemoglobin that carries oxygen. The hemoglobin
needs iron to be able to bind oxygen. The red color of the blood is caused by the complex formed
when the hemoglobin binds to oxygen. Blood is a more purple color when there is less oxygen.
If there is not enough iron, the person becomes anemic. Sickle cell anemia is when the red blood
cells are sickle shaped and often damage or get stuck in blood vessels. Also, because of their
shape, they have trouble carrying oxygen. For the common form of anemia, it is important to find
the cause. It may be fixed by simply adding an iron supplement to the diet. If severe enough or in
the case of sickle cell anemia, the person may need a blood transfusion. Red blood cells survive
for an average of 100-120 days at which point the body recycles them.
• White blood cells take part in the defense of the body against foreign invaders such as bacteria,
parasites, viruses and fungi. There are 5 main types of white blood cells; basophils, eosinophils,
neutrophils, lymphocytes and monocytes, though the curriculum does not go into this detail.
Some white blood cells also play a role in destroying tumor cells. There is a form of cancer of the
blood called leukemia in which too many white blood cells are made. Leukemia is treated with
chemo therapy and possibly a bone marrow transplant.
• Platelets are not cells but fragments of cells that play a role in blood clotting. Blood clots have an
important role in healing. If blood clots do not form, such as in the case of hemophilia, a person’s
bleeding cannot be stopped naturally and this will be life threatening. Clotting factors are given to
get the blood to clot. If blood clots form in the wrong places, such as the brain or heart, oxygen
© 2008 Youth Take Heart
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REV JAN 2010
Teacher Version
Circulatory Learning Stations
will not make it to the cells served by the blocked vessel and the cells in that area of the tissue will
die. In the brain, this is called a stroke and in the heart, this is called a heart attack. Blood thinners
are given to get the clots to dissolve quickly. Daily doses of aspirin have also been found to keep
unwanted blood clots from forming.
Some interesting facts;
• Snails, clams, some small worms, spiders and crustaceans contain copper instead of iron in their
blood cells. Their blood looks blue. Some sea worms have green blood.
• Every minute, your heart pumps one gallon of blood around the body.
• Blood accounts for 8% of your total weight.
• Red blood cells are much more abundant than white blood cells.
Time Frame
• 15 minutes
Materials
• Poster “Blood: Four Major Parts in Blood”
• Table Top Easel
• Laminated Sheet “Blood Disorders”
• Student Procedure and Packet (one for each student)
Teacher Preparation
• • Find a separate area in your classroom for this station. It can be set up on a table or counter
space. The poster will be set into the table top easel. Place the laminated sheet “Blood Disorders”
in front of the poster.
Photocopy the student procedure and packet for the this station.
Teacher Notes
• This station seems pretty straight forward for students.
• Teacher may want to give a one minute warning before time at the poster is up.
Prerequisite Knowledge/Skills
• Students should have been introduced to the exchange of materials between the blood and other
organs and tissues in the “Give Me the Runaround” lesson. They should know that all cells of the
body need oxygen and nutrients and need to get rid of metabolic waste, such as carbon dioxide.
• Students should know that blood carries oxygen and nutrients to all cells of the body and carbon
dioxide and waste products from the cells.
• Students should be able to work independently in groups but also know when it is appropriate to ask
clarifying questions.
• Students should be able to be respectful of the poster and laminated sheet included at the station.
Student Misconceptions
• Students don’t recognize that blood is a tissue because it looks like a liquid. The definition of a
tissue as “cells in a matrix structure” (this time liquid) should be reinforced.
• Students may not recognize that red blood cells don’t carry all the materials in the blood. They only
carry oxygen and some of the carbon dioxide molecules. The rest of the material/molecules are
carried in the plasma.
• Students forget that platelets are cell fragments, not cells.
• Students may not recognize that too much or too little of something can cause illness, such as too
many clots or too few, too many white blood cells or not enough iron in the blood.
© 2008 Youth Take Heart
2
REV JAN 2010
Teacher Version
Circulatory Learning Stations
Blood
Teacher Version
Circulatory Learning Stations
Vocabulary
Tissue
White Blood Cells
Anemia
Plasma
Bacteria
Sickle Cell Anemia
Hormones
Parasites
Leukemia
Proteins
Fungi
Stroke
Nutrients
Viruses
Coronary Artery
Wastes
Tumor Cells
Heart Attack
Red Blood Cells
Platelets
Hemophilia
Student
Misconceptions
Erythrocytes
Thrombocytes
Genetic
Students don’t recognize that blood is a tissue because it looks like a liquid. The definition of “a tissue as cells in a
Hemoglobin
Cell
Fragments
matrix structure” (this time liquid) should be reinforced.
Iron
Activated
Clotscarry all the materials in the blood. They only carry oxygen and
Students
may not recognize that red bloodBlood
cells don’t
some carbon dioxide molecules. The rest of the material/molecules are carried in the plasma.
Safety
Students forget that platelets are cell fragments, not cells.
• There are no safety concerns for this station.
Students may not recognize that too much or too little of something can cause illness, such as too many clots or too
Procedure
few,
too many white blood cells or not enough iron in the blood.
Please read the materials at the station and then answer the following questions. Expect to spend about
15 minutesProcedure
at this station.
Student
Please read the materials at the station and then answer the following questions. Expect to spend about 15 minutes at
this
station. and Assessment of Learning
Practice
1. Define “blood.”
Practice
and Assessment of Learning
1.
Define
Blood“blood.”
is a fluid tissue, made up of cells that are surrounded by a liquid matrix called plasma.
a fluid tissue,
made
of cells
that
are surrounded
by abriefly
liquid matrix
called
plasma.
2. Blood
In theisfollowing
table,
listup
four
major
parts
of blood and
describe
their
functions.
2. In the following table, list four major parts of blood and briefly describe their functions.
Parts of the Blood
Function
Plasma
Transports water, nutrients, proteins, salts and wastes throughout the body.
Red blood cells
Transport oxygen from lungs TO body’s tissues/cells, transport carbon dioxide waste
FROM tissues to lungs.
White blood cells
Find and destroy invading pathogens, including bacteria, parasites, fungi and viruses.
Can also detect and destroy tumor cells.
Platelets
Cell fragments that help blood form clots.
3. Describe what plasma looks like.
3. Plasma
Describe
plasma
is awhat
golden
coloredlooks
liquid.like.
What
Plasma
golden
liquid.
4.
partisofathe
blood colored
is made up
of 90% water?
is made
up blood
of 90% is
water.
4. Plasma
What part
of the
made up of 90% water?
Plasma is made up of 90% water.
Iron allows oxygen to bind to the red blood cells.
For the next question, circle the appropriate option in the parentheses.
5. In the blood, there is (45%/55%) plasma and (45%/55%) cells.
For the next question, circle the appropriate option in the parentheses.
6. What kinds of molecules are transported in the plasma?
5. Proteins,
In the blood,
there
is (45%/55%)
plasma
and (45%/55%)
cells.
nutrients,
wastes
and hormones
are transported
by the plasma.
6. What
Whatmakes
kindsblood
of molecules
are transported in the plasma?
7.
red?
protein called
hemoglobin
thatand
is found
inside red
cells. by the plasma.
AProteins,
nutrients,
wastes
hormones
areblood
transported
8.
the purpose
of red?
iron in red blood cells?
7. What
Whatismakes
blood
allows oxygen to bind to the red blood cells.
Iron
A protein
called hemoglobin that is found inside red blood cells.
9. How long do red blood cells last?
8. Red
What
is
the
purpose
of iron
indays
red blood
cells?
blood cells
last for about
120
(4 months)
9. How
do red
blood
cells last?
Look
at thelong
laminated
“Blood
Disorder”
card to answer this questions.
10.
anemia?
What
Red causes
blood cells
last for about 120 days (4 months).
Look at the laminated “Blood Disorder” card to answer these questions.
Youth Take Heart 04/22/07
3
10. What causes anemia?
Anemia is a general term used to describe a variety of conditions where red blood cells are deficient
in oxygen for some reason. In iron deficient anemia, the patient cannot carry enough oxygen since
they lack an important component, iron.
11. What is the result of anemia?
The symptoms of anemia are weakness and fatigue.
© 2008 Youth Take Heart
3
REV JAN 2010
Teacher Version
Circulatory Learning Stations
12. How are red blood cells different in sickle cell anemia?
The red blood cells are sickle shaped.
13. What two problems does this cause?
The red blood cells cannot carry oxygen efficiently and they can block small blood vessels.
14. What kinds of things are considered foreign invaders to the body?
Bacteria, parasites, fungi and viruses are considered foreign invaders to the body.
15. What can some white blood cells do to tumor cells?
Some white blood cells are able to detect and destroy tumor cells.
16. How do platelets differ in structure from red blood cells and white blood cells?
Platelets are fragments of cells while the other two are whole cells. (Actually, red blood cells lack a
nucleus, so are not whole cells either).
17. How are platelets “activated”? What happens when they become activated?
Platelets can be activated when blood vessels are damaged. This can cause blood to form clots.
18. Blood clots can be useful, but they can also be dangerous when they occur in the wrong place or at
the wrong time. Explain one of the dangers of a blood clot.
If blood clots form in the arteries of the brain, they can lead to stroke. If they lodge in the arteries that
supply blood to the heart, they can cause a heart attack (myocardioal infarction).
19. How do blood clots cause cell death?
If a blood clot blocks the flow of blood to an area of cells, these cells will not receive the oxygen they
need and will die.
20. What is the danger of blood not being able to clot?
If a person’s blood is not able to clot, the person can bleed to death.
21. How many gallons of blood does the average heart re-circulate in one day? Show your work!
1 gallon/minute X 60 minutes/ hour X 24 hours/day = 1440 gallons/day
22. Estimate the weight of the blood in your body. 2.2 pounds = 1 kilogram (Show your work)
Your blood accounts for about 8% of your total body weight, so if you weigh 100 pounds (45 kilograms) your blood would weigh:
100 pounds X 0.08 = 8 pounds
45 kilograms X 0.08 = 3.6 kilograms
23. What percentage of blood is liquid?
55% of blood is plasma (the liquid component of blood)
24. What percentage of blood is water?
90% of plasma is water, 55% X 0.90 = 49.5% of blood is water
25. What type of cell is the highest in number in the blood?
Red blood cells are in the highest number, approximately 4-6 million in a single drop.
26. What type of cell is lowest in number in the blood?
White blood cells are in the lowest number, approximately 5,000-7,000 in a single drop.
Resources:
http://en.wikipedia.org/wiki/Red_blood_cell
The project described was supported by Grant Number 5R25RR018633-04
from the National Center for Research Resources (NCRR), a component of the
National Institutes of Health (NIH). Its contents are solely the responsibility of
the authors and do not necessarily represent the official views of NCRR or NIH.
Department of Health and Human Services • National Institutes of Health
Supported by a Science Education
Partnership Award (SEPA) from the
National Center for Research Resources
© 2008 Youth Take Heart
4
REV JAN 2010
Teacher Version
Circulatory Learning Stations
Lesson:
CIRCULATORY LEARNING STATIONS
- A Model of the Heart
Major Concepts
The main concepts in this station are:
1. A review of the structure and function of parts of the heart.
2. The use of models in science.
Student Learning Objectives
After completing this station, students will be able to
• Identify the parts of the heart. Q 1-13
• Identify the vessels coming into and going out of the heart. Q 1-13
• Describe the flow of blood through the heart, to and from the body and to and from the lungs.
Q 1-13
• Describe the differences in direction of blood flow in artery and vein. Q 14-15
• Make predictions of consequences if parts of the heart or vessels were not able to work correctly.
Q 26-27
• Explain the benefits and limitations to representing the circulatory system by using the model.
Q 20-21
Teacher Background
In review, the heart is a large and powerful muscle that pumps or “circulates” the
blood. The heart pumps on average 72 times a minute, 100,000 times a day. It provides a constant supply of blood to every cell of the body. If a cell of the body does
not get the blood it needs for any amount of time, that cell will not get the oxygen and
nutrients it needs and it will not be able to get rid of cellular waste. If this goes on for
too long, the cell will die.
The right side of the heart is responsible for pumping blood to the lungs and the left
side of the heart is responsible for pumping blood to all other parts of the body. Since
the blood from the left side of the heart has to go further, the wall on this side is far
more muscular. Remember that when learning the physiology of the left and right of
the heart, the sides are names from the heart’s owner’s perspective, not the
observers.
Here is a review of the flow of blood through the heart:
1. The deoxygenated blood goes from the body to the heart through the superior and inferior vena
cavae (largest veins in the body) and empties into the right atrium (upper right chamber of the heart,
from the heart’s owner’s perspective).
a.The vena cava draining blood from the upper part of the body is called the “superior vena cava.”
b.The vena cava draining blood from the lower part of the body is called the “inferior vena cava.”
2. The blood then flows through the tricuspid valve into the right ventricle. The purpose of the valves of
the heart are to keep blood from being pushed backwards when the heart muscle contracts.
3. The blood is then pumped by the muscle of the right ventricle through the pulmonary valve and the
pulmonary arteries to the lungs. In the lungs, the carbon dioxide is exchanged for
oxygen.
4. The oxygenated blood returns to the heart through the pulmonary veins and into
the left atrium.
a. Arteries are vessels that carry blood away from the heart. It does not necessarily
mean the blood carried through here is oxygenated. Traveling through the
pulmonary artery is the one time that the blood is deoxygenated,
b. Veins are vessels that carry blood to the heart. It does not necessarily mean the
blood carried through here is deoxygenated. Traveling through the pulmonary
vein is the one time that the blood is oxygenated.
© 2008 Youth Take Heart
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Teacher Version
Circulatory Learning Stations
5. The blood is then pumped from the left atrium, through the bicuspid (mitral) valve,
into the left ventricle.
6. The large muscle of the left ventricle will then pump the oxygenated blood through
the aortic valve and out through the aorta (the largest artery in the body) to all
parts of the body.
The heart is made up of specialized muscle cells that can beat in unison. This is different from all other muscle cells of the body. This beating together is essential for
the optimal functioning of the heart as a pump. These beating muscle cells also need
oxygen and nutrients and to get rid of their waste products. For this reason, the heart
has its own blood vessels, which you will see laying along the outside surface of the
heart. These are called “coronary vessels.” Coronary means crown because the vessels look like a
crown encircling the heart. The coronary arteries are attached to the aorta and take oxygenated blood to
the heart cells and the cardiac veins take deoxygenated blood from the heart cells and back directly to
the right atrium.
Fatty plaque can build up in the arteries. This is called “atherosclerosis.” The plaque can cause blockage
of the flow of blood. If this happens, the heart cells served by that artery could die. If this happens in the
coronary arteries, it is called a heart attack.
Students will use a model of the heart to review what they have learned earlier in the unit. The model will
allow them to directly experience something that they cannot see, the structure of the heart and its blood
vessels. Students will then identify strengths and weaknesses of using a model.
Time Frame
15 minutes
Materials
o Heart Model, different parts labeled with numbers 1-13
o Student Procedure and Packet (one for each student) - This packet includes the procedure for this
station.
Teacher Preparation
• The station can be set up on a table or counter space. Place the heart model at the station.
• Number the parts of the heart #1-11 (see key for Practice and Assessment in this teacher version
to match numbers). See either the teacher version of lesson 2 “To Feel A Heart” or the laminated
Anatomy Permachart “Cardiovascular Physiology” to check the accuracy of the numbering. Write
each number on a small piece of masking tape and place on appropriate part of the heart model.
• Photocopy the student procedure and packet for this station.
Teacher Notes
• The terms are not labeled in order of blood flow. It is hoped that a student can identify each part
separately and be able to tell where the blood is coming from and going to from that part.
• In most models of the heart, the pulmonary vessels are difficult to distinguish.
• Teacher may want to give a one minute warning before time is up at a poster.
Prerequisite Knowledge/Skills
• Students should have been introduced to the exchange of materials between the blood and other
organs and tissues in the “Give Me the Runaround” lesson. They should know that all cells of the
body need oxygen and nutrients and need to get rid of metabolic waste, such as carbon dioxide.
Even the cells of the heart have these needs and special vessels on the surface of the heart, known
as coronary vessels, serve this purpose.
• Students should know that blood in arteries flow away from the heart and the blood in veins flows to
the heart.
© 2008 Youth Take Heart
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Teacher Version
Circulatory Learning Stations
• Students should know that the sides of the heart are named in reference to the owner of the heart,
not the person looking at the front of the heart. Therefore, the heart’s right is on our left and its left is
on our right.
• Students should be able to work independently in groups but also know when it is appropriate to ask
clarifying questions.
• Students should be able to be respectful of the model included with each station. The heart model is
very expensive model and needs to be handled carefully and gently.
Student Misconceptions
• Students confuse arteries and veins and which way they go in comparison to the heart. Arteries
always take blood from the heart and veins always take blood to the heart.
• Students forget that the heart has blood vessels that serve only the heart. These are the coronary
vessels and are found on the surface of the heart. The blood that flows through the heart cannot
feed the cells of the heart or take away cellular waste from these cells.
• The naming of the sides of the heart is from the heart’s patient’s perspective when the heart is in
place in the body, not ours, as the observer of the front of the heart. So the heart’s right side is on
our left as we look at the front of it and the heart’s left is on our right as we look at the front of it.
Vocabulary
Aorta
Venae Cavae
Pulmonary Vein
Pulmonary Artery
Left Ventricle
Right Atrium
Left Atrium
Right Ventricle
Tricuspid Valve
Bicuspid (Mitral) Valve
Coronary Arteries
Safety
• There are no safety concerns for this station.
Procedure
The different parts of the heart are numbered on the model of the heart. Refer to the model and the
background information to answer the questions in the Practice and Assessment of Learning Section.
Expect to spend about 15 minutes at this station.
Practice and Assessment of Learning
On the following table, write down the name of each of the parts that are numbered on the model of the
heart. The following parts are labeled:
o Aorta
o Right Atrium
o Coronary Arteries
o Pulmonary Artery
o Left Atrium
o Pulmonary Vein
o Left Ventricle
o Right Ventricle
o Bicuspid (Mitral) Valve
o Tricuspid Valve
o Vena Cavae
Use the diagram from the lesson “To Feel a Heart” to write down where the blood flows to and from for
each of the parts. You may want to do one or two of these with the whole class before students go to
their stations.
© 2008 Youth Take Heart
3
REV JAN 2010
Teacher Version-Circulatory Learning Station Blood Vessels
Teacher Version
Circulatory Learning Stations
Heart Part
1. Coronary Arteries
2. Vena Cavae
3. Right Pulmonary Artery
4. Right Pulmonary Vein
5. Left Pulmonary Artery
6. Left Pulmonary Vein
7. Aorta
In this heart part, blood comes
from:
The aorta.
All cells of the body.
The right ventricle.
The lungs.
The right ventricle.
The lungs.
The left ventricle.
8. Tricuspid Valve
9. Bicuspid (mitral) Valve
10. Right Atrium
The right atrium.
The left atrium
.
The vena cavae (superior and inferior)
11. Right Ventricle
The right atrium.
12. Left Atrium
The lungs.
13. Left Ventricle
The left atrium.
In this heart part, blood goes to:
All cells of the heart muscle.
The right atrium.
The lungs.
The left atrium.
The lungs.
The left atrium.
The arteries to capillaries to all cells of
the body.
The right ventricle
The left ventricle .
Through the tricuspid valve to the right
ventricle.
The pulmonary arteries and to the
lungs.
Through the bicuspid (mitral) valve to
the left ventricle.
All cells of the body.
In the next two questions, circle the best option in the parentheses;
14. In arteries, the blood always flows (to/away from) the heart.
15. In veins, the blood always flows (to/away from) the heart.
16. How does the blood receive oxygen and get rid of carbon dioxide?
The heart pumps the blood to the lungs where carbon dioxide is removed and oxygen is absorbed
into the blood.
17. Which side of the heart is responsible for pumping the blood to this location? The right side of the
heart is responsible for pumping blood to the lungs.
18. Using the background information, answer the following question: What is a “model.”
Models are representations of systems, objects or phenomenon that we are studying or trying to
make a prediction about.
19. Why do we use models in science?
We use models to understand systems, objects or phenomenon that we cannot directly observe.
They help us predict the effect of changes to the system.
20. How is the model of the heart similar to a real heart?
Possible answers: The model and a real heart show the same parts, the same proportions in sizes of
parts to each other and the same orientation of parts to each other.
21. How is the model of the heart different from a real heart?
Possible answers: The model and the real heart are different because the model is bigger and does
not have the natural color or natural texture. The model is made up different types of molecules than
the real thing.
22. How do doctors use heart models?
Possible answers: Doctors use heart models to explain heart disease/conditions/treatment to
patients and their families.
23. How do teachers use heart models?
Possible answers: Teachers use heart models to teach students about the parts of the heart, the
functions of the heart and how the blood flows through the heart.
24. If we didn’t have a heart model, how would we learn about the heart? With this in mind, how do
models help us?
Since a picture is also a representation and therefore a model, the only other way to study the heart
without a model would be to study real hearts...after a person or animal dies or opening up the chest
while
a person
is alive.
This is how they did it in
Youth
Take Heart
09/20/06
5 the early days of medicine. Models make it easier
to study the same thing without impacting living creatures or dealing with a dead specimen (smell,
decomposition, preserving solution hazards).
25. How could this model be more realistic?
© 2008 Youth Take Heart
4
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Teacher Version
Circulatory Learning Stations
Possible answers: This model could be more realistic if it wasn’t multi-colored, it was easy to see
where the different vessels came into and out of the heart, it was smaller (the size of a human heart),
it was made out of a softer material (more like muscle), had the lungs attached to the pulmonary
vessels to see the connection between the respiratory and circulatory systems, etc.
26. What would happen if the valves of the heart do not work correctly?
If the valves did not work correctly, the blood would not flow in the right direction. Not enough blood
would get to where it needs to go.
27. What would happen if the coronary arteries became blocked?
If the coronary arteries became blocked, blood would not be able to get to the cells of the heart
muscle. The cells could die and the heart muscle would not be able to work as well, if at all.
28. What the difference between the two ventricles? Why is there this difference?
The wall of the left ventricle is thicker than the right ventricle. It has to have more muscle to pump the
blood further, to all the cells of the body. The right ventricle only has to pump the blood as far as the
lungs.
The project described was supported by Grant Number 5R25RR018633-04
from the National Center for Research Resources (NCRR), a component of the
National Institutes of Health (NIH). Its contents are solely the responsibility of
the authors and do not necessarily represent the official views of NCRR or NIH.
Department of Health and Human Services • National Institutes of Health
Supported by a Science Education
Partnership Award (SEPA) from the
National Center for Research Resources
© 2008 Youth Take Heart
5
REV JAN 2010
Teacher Version
Circulatory Learning Stations
Lesson:
CIRCULATORY LEARNING STATIONS
- Blood Pressure
Major Concepts
The main concepts in this station are:
1. How high blood pressure affects the different systems in the body.
2. An introduction to what can be done to prevent high blood pressure.
Student Learning Objectives:
After completing this station, students will be able to
• Define blood pressure. Q1
• Classify blood pressure as “normal” or “high.” Q14, Q15
• Describe the difference between systolic and diastolic pressure. Q4, Q5,Q6, Q7, Q8, Q9
• Differentiate between blood pressure of growing children and the blood pressure of adults. Q11,
Q12
• Summarize how high blood pressure is a risk factor for disease of various organs. Q19, Q20
• Recommend strategies to prevent high blood pressure. Q18
Teacher Background:
The definition for blood pressure is the force applied against the walls of the
arteries as the heart pumps blood through the body. The pressure is deterForce of blood on artery walls
mined by:
1- The force of the blood against walls of arteries.
2- The amount of blood pumped.
3- The size and flexibility of the arteries.
It is ultimately important that the heart pumps with enough force to push the blood to all parts of the
body.
Blood pressure is always given as these two numbers; systolic
and diastolic:
• Systolic Pressure: This is when your blood pressure is at
its highest. It occurs when the heart contracts, pumping the
blood out to all parts of the body. At this point, there is more
pressure on the inside walls of the arteries.
• Diastolic Pressure: This is when the heart is at rest and
filling with blood, between beats. At this point, there is less
pressure on the inside walls of the arteries. At this point, your
blood pressure is at it’s lowest.
Blood Pressure is usually stated as systolic over diastolic, such as 120/80.
Normal blood pressure is taken when a person has been resting for at least 5 minutes with their back
supported and feet flat on the floor. It is important that their arm is resting on a table at the level of their
heart.
High blood pressure occurs in 1 in 3 adults in the U.S.A.: this is about 72 million American adults. It is
called the “silent killer” because it has no symptoms you can hear, feel or see. High blood pressure puts
additional pressure on the inside of blood vessels, resulting in damage to the lining of the blood vessels.
This can increase the plaque build up process called “atherosclerosis.” This blockage can increase the
work load on the heart, causing the heart to work harder than it should. High blood
pressure can also weaken the walls of the blood vessels, resulting in ballooning and possibly bursting of
the vessel.
© 2008 Youth Take Heart
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Teacher Version
Circulatory Learning Stations
Thus, high blood pressure can put you at a greater risk for the following:
• Stroke: A weakened blood vessel can cause bleeding in the brain. Atherosclerosis can result in a
blood clot. Either of these conditions can result in loss of oxygenated blood to an area in the brain.
Without oxygen, the brain cells will die.
• Impaired Vision: Blood vessels in the eye can eventually burst or bleed. This may blur your vision
and can result in blindness.
• Hardening of the Arteries (called atherosclerosis): As people get older, arteries throughout the
body “harden,” due to the build up of plaque. This can result in a blood clot that can block blood
vessels. Also, the heart has to work harder to get blood to go through these stiffer arteries and blood
pressure goes up.
• Heart Attack (Myocardial Infarction): Coronary arteries bring oxygen-carrying blood to the heart
muscle. If these arteries become blocked, the cells of that part of the heart muscle will not get
oxygen. This will damage the heart muscle, causing chest pain, (known as “angina”).
• Heart Failure: This is a serious condition in which the heart muscle becomes so damaged that it is
unable to pump enough blood to supply the body’s needs.
• Kidney Damage: The kidneys filter blood to rid the body of wastes. As blood vessels to the kidneys
become hardened, the kidneys filter less fluid, and waste builds up in the blood. The kidneys may fail
altogether. Medical treatment (dialysis) or kidney transplant may be needed.
Remember from Lesson “Get to Know Your Heart” that blood pressure testing is a bit more complicated
for people under the age of 18. Blood pressure is based on a student’s age and height. As they grow in
height, their normal blood pressure increases to approach what it will be as an adult.
Lifestyle choices can help prevent high blood pressure. Assess diet, physical activity, and stress levels.
Time Frame:
15 minutes
Materials:
• Poster “Blood Pressure”
• Table Top Easel
• Blood Pressure Apparatus
• Laminated “Test Your Blood Pressure Tips”
• Laminated “Lifestyle Choices that Can Help Prevent High Blood Pressure”
• Student Procedure and Packet (one for each student)
Teacher Preparation:
• Find a separate area in your classroom for this station. It can be set up on a table or counter space.
The poster will be set into the table top easel. Place the laminated sheets for “Test Your Blood
Pressure Tips” and “Life Style Choices” and the blood pressure apparatus at the station.
• Photocopy the student procedures and packet for this station.
Teacher Notes:
Repeated from Lesson “Get To Know Your Heart:”
• Blood pressure cuffs are extremely sensitive; standing, talking or moving while measuring blood
pressure will significantly throw off data. If students get a high reading, have them sit calmly for 5
minutes and measure with a different machine. Or ask them if they have to go to the bathroom and
let them do that first.
• It is most important to monitor the blood pressure station the most closely of all the stations. Check
to make sure the apparatus is working correctly on you and then review with the students what to
do if it goes too high and doesn’t automatically start to deflate. Cuffs on very small arms have overinflated and then stopped without deflating. This can be painful. Press “start” to release the air in the
cuff.
© 2008 Youth Take Heart
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Circulatory Learning Stations
• EXTREME VALUES AND FOLLOW UP: Students with numbers excessively outside the normal
range should have their values tested a second time. If the value is still extreme, the school nurse
and parents/guardians should be contacted. It can be recommended to retest in the near future with
a physician or at the very least, at the pharmacy at the grocery store. Most Safeways have a free
apparatus where you sit on an attached bench during the test.
o The word “normal” is used to describe what physicians consider desirable. It is also important
to stress that every person is unique with unique genetic characteristics. Outside of the normal
range, for some people, may be healthy for them and no need for concern.
o If a child is not feeling well at the time of the testing, send them to the nurse immediately.
o It is important to note that this activity cannot take the place of regular physical examinations.
Every child should have a yearly physical examination by a physician, which includes a blood
pressure check.
Teacher may want to give a one minute warning before time is up at a poster.
Prerequisite Knowledge/Skills:
• Students should have been introduced to blood pressure in the “Get To Know Your Heart” lesson.
They should know how to take a blood pressure and what range is considered normal.
• Students should be able to work independently in groups but also know when it is appropriate to ask
clarifying questions.
• Students should be able to be respectful of the poster and other materials included at the station.
Student Misconceptions:
• Most people don’t appreciate that blood pressure increases as a person grows taller, until the person
reaches adult values.
• Students will forget that the classroom environment is a very difficult place to get an accurate blood
pressure reading. This is because it is loud and stimulating. Also, students rarely take the time to sit
calmly for 5 minutes before taking their reading.
• Repeated from lesson “Get To Know Your Heart:” Students often think that a person’s blood
pressure is always the same. In reality, blood pressure increases and decreases throughout the
day and in response to many factors. These factors include activity level, food and drink intake and
emotions. The method of taking the blood pressure also affects the reading.Students often have
questions about low blood pressure. Low readings are only a concern if the person also feels bad
(dizzy, nauseous, or extremely lethargic) in a way that cannot be attributed to other reasons. No
reading is considered too low unless the person ALSO does not feel well.
Vocabulary:
Blood Pressure
Force
Systolic Pressure
Diastolic Pressure
High Blood Pressure
Stroke
Blindness
Hypertension
Atherosclerosis
Heart Attack
Aneurysm
Heart Failure
Kidney Damage
Diet
Physical Activity
Stress
Dialysis
Smoking
Safety:
• Blood pressure cuffs are extremely sensitive: standing, talking or moving while measuring blood
pressure will throw off data. If you get a high reading, sit calmly for 5 minutes and measure with a
different machine. If your blood pressure reading is too high or too low, let your teacher know.
• Cuffs on very small arms can over-inflate and then stop without deflating. This can be
uncomfortable. Press the start button to release the inflation.
© 2008 Youth Take Heart
3
REV JAN 2010
Teacher Version
Circulatory Learning Stations
Procedure:
Please read the materials at the station and then answer the following questions. Expect to spend about
15 minutes at this station.
1. 2. 3. Define blood pressure.
Blood pressure is the force of the blood pushing against the walls of the arteries.
What causes this force?
This force is caused by the heart muscle contractions.
What factors determine the amount of pressure inside of the artery?
The amount of pressure is determined by the force and amount of blood and the size and flexibility of
the arteries.
For the next 3 questions, circle the appropriate option in the parentheses.
4. Systolic pressure is the (higher/lower) number. Diastolic pressure is the (higher/lower) number.
5. During systole, blood moves (into/out of) heart.
6. During diastole, blood moves (into/out of) heart.
7. What is the heart doing during systolic pressure (systole)?
The heart is contracting, pumping the blood.
8. What is the heart doing during diastolic pressure (diastole)?
The heart is resting, between heartbeats.
9. How does the pressure inside of the arteries differ during systole and diastole?
During systole, the pressure inside of the arteries increases. During diastole, the pressure inside of
the arteries decreases.
10. For people under 18, what is blood pressure based on?
For people under 18, blood pressure is based on age and height.
11. As you get taller, what happens to your blood pressure?
As you get taller, your blood pressure increases.
12. From the lesson “Get to Know Your Heart,” write down your blood pressure. Take it again now, write
it down and average your results.
Answers will vary.
13. What is considered normal blood pressure?
Systolic Pressure __________ (less than 120)
Diastolic Pressure __________ (less than 80)
14. What readings are considered HIGH blood pressure?
____________ systolic (140 or higher)
____________ diastolic (90 or higher)
15. What does your heart have to do when you have high blood pressure?
When a person has high blood pressure, the heart is working harder than it should.
16. How common is high blood pressure in the United States?
More than 75 million Americans, 1 in 4 adults, have high blood pressure.
17. Using the laminated sheet “Lifestyle Choices that can Help Prevent High Blood Pressure,” Choose
two ways to prevent high blood pressure (HBP) and give an explanation of each.
Lose weight if you are overweight, exercise regularly, decrease fat and sodium in your diet, increase
the amount of vegetables and fruit that you eat, learn to handle life’s difficult situations so they are
less stressfull, don’t smoke, follow your health care provider’s recommendations to lower your blood
pressure.
18. What two general ways does HBP harm arteries?
High blood pressure harms blood vessels in two ways. It can damage the lining of the blood vessels,
increasing atherosclerosis. It can also weaken the walls of blood vessels, resulting in ballooning and
possible bursting of the vessel.
© 2008 Youth Take Heart
4
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Teacher Version
Circulatory Learning Stations
19. Below are specific organs/systems of the body that are affected directly by high blood pressure
(HBP). Summarize how HBP can directly affect these organs/systems.
Organ/Organ
System
Arteries/Circulatory
System
Heart/Circulatory
System
High Blood Pressure Affects on Organ/Organ System
Damage to the lining of the vessel allows plaque to build up. The
blood vessel narrows and may become stiffer: Atherosclerosis.
Pressure can weaken wall, causing vessel to balloon out and
possibly rupture. Aneurysm.
Coronary Arteries that get oxygen to cells of the heart muscle
become blocked by the process of atherosclerosis-cells of heart die:
Heart Attack
When vessels are narrowed by atherosclerosis, the heart has to
work harder to get the blood through the stiffer arteries. Left
ventricle becomes weakened when heart works too hard. Heart can
no longer deliver blood to body effectively: Heart Failure
Brain/Nervous
System
Vessels that feed the cells of the brain either become blocked by a
clot caused by atherosclerosis or the vessel ruptures. The brain
cells no longer get the oxygen they need and they die: Stroke
Eyes/Nervous
System
Vessels that feed the eye rupture and the cells do not get the
oxygen and nutrients they need: Decreased ability to see, Blindness
Kidneys/Excretory
System
Vessels that feed the cells of the kidney get blocked by
atherosclerosis or they rupture. The cells no longer get the oxygen
they need and the cells cannot filter the blood of wastes; Kidney
Damage, Kidney Failure
Resources
http://www.nhlbi.nih.gov/health/dci/Diseases/Hbp/HBP_WhatIs.html
Youth Take Heart 04/22/07
3
http://www.nhlbi.nih.gov/guidlines/hypertension/child_tbl.htm
The project described was supported by Grant Number 5R25RR018633-04
from the National Center for Research Resources (NCRR), a component of the
National Institutes of Health (NIH). Its contents are solely the responsibility of
the authors and do not necessarily represent the official views of NCRR or NIH.
Department of Health and Human Services • National Institutes of Health
Supported by a Science Education
Partnership Award (SEPA) from the
National Center for Research Resources
© 2008 Youth Take Heart
5
REV JAN 2010
Teacher Version
Circulatory Learning Stations
Lesson:
CIRCULATORY LEARNING STATIONS
- Blood Vessels
Major Concepts
The main concepts in this station are:
1. The structure and function of different types of blood vessels of the circulatory (cardiovascular)
system.
2. The regulation of the amount of blood that flows to different tissues
3. The transfer of materials between blood and cells.
Student Learning Objectives
After completing this station, students will be able to
• Define blood vessel. Q16
• Describe the differences between artery, capillary, and vein. Q11, Q14, Q15
• Identify the largest artery (aorta) and veins (vena cavae) of the body. Q5
• Describe the transfer of materials between the capillaries and cells of the body. Q9
• Describe how blood flow is regulated in body tissues, based on the need of the tissue. Q10
• Distinguish between the force of blood in the arteries and in the veins, which results in the need
for valves in the veins. Q12, Q13
• Identify the characteristics necessary for arteries to withstand the changing pressure of the blood.
Q4
Teacher Background
Blood is pumped by the heart to all of the cells of the body through a series of
tubes called blood vessels. There are 3 types of blood vessels that vary in structure, based on the amount and the force of the blood that is flowing through each
and their function. The 3 types are the arteries (red in the picture), capillaries (too
small to see) and the veins (blue in the picture).
The blood leaves the heart though the largest artery in the body, the aorta. It then
moves through arteries that progressively decrease in size. Arteries have walls
made of smooth muscle to withstand the pressure of the blood as it flows through
them. The walls are elastic to move in and out with the pressure created by the
force of the pumping of the blood. Because of the smooth muscle, they can expand and contract with each beat of the heart. To keep the vessels from rupturing,
the arteries must also be strong to withstand the maximum pressure of the blood
as it flows through them. The smallest arteries are called arterioles, which branch
into capillaries.
Capillaries are the smallest blood vessels with walls that are one cell thick. There is a capillary running
near every cell of the body. This is where the exchange of oxygen and nutrients for waste products and
carbon dioxide actually takes place. The oxygen and nutrients leave the red blood cells and plasma of
the blood and move through the walls of the capillary and into the space between the cells. They then
flow through the cell membrane and into the cells to be used by the cells. The reverse is true for carbon
dioxide and waste products.
The body is able to regulate the amount of blood that goes into the capillaries, depending on the needs
of the cells in the tissue served by these capillaries. An example is that when one exercises, more blood
goes to the muscles and less goes to the stomach. This is achieved when the sphincter muscles of the
capillaries to the muscles relax and the sphincter muscles of the capillaries to the stomach constrict.
© 2008 Youth Take Heart
1
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Teacher Version
Circulatory Learning Stations
After the blood has picked up carbon dioxide and waste products, it flows into ever larger vessels called
veins. Veins have larger interior space for blood flow, less smooth muscle in the walls and they have
valves. The veins do not need as much smooth muscle because the blood pressure decreases as the
blood moves through the capillaries. The valves prevent backflow of blood due to the influence of gravity
of blood. The blood flows into the largest veins, the superior (from the upper body) and inferior (from the
lower part of the body) vena cavae and into the right atrium of the heart.
Time Frame
15 minutes
Materials
o Poster “Blood Vessels”
o Table Top Easel
o Student Procedure and Packet (one for each student)
o Document Master: Venn Diagram
o Laminated Sheets:
o Properties of Arteries
o Regulating the Flow in the Capillaries
o Preventing Back Flow in the Veins
Teacher Preparation
•
•
•
•
•
The station can be set up on a table or counter space. The poster will be set into a table top easel.
Place the laminated sheets at each station.
Photocopy the student procedure and packet for this station.
Make Document Master: Venn Diagram
Make sure document camera is available.
Teacher Notes
• You may want to do the Venn Diagram (#10 in Practice and Assessment of Learning) as a class.
The Document Master of the Venn Diagram can be used as a guide.
• The teacher may want to give a one minute warning before time to work on each poster is up.
Prerequisite Knowledge/Skills
• Students should have been introduced to the exchange of materials between the blood and other
organs and tissues in the “Give Me the Runaround” lesson. They should know that all cells of the
body need oxygen and nutrients and need to get rid of metabolic waste, such as carbon dioxide.
• Students should be able to work independently in groups but also know when it is appropriate to ask
clarifying questions.
• Students should be able to be respectful of the poster and laminated sheets included with each
station.
Student Misconceptions
• Students confuse arteries and veins and which way they go in comparison to the heart. Arteries
always take blood from the heart and veins always take blood to the heart. Students also think that
arteries always one type of blood and veins another. Arteries do not always carry oxygenated blood
(the pulmonary artery carries deoxygenated blood) and veins do not always carry deoxygenated
blood (the pulmonary vein carries oxygenated blood).
• Students have a hard time appreciating the true size of the blood vessels and the blood cells.
Capillaries and the parts of the blood are microscopic or smaller.
© 2008 Youth Take Heart
2
REV JAN 2010
Teacher Version
Circulatory Learning Stations
Vocabulary
Arteries
Aorta
Capillaries
Pre-capillary Sphincters
Oxygen
Carbon Dioxide
Veins
Vena Cavae
Valve
Wastes
Nutrients
Safety
• There are no safety concerns for this station.
Procedure
Students will read the material at the station and then answer the following questions. Expect students
to spend about 15 minutes at this station.
Practice and Assessment of Learning
1. 2. What are the 3 types of blood vessels?
The three types of blood vessels are arteries, capillaries and veins.
What supplies the force to move blood through the arteries?
The pumping (contraction) of the heart muscle supplies the force to move the blood through the
arteries.
3. What happens to the pressure inside of the arteries when the heart pumps?
When the heart pumps, the pressure on the inside of the arteries increases.
4. What are two characteristics arteries must have? Why?
The two characteristics that arteries must have are elasticity and strength.
5. What is the largest artery of the body?
The aorta is the largest artery of the body.
6. What is the largest vein of the body?
The vena cavae are the largest veins of the body.
7. There is a capillary close to every _(cell)_of the body.
8. What happens to the force of the blood as it moves into many small capillaries?
As blood moves into many small capillaries, the force of the blood decreases.
9. How does the narrowness of the capillaries affect movement of the red blood cells?
The narrowness of the capillaries causes the red blood cells to move in single file.
10. What are the 4 things that are exchanged through the thin walls of the capillaries?
The 4 things that are exchanged through the thin walls of the capillaries are oxygen, nutrients, carbon
dioxide and waste products.
11. What is the role of the sphincters?
Sphincters regulate how much blood reaches different tissue, depending on the need of the tissue.
In the following question, circle the best option in the parentheses.
12. One difference between arteries and veins is the direction the flow in relation to the heart. Arteries
carry blood (to/away from) the heart and veins carry blood (to, away from) the heart.
13. Veins have flaps of tissue called valves. What is the role of the valves in the veins?
Valves prevent the flow of blood in more than one direction.
14. Why do veins have valves, while arteries do not?
Veins have valves because the force of the blood has decreased after moving through the small
capillaries, to the point that gravity is a larger force and can pull blood backwards. The valves make
sure that the movement will be in the direction toward the heart. The arteries do not have valves
because the force from the heart pumping is very strong and moves the blood forward in the vessels.
15. In relationship to the heart, how is the direction of the flow of blood different in the aorta compared
to the vena cavae?
In the aorta, the blood moves away from the heart where in the vena cavae, the blood moves towards
the heart.
© 2008 Youth Take Heart
3
REV JAN 2010
Teacher Version
Circulatory Learning Stations
16. Fill in the correct words to depict the vessels through which the blood flows from the time it leaves
the heart until it returns to the heart.
Teacher Version
Heartgarteriesgcapillaries gCirculatory
veinsgHeart
System Learning Stations
17. What is the purpose of blood vessels?
Blood Vessels
The purpose of blood vessels is to transport blood (and the substances it carries) to all parts of the
body.
18. Fill in this three circle Venn diagram that compares and contrasts the different structure and functions of
18.
Fill
in this three circle Venn diagram that compares and contrasts the different structure and
arteries, veins and capillaries.
functions
of arteries, veins and capillaries.
Elastic
Transport of Blood
Sphincters
To heart
Elastic
Away
from heart
To Heart
Aorta
Away from Heart
Tube-like
Tube-like
No transfer of material
Venae Cavae
Transport
to/from
cellsof Blood
Valves Sphincters
No
Transfer
of
Material
to/from
Cells
Venae Cavae
Smallest Vessels
Smallest
Vessels
Valves
Thin Walls
Thin Walls
Aorta
Veins
Arteries
No transfer of material
to/from cells
Away From Heart
Aorta
Elastic
To Heart
Vena Cavae
Valves
Tube-like
Transport of Blood
Capillaries
Smallest Vessels
Thin Walls
Sphincters
The projectThe
described
was supported by Grant Number 5R25RR018633-04
project described was supported by Grant Number 5R25RR018633-04
from the National
Center
for Research
Resources
(NCRR),
of the
from the National Center
for Research
Resources
(NCRR), aa component
component
of the National
Institutes
of Health
(NIH). Its contents
are the
solely
the
National Institutes
of Health
(NIH).
Its contents
are solely
responsibility
of
responsibility
of
the
authors
and
do
not
necessarily
represent
the
official
the authors and do not necessarily represent the official views of NCRR or NIH.
views of NCRR or NIH.
Department of Health and Human Services • National Institutes of Health
Supported by a Science Education
Partnership Award (SEPA) from the
National Center for Research Resources
© 2008 Youth Take Heart
4
REV JAN 2010
Teacher Version
Circulatory Learning Stations
Lesson:
CIRCULATORY LEARNING STATIONS
- Body Mass Index
Overview
In the first lesson of the Youth Take Heart Unit, students did a “Self Evaluation.” One of the pieces of
data they found out about themselves was their Body Mass Index (BMI). At this station, they will learn
more about why BMI is a good predictor of future health and why it has limitations. They will also learn
more about their own BMI.
Major Concepts
The main concepts in this lesson are:
1. The purpose of Body Mass Index and its limitations.
2. How to use Body Mass Index with people who are growing.
3. How to assess what Body Mass Index means for your health.
Student Learning Objectives
After completing this lesson, students will be able to:
• Describe what BMI is and how to determine it.
• Predict how BMI relates to future risk of disease.
• Summarize the limitations of BMI.
• Apply BMI to changes during the ages of 2-20, when a person is growing.
• Analyze growth charts, using their BMI to assess their health.
Teacher Background
At this station, students learn more about Body Mass Index (BMI). First they review what they learned in
the first lesson;
• What is BMI?
• What are the limitations to BMI?
In this lesson, students are introduced to the specifics of how to interpret BMI during the period of life
when a person is growing, 2-20 years of age. They will be taught how to use a growth chart to determine
the percentile of the population they fall into. To do this, they will;
1. Find their age and BMI on the gender appropriate growth chart.
2. Find where these two values intersect on the chart.
3. Find what percentile they fall at or between. The percentile is found in the upper right hand corner
of the curved lines on the chart.
• Example: If you fall on the 50% line, 50% of the population at your age has a BMI lower than
you and 50% of the population has a BMI higher than you.
• Percentile and percentage are different. Percentile is a way of estimating the proportion of a
population that falls above or below a given value. Percentage is an expression of a fraction of
100.
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CDC Growth Charts: United States
BMI
BMI
34
34
32
32
95th
30
30
90th
28
28
85th
26
26
75th
24
24
50th
22
22
25th
20
10th
20
5th
18
18
16
16
14
14
12
12
kg/m2
kg/m2
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
Age (years)
Published May 30, 2000.
SOURCE: Developed by the National Center for Health Statistics in collaboration with
the National Center for Chronic Disease Prevention and Health Promotion (2000).
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4. Students will use their percentile and a table of the following information to determine their risk of
future disease.
• At or below the 5 percentile: Students who fall in this range are considered “underweight.” 95%
of the people at their age in the population will have a higher BMI.
• Between 5th and 85th percentile: Students who fall in this range are considered “normal.” It is
possible to get a false negative. This means that a student may be carrying too much body fat and
may be at risk for disease but their BMI falls into the normal range.
• On the 85th percentile line and up to but not including the 95th percentile: Students who fall in
this range are considered “at risk for being overweight.” It is possible to get a false positive. This
means that their BMI is high but their mass is primarily muscle or bone and less fat and therefore
they do not have increased risk for disease. It is because of their higher muscle or bone mass that
their BMI is higher.
• At the 95th percentile line and higher: Students who fall in this range are considered overweight
(the term “obese” is not used when describing people under 20 years old). These students have
a high probability to have the risk factors for disease and also have an increased likelihood to be
obese as adults.
Exploring BMI with children has merit because it is well correlated with disease risk, especially high
blood pressure and elevated blood lipid levels (both risk factors for cardiovascular disease) and elevated
blood insulin levels (a risk factor for diabetes). In school-aged children, BMI is highly correlated to the
risk of being overweight in the future as a teen and future obesity as an adult. Because of this
correlation with disease risk, BMI can be useful in helping children connect their lifestyle choices with
their current and future health.
Time Frame:
15 minutes
Materials (per group of two to five students):
• Poster “Body Mass Index”
• Table Top Easel
• Laminated Sheets
o 3 Different Case Studies (Joe, Melinda, Andre)
o Growth Chart-Girls
o Growth Chart-Boys
oTable-4 Categories of BMI
• 1 scale
• 1 tape measure
• Student Procedure and Packet (one for each student)
• Document masters of Growth Charts (Boys and Girls)
Teacher Preparation
•
•
•
•
The posters can be set into a table top easel on a table or counter space.
Place the appropriate laminated sheets and the scale and tape measure at the station.
Photocopy the student procedure and packet for this station.
Make a document master of both growth charts.
Teacher Notes
• Students may need help with the first case study. Before they head to their stations, you may want
to go over a document master of one of the growth charts to show how to use them, using a case
study as an example.
o Students have trouble understanding what the number on each curved line mean.
• Teacher may want to give a one minute warning before time is up at a poster.
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Prerequisite Knowledge/Skills
• Students should have been introduced to Body Mass Index in the first lesson of the Youth Take
Heart Unit “Self Evaluation.” They should know how to find body mass index using a body mass
index table or the equation. At the end of this lesson, they will need the value they found during that
lesson.
• Students should be aware of the following limitations of BMI from the first lesson:
o Children are in a growth process that includes growth spurts interspersed with periods of weight
gain with little growth. Weight and height can be changing drastically during this time, changing
their BMI value within a short period of time.
o The value of BMI does not directly measure body fat as opposed to muscle mass or bone density.
It has been found that BMI closely correlates to amount of body fat.
o Both muscle mass and bone density are partially genetically determined. Also, individuals with
extremely high muscle mass, such as body builders, will also have more muscle mass and
therefore higher BMI.
• Students should be able to work independently in groups but also know when it is appropriate to ask
clarifying questions.
• Students should be able to be respectful of the posters, laminated sheets and other materials
included with each station.
Student Misconceptions
• Students may think that higher BMI for any reason is bad. This is not true for the very muscular. Their
higher weight is caused by the weight of their muscles. They may be very lean. If this is the case, a
higher BMI is not associated with future risk of disease.
• Also, students may not appreciate that it is normal to have large fluctuations in their BMI during
childhood and adolescence due the fact many people gain weight right before they grow and then
their BMI value goes back down as they increase in height.
Vocabulary
Body Mass Index
Height
Weight
Risk
Cardiovascular Disease
Diabetes
Growth Spurts
Growth Charts
Percentile
High Blood Pressure
Fat
Sugar
Overweight
Safety
o There are no safety concerns for this station.
Procedure
Use the scientific poster at the station to answer the following questions. Expect to spend about 15
minutes at this station.
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Practice and Assessment of Learning
1. 2. What does BMI tell you about yourself?
BMI represents the amount of fat a person has. It is not a direct measure of body fat.
What kind of diseases are you at risk for when you have a high BMI?
When you have a high BMI, you are at high risk of developing cardiovascular and other diseases such
as diabetes.
3. What happens to your BMI right before you grow?
Right before you grow, you put on weight to prepare for a growth spurt and your BMI increases.
4. What happens to your BMI right after you grow?
After you increase in height, your BMI will decrease again.
5. What happens to your BMI if you are very muscular? Is a high BMI a bad sign in this case?
If you are muscular, you will weigh more and therefore have a higher BMI. Muscle weighs more than
fat. People with more muscle usually have less fat. Since they have less fat, they are not at increased
risk for disease. So the high BMI is not a bad indicator in this case.
6. What kind of chart do you use to find what percentile you fall in?
To find what percentile you fall in, you use a growth chart.
7. What kind of information is found on the side axis (Y-axis)?
BMI is found on the side axis.
8. What kind of information is found on the bottom axis (X-axis)?
Age is found on the bottom axis.
9. What do the numbers on the upper right of the curved lines tell you?
The numbers on the upper right of the curved lines tell you the percentile of the population who fall
on that line.
10. If a person’s BMI is always high, what 3 kinds of unhealthy things could be happening in the body?
If a person’s BMI is always high, a person could get high blood pressure and/or have high levels of
fat and/or sugar in the blood.
11. What should a person do if their BMI is always high?
If a person has a BMI that is always high, they should be monitored by a doctor.
Read laminated Case Study #1 and answer the following questions:
12. Using the growth chart, follow the curved lines near the intersection of age and BMI to determine
what percentile Melinda falls in.
Melinda’s BMI is below the 5th percentile.
13. What “category” does she fall into?
Melinda is in the “abnormally low” category.
14. After learning about Melinda’s background, what are two factors that may be contributing to her low
percentile?
Melinda exercises a lot and is also afraid of growing up and gaining weight.
15. If you were her physician, what health concerns might you have for her?
Melinda is not growing at a normal rate. She is growing slowly. This could have long term
consequences.
16. If you were her physician, what would you recommend to her and her family?
Since high cholesterol and diabetes run in the family, her whole family needs to pay attention to the
choices they are making. As a family they could plan healthy meals and eat together.
Read laminated Case Study #2 and answer the following questions:
17. Using the growth chart, follow the curved lines near the intersection of age and BMI to determine
what percentile Joe falls in.
Joe’s BMI is above the 95th percentile.
18. What “category” does he fall into?
Joe is in the “overweight” category.
19. After learning about Joe’s background, what are two factors that may be contributing to his high
percentile?
Joe’s asthma is making it difficult for him to exercise. He spends most of his time doing sedentary
activities. His family is also overweight.
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20. If you were his physician, what health concerns might you have for him?
Joe’s BMI has gone up significantly in the last two years. During this time, he has also had trouble
with his school work. If his BMI continues to be high, he may get high blood pressure and/or a higher
level of fat and/or sugar in his blood. Ultimately, he might get cardiovascular disease and/or diabetes.
21. If you were his physician, what would you recommend to him and his family?
Since his family is also overweight, I would recommend that the family learn more about healthy
eating and share the responsibility for making healthy meals. They could also get physical activity by
walking together. This low impact activity should not trigger Joe’s asthma. As long as they start slow,
he should be fine.
Read laminated Case Study #3 and answer the following questions:
22. Using the growth chart, follow the curved lines near the intersection of age and BMI to determine
what percentile Andre falls in.
Andre’s BMI falls between the 50th and 75th percentile.
23. What “category” does he fall into?
Andre is in the “normal” category.
24. After learning about Andre’s background, what are two factors that may have contributed to his
changing percentile?
His BMI was higher last year right before he grew but then he grew 3 inches so his BMI went down.
25. If you were his physician, do you have any health concerns for him right now?
He is in the normal category and active so there is no reason for concern.
26. If you were his physician, what would you recommend to him and his family?
I would encourage him and his family to keep up what they are doing. The results look like it is
helping to keep them healthy. The only thing they might consider is to look at the types of food they
are eating to make sure they are making equally good choices in that area.
Answer the last 3 questions on your own. This is for your information only.
27. Refer to the “Self-Evaluation” lesson that you did first in this unit. What was your BMI?
Answers will vary.
28. What percentile do you fall in?
Answers will vary.
29. What category did you fall in?
Answers will vary.
30. What factors in your life may be contributing to your BMI?
The factors that may be contributing to BMI are the amount of exercise the person gets and the
amount and kinds of foods a person eats.
The project described was supported by Grant Number 5R25RR018633-04
from the National Center for Research Resources (NCRR), a component of the
National Institutes of Health (NIH). Its contents are solely the responsibility of
the authors and do not necessarily represent the official views of NCRR or NIH.
Department of Health and Human Services • National Institutes of Health
Supported by a Science Education
Partnership Award (SEPA) from the
National Center for Research Resources
© 2008 Youth Take Heart
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Circulatory Learning Stations
Major Concepts
Lesson:
CIRCULATORY LEARNING STATION
- Diseases and Treatments of the
Heart and Blood Vessels
The main concepts in this station are:
1. Impacts of atherosclerosis on the circulatory system.
2. Common diseases of the circulatory system.
Student Learning Objectives
After completing this station, students will be able to
• Define cardiovascular disease.
• Describe 3 diseases of the heart and their treatments.
• Describe 7 diseases associated with blood vessels and their treatments.
Teacher Background
Cardiovascular heart disease is the number one cause of death worldwide. Students will be introduced
to some of the most common diseases of the circulatory system. There are many causes to these diseases but atherosclerosis plays a common role in many of them, with similar results at a cellular level.
Most people have had someone in their life touched by these diseases so we want students to have a
working knowledge. Also, many of these can be prevented with lifestyle choices so hopefully the more
students know, the more it will inform their choices in their life.
Another name for the “circulatory system” is the “cardiovascular system.” “Cardio” means “heart” and
“vascular” means “vessel.” So we also call these diseases “cardiovascular disease” or “CVD.” As the
name implies, the diseases affect the heart and the blood vessels. The diseases covered were chosen
based on what we think students will be most familiar with.
Four diseases of the blood vessels related to atherosclerosis are covered by this lesson. Atherosclerosis
is the build up of plaque beneath the lining of the blood vessel. Plaque is made up of fat, calcium and
other substance and seems to result from too much fat in the blood. If the plaque breaks and causes
bleeding, this can cause a blood clot to form. This clot can block the flow of blood in an artery. If the
cells that are fed by these arteries cannot get enough oxygen, they will die. This may lead to diseases
of many parts of the body. There are often no external symptoms for a heart attack or stroke until the
person has had one.
1) The Brain: One of the causes of a stroke is when blood vessels of the brain become blocked as
a result of atherosclerosis. The other cause of stroke is a burst blood vessel (see “aneurysm”).
o Symptoms include headache, paralysis, speech disability, blindness, memory and thought impairment and coma.
o Treatment depends on finding the narrowed or weakened vessels before they become blocked or burst. To keep it from getting blocked, the vessel is opened and any clots or plaque pieces that have broken off are removed. The vessel is then sewn back shut
2) The Heart: A heart attack is caused a similar blockage of the coronary arteries resulting in the
death of heart muscle cells.
o Symptoms include chest pain (called “angina” when caused by blocked coronary arteries),
pain or discomfort in one/both arms, the back, neck, jaw or stomach, shortness of breath,
cold sweat, nausea or lightheadedness.
o Treatments include bypass surgery or angioplasty and stent placement.
o Heart failure is the decreased pumping efficiency in the heart, possibly resulting from multiple
heart attacks but can also result from valvular disease, high blood pressure or infections of the heart muscle.
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o Symptoms include shortness of breath, persistent cough, fluid retention in tissues, tiredness,
lack of appetite or nausea, confusion, increased heart rate.
o Treatment includes an artificial heart for the short term can be placed but the person will
need a heart transplant, a real heart from an organ donor who has died for the long term.
3) The Kidney: Kidney Damage is caused by narrowing of the Renal Artery, the main artery that feeds
each kidney, from the build up of plaque. As the artery gets narrowed, less blood can get to the
kidney. The cells of the kidney will not get the oxygen they need, damaging the kidney. The kidney
will be increasingly less able to do the job of filtering the blood of waste and water. In time, if the
person does not get treatment, this can lead to kidney failure.
o Symptoms: Most of the time, a person has no outward symptoms. An internal symptom is
that the person has high blood pressure.
o Treatment: The first step is medication. If that doesn’t work, angioplasty with or without a
stent can be tried.
4) The Legs: Periferal Artery Disease (PAD). Fatty deposits (plaque) build up in the arteries outside of
the heart. It is most common in the pelvis, legs and feet. Plaque causes narrowing of the arteries and
may even block them. In time, less blood will be delivered to the cells of the leg muscles and feet.
This will decrease the amount of oxygen needed by the cells.
o Symptoms: When a person exercises, the cells need more oxygen. PAD can cause pain or
cramping of the legs (called “claudication”) and/or feet during exercise because the cells
cannot get enough oxygen when they cells need more of it. If the blockage gets very bad,
sores on the legs and feet
may not heal or the temperature of that body part may be lower than the rest of the body.
o Treatment: Lifestyle changes such as exercise and a diet low in fat. Also, medications are
commonly used. In extreme cases, angioplasty and bypass may be done.
Four diseases of the heart and blood vessels covered by this lesson are not necessarily related to atherosclerosis. The first two are diseases related to blood vessels. The second two are diseases of the
heart itself.
1) Aneurysm – The weakening of the blood vessel wall, resulting in ballooning and possible rupture of
the vessel.
o There are no symptoms until it bursts. Then the person would have symptoms of a stroke or
internal bleeding elsewhere in the body, such as the abdomen.
o Treatment depends on finding the aneurysm before it bursts. To prevent a weakened vessel
wall from bursting, an artificial tube is placed inside the vessel. It is sewn just above and just
below the ballooning part of the vessel. Dacron is an example of material the tube is made
from.
2) Varicose veins - Valves in the veins do not work properly, causing pooling of blood and disfiguration
of the affected vessels.
o Symptoms include the veins, commonly in the back and sides of the leg, become gnarled,
twisted, and enlarged.
o Treatment includes veins can be surgically removed or collapsed.
3) Valvular disease - The heart valves don’t work correctly. A person may be born with faulty valves or
the valves can become infected by bacteria or other microorganisms.
o Symptoms include weakness, rapid heartbeat, chest discomfort, fainting spells. Valve
disease usually causes symptoms only when it is very severe.
o Treatment includes replacement with valves made of man-made materials or taken from a
pig.
4) Arrhythmias – Irregular heart beat caused by problems with the electrical circuits that regulate the
beating of the heart.
o Symptoms range from being uncomfortable (pain) to being life threatening (heart stops
beating).
o One treatment is to put in a pacemaker. A pacemaker is device that is implanted in the
chest. It tracks the heart beat and using electrical impulses, makes the heart beat faster
when it is too slow.
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Circulatory Learning Stations
Time Frame
15 minutes
Materials
•
•
•
•
•
•
•
•
Student Procedure and Packet (one for each student)
Poster “Cardiovascular Disease and Current Treatment”
1 Table Top Easels
Model: “Death of an Artery”
Model: 1 Pound of Fat
Model: “Atherosclerosis”
Poster: “Heart Disease”
Laminated Sheets
• What’s in a name?
• Aneurysm
• Arrhythmias
• Heart Failure
• Valvular Disease
• Varicose Veins
Teacher Preparation
• The station can be set up on a table or counter space. The poster will be set into a table top easel.
• Place the appropriate models/manipulative at the station.
• Photocopy the student procedure and packet for this station.
Teacher Notes
• Some students want to know that there is hope when learning about when things go wrong. This
station gives an overview of what can be done. Any drawbacks to current treatments are not
discussed due to time and complexity.
• The teacher may want to give a one minute warning before time is up at the poster.
Prerequisite Knowledge/Skills
• • • Students should have been introduced to the exchange of materials between the blood and other
organs and tissues in the “Give Me the Runaround” lesson. They should know that all cells of the
body need oxygen and nutrients and need to get rid of metabolic waste, such as carbon dioxide.
They should also know that if cells cannot get the oxygen they need, the cells will die after a short
time.
Students should be familiar with the role of the coronary arteries and the functioning of the heart
from the Sheep Heart Exploration.
Students should be able to work independently in groups but also know when it is appropriate to
ask clarifying questions.
• Students should be able to be respectful of the models and the laminated sheets included with
each station.
Student Misconceptions
• Students confuse arteries and veins and which direction they take the blood in comparison to the
heart. Arteries always take blood from the heart and veins always take blood to the heart.
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Vocabulary
Aneurysm
Angina
Angioplasty
Arrhythmias
Arteries
Atherosclerosis
Blood Clot
Bypass Surgery
Cardiovascular
Claudication
Coronary Arteries
Fat
Heart Attack
Heart Failure
Kidney Damage
Kidney Failure
Oxygen
Pacemaker
Periferal Artery Disease (PAD)
Plaque
Renal Arteries
Stent
Stroke
Valve
Valvular Disease
Varicose Veins
Vein
Safety
• There are no safety concerns for this station.
Procedure
Students will read the material at the station and then answer the following questions. Expect to spend
about 15 minutes at this station.
Practice and Assessment of Learning
1. Refer to the background information on this worksheet. What is meant by “cardio?”
“Cardio” means heart.
2. What is meant by “vascular?”
“Vascular” means vessel.
3. Now refer to the poster and the laminated sheets. In the following table, list and briefly describe the
diseases of the blood vessels:
Disease
Description
Symptoms
Atherosclerosis
“Hardening of the Arteries”:
No external symptom until the person has
Atherosclerosis results from the build
a heart attack or stroke.
up of plaque beneath the lining of blood
vessels. Plaque is made up of fat,
calcium, and other substances. Too much
fat in the blood can result in this build up.
As the plaque grows, the inside
of the artery will get narrower. In time, this
lowers the amount of blood flow through
the vessel. Plaque can cause the artery
to become hard. The plaque can break
off. This can cause a blood clot to form,
which can block the flow of blood in the
artery. When the blood can’t get through,
it can’t get oxygen to the cells supplied by
the artery. If this lasts too long, the cells
will die.
Stroke
A blood vessel of the brain is either
blocked or ruptures. When this happens,
blood can no longer get to the cells of the
brain.
Headache, paralysis, speech disability,
blindness, memory and thought impairment
and coma.
Kidney Damage
The build up of plaque causes a
narrowing of the renal arteries that brings
blood to each kidney. When not enough
blood can get to the kidney, the cells of
the kidney cannot get the oxygen they
need and become damaged. In time,
the kidney will not be able to do its job of
filtering the blood of waste and water.
Most of the time, a person has no outward
symptoms. An internal symptom is that the
person has high blood pressure.
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Circulatory Learning Stations
Heart Attack (Myocardial
Infarction)
A heart attack is usually the result of a
blocked coronary artery, causing a lack of
oxygen-carrying blood to the heart muscle
cells.
Chest pain (called “angina”),
pain or discomfort in one/both arms, the
back, neck, jaw or stomach, shortness
of breath, cold sweat, nausea or
lightheadedness.
Leg Pain (Peripheral
Artery Disease)
Plaque builds up in the arteries of the
pelvis, legs and feet. In time, this will
decreatse the amount of oxygen reaching
the cells of the muscles in these areas.
When a person exercises, the cells of the
muscles need more oxygen. If the cells
do not get enough oxygen when the cells
need more of it, this can cause pain or
cramping of the legs or feet. If the process
continues to worsen, sores on the legs and
feed may not heal or the temperature of
that body part may be lower than the rest
of the body.
Aneurysm
An aneurysm is the weakening of the
wall of an artery. This weakening can
be a result of atherosclerosis, high blood
pressure or a genetic defect. The area
may balloon out and, over time, may
burst. This is most common in the aorta
and in the small arteries of the brain.
Possibly headache, dizziness, chest pain,
throbbing in the head, neck, chest or
abdomen. Often there are no symptoms
until the vessel bursts, which causes
sudden pain and loss of consciousness
from bleeding. The bleeding is often
severe enough to cause sudden death.
Varicose Veins
Varicose veins are enlarged, irregularly
shaped veins. They are caused by the
pooling of the blood inside the vessels
because of a faulty valve. They are
commonly seen on the backs of the
calves or on the sides of the legs.
Veins become visibly gnarled, twisted, and
enlarged.
4. In the following table, list and briefly describe treatment for the diseases of the blood vessels:
Disease
Treatment
Atherosclerosis
Bypass Surgery, Angioplasty and Stent Placement or opening vessel and
removing clots or plaque pieces.
Stroke
The vessels leading to the head are opened and any clots or plaque
pieces are removed.
Kidney Damage
Medication and if that doesn’t work, angioplasty with or without a stent can
be tried..
Heart Attack (Myocardial
Infarction)
Coronary bypass surgery; where a vessel from elsewhere in the body
is sewn around the blockage. Angioplasty and Stent Placement; a long
slender tube is threaded through a blood vessel to the area where the
vessel is blocked. Inside of the tube is a deflated balloon with a flattened
wire mesh over it, called a stent. When the tube is in the middle of the
blockage, the balloon is inflated. This expands the stent and crushes
the plaque that was blocking the artery. The balloon is then deflated and
removed from the body with the tube, leaving the stent behind to hold the
artery open.
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Circulatory Learning Stations
Leg Pain
There are a couple of options. Bypass surgery, where a blood vessel from
another area of the body replaces the narrowed vessel or angioplasty and
stent placement where a long slender tube is threaded through a blood
vessel to the area where the vessel is blocked. Inside of the tube is a
deflated balloon with a flattened wire mesh over it, called a stent. When
the tube is in the middle of the blockage, the balloon is inflated. This
expands the stent and crushes the plaque that was blocking the artery.
The balloon is then deflated and removed from the body with the tube,
leaving the stent behind to hold the artery open.
Aneurysm
In the aorta, an artificial tube is placed inside of the vessel. It is sewn
just above and below the ballooning part of the vessel. Brain aneurysms
are treated by placing a metal clip around the base of the out pouching
part of the blood vessel or a metal coil is wound up inside the aneurysm
until weakened part is completely blocked off. Both of these methods are
brought to the area by a catheter.
Varicose Veins
Veins can be surgically removed or collapsed with chemicals or lasers.
5. Describe the long-term effect of too much fat on blood flow.
The fat leads to build up of atherosclerotic plaque in the arteries. This plaque slows the flow of blood.
The plaque also can fall apart (called rupture) and lead to a blood clot, which can lead to the cell
death of a heart attack or stroke.
6. In the following table, list and briefly describe diseases of the heart.
Disease
Description
Symptoms
Valvular Disease
Diseases of valves within the heart; The
valves don’t work correctly
Weakness, rapid heartbeat
chest discomfort fainting
spells. No symptoms in some
people.
Arrhythmia
Arrhythmias are the changes in the
normal beating rhythm of the heart.
Symptoms range from being
uncomfortable (pain) to being
life threatening (heart stops
beating).
Heart Failure
Heart failure is when there is decreased
pumping efficiency of the heart. The heart
muscle thins, the size of the chamber
enlarges and the amount of blood
pumped with each beat decreases.
Shortness of breath,
persistent cough, puffiness
in tissues, tiredness, lack
of appetite or nausea,
confusion, increased heart
rate.
7. In the following table, list and briefly describe treatment for the diseases of the heart:
Disease
Treatment
Valvular Disease
Replacement a valve either made of man-made materials or from a pig.
Arrhythmia
Placement of a pacemaker that will track the heart rate and speed it up
when necessary.
Heart Failure
An artificial heart can replace the damaged one but it usually is a short
term solution. For a long term solution, the person will need a heart
transplant- a real heart donated by a donor who has died.
© 2008 Youth Take Heart
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Circulatory Learning Stations
8. Atherosclerosis plays a role in a number of cardiovascular diseases. What are those diseases?
Atherosclerosis plays a role in heart attacks, heart failure, aneurysms, strokes, kidney disease and leg
pain. It can cause a blockage of the vessel. When the vessel is blocked, oxygenated blood can no
longer get to the cells that the vessel serves. If this lack of oxygen goes on for very long, the cells will
die. Heart and brain cells do not make new cells so the damage is permanent.
Resources:
Sauvage, Lester, MD. You Can Beat heart Disease. Seattle: Better Life Press, LLC, 2000.
http://www.americanheart.org/
http://www.strokeassociation.org/
http://www.mayoclinic.com/health/varicose_viens/DS00256/DSECTION=8
http://en.wikipedia.org/wiki/Renal_artery_stenosis
The project described was supported by Grant Number 5R25RR018633-04
from the National Center for Research Resources (NCRR), a component of the
National Institutes of Health (NIH). Its contents are solely the responsibility of
the authors and do not necessarily represent the official views of NCRR or NIH.
Department of Health and Human Services • National Institutes of Health
Supported by a Science Education
Partnership Award (SEPA) from the
National Center for Research Resources
© 2008 Youth Take Heart
7
REV JAN 2010
Teacher Version
JUST MOVE IT
Lesson:
JUST MOVE IT
- How Exercise Helps You Look and Feel Better
Overview
In this lesson, the students learn about Basal Metabolic Rate (BMR). BMR is the amount of energy it
takes to keep a body alive. Students will then learn the relationship between BMR, the amount of activity
a person performs and the amount of energy taken into the body (calories). The lesson is divided into
four segments.
1. It starts with a series of statistics that convey the importance of maintaining a healthy weight
and heart health. These statistics can be discussed by using the nine statistic cards and/or a
corresponding true/false pre-quiz.
2. The discussion is followed by brief notes on balancing the energy taken into the body (in the form of
food) and the energy used by the body. This segment starts with describing the amounts of energy
found in different types of nutrients (carbohydrates, fats and proteins). The notes then explore the
balance between the energy a body needs and the energy taken in.
3. Next is a teacher led activity to calculate BMR. BMR is found by using two gender specific formulas
for 10-18 year-olds. The calorie requirements for different activities will be highlighted so that the
number of calories needed above the BMR value can be approximated.
4. Finally, the students will be given a list called “25 Ways Exercise Makes You Look and Feel Better.”
The goal is to provide them with concrete motivational reasons to increase the amount of activity
they do. The list can be discussed as a class or handed out to groups of 2-4 to categorize into
benefits to the heart, disease reduction, appearance and/or feeling better. The categories are set up
in a table.
Major Concepts
The main concept for this lesson is the relationship between calories eaten, exercise, weight
management and the benefit they provide to overall health.
• Just keeping the human body alive takes energy (this energy is called the Basal Metabolic Rate or
BMR) whether we are simply quietly relaxing or playing a hard game of basketball.
• All of the energy we need to survive comes from the food that we eat in a form we call calories. A
calorie is the measure of heat loss. This is where the phrase “burning calories” comes from.
o If we have an excess of calories from eating too much or not exercising enough, our body stores
the extra calories as fat that the body can use later if necessary.
o On the other hand, if we have too few calories or take part in aerobic activity, we burn not only the
calories we ate that day, but also some of the stored energy (fat). This will cause us to lose weight.
Students will learn how to mathematically derive the number of calories needed to keep a person alive.
For this, they will use a formula used by the World Health Organization that takes into account age,
gender and height. Also, students will learn how to find the number of calories “burned” in their favorite
activities. Based on these two values, they will have a minimum number of calories they need to take in
to be able to participate in their chosen activity. In reality, people do a multitude of activities that burn
calories all day long. The equation to determine this is quite involved so the lesson was simplified to get
students to start thinking about their energy needs.
Student Learning Objectives
After completing this lesson, students will be able to
• Analyze statistical data about eating habits and exercise and apply the data to its effects on heart
health. Pre-Quiz
• Describe the concept of energy balance (calorie intake = energy output). Q10, Q12
• Calculate one’s own basal metabolic rate (BMR). Part III
• Determine the number of additional calories needed to perform specific physical activities. Part III
• Relate the concept of energy balance to the need for healthy exercise and moderate eating in
personal lifestyle choices. Power Point “Just Move It”, Part IV
© 2008 Youth Take Heart
1
REV JAN 2010
Teacher Version
JUST MOVE IT
Teacher Version
Just Move It
Teacher Background
Teacher
Background
Part I.I. Pre-quiz
Cards
(See
Procedure
for Pre-Quiz
questions.)
Part
Pre-quizand
andStatistic
Statistic
Cards
(See
StudentSection
Worksheet
for pre-quiz
questions.)
MoreAmericans
Americans
overweight
or obese
thanbefore.
ever before.
to our
tech lifestyles,
physical
More
areare
overweight
or obese
than ever
Due to Due
our high
techhigh
lifestyles,
physical activity
is at an
all
time low.
background
gives additional
statistical
information
to help
the teacher
help students
activity
is atThe
an following
all time low.
The following
background
gives
additional
statistical
information
to help
understand
why this is sowhy
dangerous
for dangerous
our country and
youth
today. and youth today.
students understand
this is so
for our
country
Statistic
Card #
Card Info
Americans are more
overweight or obese than ever
before.
200% more kids and youth are
overweight than were
overweight in 1980.
Background Info
Between 1980-2004, the number of overweight kids and youth in
the U.S. almost tripled.
• According to the United States Center for Disease Control
(CDC), U.S children and adolescents considered to be
overweight increased by more than 200% between 1980 and
2004.
Source:
http://www.cdc.gov/nccdphp/dnpa/obesity/childhood/index.htm
In 2003-2004, 18.8% of children ages 6-11 and 17.4% of
adolescents ages 12-19 were estimated to be overweight.
(Source: 2003-2004 National Health and Nutrition
Examination Survey (NHANES))
• This is more than 3 times increase from NHANES 19761980!The number of overweight youth in the United States
is rising dramatically!
1
Over 66% of all North American adults are overweight (almost
50% of these people are obese which is about 33% of the total
population).
• For adults, gaining more than 10 pounds (or 2 inches in waist
circumference) is a “red flag” for a diet and lifestyle
evaluation.
" This guideline is currently considered the most
successful benchmark for determining if you are
gaining too much weight.
Source:
http://www.cdc.gov/nchs/products/pubs/pubd/hestats/overweight/
overwght_child_03.htm
Note: NHANES = “National Health and Nutrition Survey”
Overweight youth are more
likely to be overweight when
they’re adults.
2
Being overweight puts you at
risk for
• Heart Disease
(cardiovascular disease)
• Risk Factors for Heart
Disease such as High
Blood Pressure
• Type II Diabetes
• Asthma.
As you get older, add risk of
stroke and some types of
cancer to that list.
Youth Take Heart 04/30/07
The concept of weight control is a complex and difficult topic.
The good news is that if you stay at a healthy body weight, you
are more likely to have a longer and healthier life. Overweight
youth are more likely to be overweight as adults.
• 80% of child 10-15 year old overweight children were obese
at age 25.
Overweight youth are at risk for a number of serious aliments
including:
• Risk Factors for Cardiovascular Disease, such as High Blood
Pressure
• Diabetes
• Stroke
• High blood pressure
• Some types of cancer
60% of overweight children have a least one heart disease risk
factor.
2
(For more information read the CDC article, “Prevalence of
Overweight Among Children and Adolescents: United States,
1999-2000.)
© 2008 Youth Take Heart
2
REV JAN 2010
Teacher Version
Just Move It
Overweight youth are more
likely to be overweight when
they’re adults.
2
Being overweight puts you at
risk for
• Heart Disease
(cardiovascular disease)
• Risk Factors for Heart
Disease such as High
Blood Pressure
• Type II Diabetes
• Asthma.
As you get older, add risk of
stroke and some types of
cancer to that list.
Teacher Version
JUST MOVE IT
The concept of weight control is a complex and difficult topic.
The good news is that if you stay at a healthy body weight, you
are more likely to have a longer and healthier life. Overweight
youth are more likely to be overweight as adults.
• 80% of child 10-15 year old overweight children were obese
at age 25.
Overweight youth are at risk for a number of serious aliments
including:
• Risk Factors for Cardiovascular Disease, such as High Blood
Pressure
• Diabetes
• Stroke
• High blood pressure
• Some types of cancer
60% of overweight children have a least one heart disease risk
factor.
(For more information read the CDC article, “Prevalence of
Overweight Among Children and Adolescents: United States,
1999-2000.)
Sources:
http://www.cdc.gov/nccdphp/dnpa/obesity/childhood/index.htm
http://www.cdc.gov/nccdphp/dnpa/bmi/childrens_BMI/about_child
lrens_BMI.htm
http://www.cdc.gov/nchs/pressroom/06facts/obesity03_04.htm
Exercise is good for everybody,
and it especially helps if you’re
trying to lose weight.
3
Exercise increases energy,
burns extra calories and boosts
overall self-esteem.
It is important to exercise every
day.
4
Exercise increases energy, burns extra calories, & boosts overall
self esteem.
• Energy use is increased when a person is physically active.
Expending only 200-300 extra calories per day in exercise
activities, while controlling calorie intake, can lead to about a
half pound of fat tissue loss per week which results in about
25 pounds of fat loss per year.
• Duration and regular performance, rather than intensity, are
the keys to success with physical activity. Some resistance
exercises (weight training) should also be added to increase
lean body mass and, in turn, fat use. Exercise can build
more muscle mass, which in turn increases a person’s
overall metabolic rate.
The easiest way to increase physical activity is to make it part of
a daily routine and to choose activities you enjoy.
Choose an aerobic activity that
you enjoy. Examples of
aerobic exercise include:
• Running.
• Jumping Rope.
• Dancing.
• Basketball.
• Soccer.
Aerobic means “with air.”
Aerobic activities exercise your
Youthheart.
Take Heart 04/30/07
Your heart is a muscle. It
works non-stop, pumping
blood every day of your life.
© 2008 Youth Take Heart
Aerobic exercise is a kind of activity that requires oxygen.
• When you breathe, you take in oxygen, and, if you're doing
aerobic
exercise, you may notice you're breathing faster than
3
normal.
Exercise not only benefits your body, it is good for your heart!
• Your heart is a muscle. It works non-stop, pumping blood
every day of your life.
3
REV JAN 2010
Teacher Version
JUST MOVE IT
Aerobic means “with air.”
Aerobic activities exercise your
heart.
Your heart is a muscle. It
works non-stop, pumping
blood every day of your life.
5
Exercising every day at a
moderate or vigorous level is
important.
6
Keep physically active to
balance the calories you
consume. Be physically active
for at least 30 minutes (adults)
or 60 minutes (children) on
most days of the week.
Limit TV time to less than 2
hours per day.
Youth today don’t take P.E. as
much as they did ten years
ago.
Aerobic exercise is a kind of activity that requires oxygen.
• When you breathe, you take in oxygen, and, if you're doing
aerobic exercise, you may notice you're breathing faster than
normal.
Exercise not only benefits your body, it is good for your heart!
• Your heart is a muscle. It works non-stop, pumping blood
every day of your life.
• Aerobic activity can get your heart pumping, make you
sweat, and quicken your breathing.
• You can strengthen this muscle though aerobic exercise.
• When you give your heart this kind of workout on a
regular basis, your heart will get even better at its
main job - delivering oxygen (in the form of oxygencarrying blood cells) to all parts of your body.
The U.S. Surgeon General recommends participating in
moderate to vigorous physical activity each day. Teens need to
be encouraged to be active and have opportunities available to
them to meet these recommendations.
The average time spent watching TV per day is about 3 hours.
Sources:
http://www.cdc.gov/mmwr/preview/mmwrhtml/mm5447a3.htm
http://www.cdc.gov/nccdphp/dnpa/physical/recommendations/yo
ung.htm
Daily enrollment in physical education classes has declined
among high school students from 42% in 1991 to 33% in 2005.
Source:
http://www.cdc.gov/HealthyYouth/yrbs/pdf/trends/2005_YRBS_P
hysical_Activity.pdf
7
Nearly half of American
teenagers don’t exercise on a
regular basis. Kids tend to
exercise less as they get older.
Nearly half of American youths 12-21 are not moderately or
vigorously active for 60 minutes/day. Moreover, physical activity
declines during adolescence.
Source:
http://apps.nccd.cdc.gov/yrbss/QuestYearTable.asp?cat=6&Que
st=Q80&Loc=XX&Year=2005&compval=&Graphval=yes&path=b
yHT&loc2=&colval=2005&rowval1=Grade&rowval2=None&ByVar
=CI&Submit2=GO
More than 54% of American
adults are not regularly
physically active. 16% of
Americans are not active at all.
Source:
http://www.cdc.gov/mmwr/preview/mmwrhtml/mm5447a3.htm
8
9
Teacher Version
Just Move It
Part II. Power Point Presentation “Just Move It: The Power of Energy Balance”
Youth Take Heart 04/30/07
© 2008 Youth Take Heart
4
4
REV JAN 2010
Teacher Version
JUST MOVE IT
Part II. Power Point Presentation “Just Move It: The Power of Energy Balance”
Energy In:
• Food provides us with the energy that we need to live. Everything we do requires some amount of
energy - whether we are running around a track as fast as we can or are fast asleep-we use energy
that we have obtained through the energy in food. We call this stored energy “calories.” A calorie is
a measure of the heat loss when food is burned.
• The amount of energy in food is measured in calories (cal). All calories in food come from:
• carbohydrates (@ 4 cal/g)
• protein (@ 4 cal/g)
• lipids/fats (@ 9 cal/g).
• The food we eat contains combinations of these sources of energy.
Energy Out:
• Activities “burn” calories.
• Different activities burn different amounts of calories.
Energy Balance:
• It’s important to understand the balance between the energy input (eating calories) and energy
output (activities that “burn” calories).
• Then you can self-monitor your eating and exercise activities to maintain optimum health.
Equilibrium
• Energy balance is a metabolic state that is achieved when the energy intake (food eaten) is equal
to the energy output (calories “burned”).
• When this balance is achieved, your body weight remains in equilibrium-you maintain your body
weight.
Positive Energy Balance
• If your energy intake is greater than your energy output, then you have a positive energy balance.
More calories are eaten than are burned.
• The result of this is that you store excess energy in the form of triglycerides in adipose tissue
(body fat) and your body weight increases.
Negative Energy Balance
• If your energy intake is less than your energy output, then you have a negative energy balance.
Fewer calories are eaten than are burned.
• Negative energy balance results from an energy deficit. Your body weight decreases.
• However, the weight that is lost consists of a combination of muscle tissue and adipose (fat)
tissue.
• People become very confused by the concept of energy balance. They expect one method to work
for everyone and have equal success.
• Not true! As one begins to understand the difference of energy use (calories burned) in each
person’s body, the concept of why some people can “eat all they want” and others “look at food
and put on weight” becomes clear.
Energy Out
• There are two main categories of how energy is used in the body:
1. Basal Metabolic Rate.
2. Physical Activity.
© 2008 Youth Take Heart
5
REV JAN 2010
Teacher Version
JUST MOVE IT
1. Basal Metabolic Rate (BMR)
• The BMR is the energy used when the body is in a fasting state (not eating for 12 hours or more) to
keep a resting, awake body alive in a warm, quiet environment.
• BMR is the largest factor in determining overall metabolic rate and how many calories you need to
maintain, lose or gain weight.
• The processes involved include maintaining a heartbeat, respiration, body temperature, digestion
and other functions. Basal metabolism varies 25-30% between different people.
• It is a combination of genetic and environmental factors that include:
o Genetic Factors:
• Genetics – Some people are just born with faster or slower metabolisms. (This can also be
known as different body types.)
• Gender – Men have a greater muscle mass and a lower body fat percentage. They generally
have a higher metabolic rate.
• Age – BMR is higher in childhood then in adulthood.
• Height – This has to do with overall surface area and heat lost. Tall people have more body
surface. Heat is lost through this body surface. The more body surface, the more heat is lost.
The more heat lost, the more energy is needed to maintain body temperature.
• Glands – Thyroxin (produced by the thyroid gland) is a key BMR regulator which speeds up the
metabolic activity of the body. The more thyroxin produced, the higher the BMR.
o Environmental Factors:
• Diet – Starvation or abrupt calorie reduction can dramatically reduce BMR by up to 30 percent.
• External temperature – As the outside temperature drops, the metabolic rate will slow down to
maintain the internal body temperature, so that energy is conserved.
• Exercise – Physical exercise not only influences body weight by burning calories, it also helps
raise your BMR by building extra muscle. So you burn more calories even when you sleep!
o Combination of Genetic and Environmental Factors:
• Weight – The more you weigh, the higher your BMR (the more surface area).
• Body Surface Area – Same as for height.
• Body Fat Percentage – The more body fat a person has, the lower the percentage of lean
muscle, the lower the BMR they have. The more body fat a person has, the more likely that
body will hold onto excess calories and store them as fat.
• Body Temperature – The higher the body temperature, the more calories that are burned in a
resting or active state.
2. Physical Activity
• It is an environmental factor. It is based on lifestyle choices, not genetic factors.
• It burns calories in addition to the calories burned BMR. Physical activity increases the number of
calories needed to be consumed to maintain the same body weight.
• Not all activities use the same amount of energy, however. For instance:
• Reading a book requires less energy than walking around the block.
• Walking up stairs requires more energy than taking an elevator.
Part III Energy Out: Calculating BMR and Additional Calorie Requirements due to Physical
Activity
• The BMR is the energy used when the body is in a fasting state (not eating for 12 hours or more) to
keep a resting, awake body alive in a warm, quiet environment.
• For 10-18 year-olds, the formula from the World Health Organization takes into account multiple
factors to calculate resting calorie needs. These factors are:
• weight.
• age.
• gender.
© 2008 Youth Take Heart
6
REV JAN 2010
The BMR is the energy used when the body is in a fasting state (not eating for 12 hours or more) to keep a
resting, awake body alive in a warm, quiet environment.
For 10-18 year-olds, the formula from the World Health Organization takes into account multiple factors to
Teacher Version
calculate resting calorie needs. These factors are: weight, age and gender.
•
•
JUST MOVE IT
10-18 year-old Females:
BMR = (12.2 x body weight
[kg]) + 746
Teacher
Version
Just Move It
10-18 year-old Males:
BMR = (17.5 x body weight [kg]) + 651
Exercise- Physical exercise not only influences body weight by burning calories, it also helps raise your
Note
on conversion
from
to metric
units:even1 when
in = 2.54
cmsleep!
BMR by building
extra
muscle. So
youEnglish
burn more
calories
you
1 kilogram = 2.2 lbs
Combination of Genetic and Environmental Factors:
• Weight- The more you weigh, the higher your BMR (the more surface area).
• Body Surface Area- Same as for height.
Since the BMR is the number of calories a person needs when they are resting, the number of calories burned doing
• any
Body
PercentageThe
body
person
has,
lower
of lean
muscle,
the
Since
the
BMR
is activity,
the number
of calories
afat
person
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when
aretothe
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ofthe
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typeFat
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ora sports,
need
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to number
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lower
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body
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the
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number
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calories
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theThe
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The following
table
and
website
a guide
tolikely
determining
some
these
to determine
the and
total store
number
of calories
excess
calories
them
as fat. burned in the day. The following table and website is a guide to
caloric
amounts:
determining
some of these
caloricthe
amounts:
• Body
TemperatureThe higher
body temperature, the more calories that are burned in a resting
•
Type of Physical
Calories
Type of Physical Calories
Calories
Calories
Activity
Burned
Activity
Burned
Type of Office
Physical
of Physical
Sleeping
Eating
Sewing
Knitting
Sitting
Standing
Driving
Work
100
110
140
55 TypeSkating/Blading
85
Gardening,
Dancing,
Walking,
Table
Tennis
Water
Tennis
Aerobics
3Ballroom
Aerobic
mph
Hoeing
260
280
290
350
400
420
Burned
Burned
per Hour Activity
per Hour
Activity
per Hour
per Hour
Sleeping
55
Gardening, Hoeing
350
Eating
85
Dancing, Aerobic
420
Sewing
85
Dancing, Ballroom
260
Knitting
85
Walking, 3 mph
280
Sitting
85
Table Tennis
290
Standing
100
Tennis
350
Driving
110
Water Aerobics
400
Office Work
140
Skating/Blading
420
Youth Take
Heart 04/30/07
6 Aerobics
Housework
160
450
Golf
240
Bicycling
450
Gardening, Planting
250
Jogging, 5 mph
500
!
o
*These amounts are less accurate because they do not take into account a person’s
weight.
moreare
a person
weighs,
the more
theyinto
burn
doing aany
activity.
*TheseThe
amounts
less accurate
because
theycalories
do not take
account
person’s
weight. The more a person weighs, the more calories they burn doing any activity.
Source: http://www.annecollins.com/weight_loss_tips/calories.htm
Source: http://www.annecollins.com/weight_loss_tips/calories.htm
tudents will practice using case studies first and then they will calculate their own BMR and the additional calories
Students
practice using case studies first and then they will calculate their own BMR. They will also
eeded to do their
favoritewill
activities.
determine the additional calories needed to do their favorite activity.
variable that the formula does not take into account is lean body mass (the ratio of muscle-to-fat a body has).
A variable
that the formula
doeswho
not take
account
lean body mass
(the ratioshould
of muscle-to-fat
a
eaner bodies need
more calories
than those
are into
not as
lean. isTherefore,
the equation
be relatively
has).
Leaner
bodies
need more
calories than(the
those
who are
not
as lean. Therefore,
theneeds)
equation
ccurate unless abody
body
is either
very
muscular
or underweight
formula
will
underestimate
calorie
or has a
should
relatively
accurate
unless
a body:
ery high percentage
ofbe
body
fat (the
formula
will over
estimate calorie needs).
• Is either very muscular or underweight (the formula will underestimate calorie needs).
• Has a very high percentage of body fat (the formula will over estimate calorie needs).
lso, students are only finding the calories needed for one specific activity. A person does a multitude of things each
ay that add to their caloric needs. So the total calories a person needs in a day is MUCH HIGHER.
art IV-“25
Also, students are only finding the calories needed for one specific activity. A person does a multitude of
things each day that add to their caloric needs. So the total calories a person needs in a day is MUCH
Ways
Exercise Makes You Look and Feel Better”
HIGHER.
© 2008 Youth Take Heart
7
REV JAN 2010
Teacher Version
JUST MOVE IT
Part IV-”25 Ways Exercise Makes You Look and Feel Better”
1. Reduces your risk of heart disease
14. Builds endurance
2. Reduces your risk of stroke
15. Gives you more energy
3. Lowers your blood pressure
16. Enhances clarity of mind
4. Prevents or helps control diabetes
17. Improves coordination and balance
5. Improves HDL (good) cholesterol levels
18. Makes you more limber
6. Strengthens muscles, bones, and joints
19. Improves study and work performance
7. Burns calories and helps control your weight
20. Increases your self-confidence and self-esteem
8. Enhances your immune system
21. Helps you sleep better
9. Reduces your risk of osteoporosis
22. Alleviates depression
10. Improves your body shape
23. Reduces tension
11. Improves your posture
24. Reduces acute or chronic pain
12. Helps alleviate varicose veins
25. Improves your digestion
13. Provides more muscular definition
Time Frame
75-100 minutes (depending on how much of the calculations section can be sent home as homework)
• 50 minutes: Part 1, Part 2 and Part 3 Class Example of Calculations
• 50 minutes: Part 3 Pair and Individual Calculations and Part 4
Materials
•
•
•
•
•
•
•
•
•
•
•
•
Student Packet (one per student)
Student procedure (class set)
Class set of Calculators
LCD Projector
Document Camera
Document Master and/or Class set of “25 Ways Exercise Makes You Look and Feel Better” List
Document Master of “25 Ways Exercise Makes You Look and Feel Better” Table
Document Master of Calculation Examples
Document Master of “Physical Activity versus Calorie” Table
9 Laminated “Statistic Cards”
15 Laminated BMR Case Studies
Power Point “Just Move It-Energy Balance” or slides from the power point made into Document
Masters
• Key for Calculations
Teacher Preparation
• Make copies of
• Student Procedure (class set).
• Student Packet (one per student).
• “25 Ways Exercise Makes You Look and Feel Better” (Class Set) or make a Document Master
of it.
• Make Document Masters:
• BMR Calculation Examples
• “25 Ways Exercise Makes You Look and Feel Better” (if you don’t make the class set)
• PowerPoint “Just Move It - Energy Balance” slides as Document Masters (if you don’t do it as a
PowerPoint presentation).
• Secure and set up LCD projector and document camera.
• Review Background Information for Part 1 (Statistic Cards and True/False) and Part 2 (Power Point).
• Place one laminated “Statistic Card” face down on each of nine student desks. (Or ask volunteers to
read the cards and then hand the cards to the volunteers.)
• Have laminated Case Study cards available.
© 2008 Youth Take Heart
8
REV JAN 2010
Teacher Version
JUST MOVE IT
Teacher Notes
When doing the “statistic cards,” the background information frequently generates a great deal of
discussion and can take an entire 50 minute class period, depending on the students’ level of interest.
Be prepared to postpone any BMR calculations until the following day, if necessary.
The purpose of note blanks is for students to have a permanent record of the direct instruction. Often
students are unclear as to the most important information to write down. They also might miss other
information when writing something down. When using note blanks, students only write down the most
important words and have a permanent record of all the information. They then have reinforcement by
writing the most important terms.
Although each step for the formula is supplied in the student packet, some students may have a difficult
time knowing where their numbers should go and what to do with them. Therefore it is important to walk
them through an example step-by-step as a class (document master of example).
Once students have practiced on case studies and have calculated their own BMR, considerable
discussion usually occurs around additional calories needed. It is difficult to calculate total calories
needed. The formula is much more complicated and they still have to approximate their activity level.
The My Pyramid website is time consuming but is a great activity to approximate their activity level
without the calculations. Here are some other interesting “calorie counters for activities” on-line which
approximate how many calories are burned when you garden, play soccer, watch TV etc. that may also
be interesting for your students to look up.
Other internet sources for determining calories burned doing different activities:
http://www.merck.com/mmhe/sec01/ch006/ch006e.html
http://www.nutritiondata.com/tools/calories-burned
http://www.stevenscreek.com/goodies/calories.shtml
http://www.campshane.com/nutritional/tools.htm
www.mypyramid.gov
Other recommendation: If time becomes an issue, the PE/health teacher could do the calculations of
BMR portion.
Prerequisite Knowledge/Skills
• Students should know how to use a calculator to do addition, subtraction, multiplication and
division.
• Students should be able to do conversions from English units to metric units.
• Students should know how to take simple notes from a lecture.
Student Misconceptions
• Students often think that there is a complicated “mystery” to weight gain and weight loss. After
completing this activity, they should see that it is all a matter of energy input and output that can be
approximated using a straight forward formula. Students are often surprised by the amount of
calories they actually need each day.
• Students (and teachers) confuse BMR with BMI. BMI (Body Mass Index) is an estimate of the
amount of fat a person has on their body and BMR (Basal Metabolic Rate) is the energy used when
the body is in a fasting state (no food 12 hours or more) to keep a resting, awake body alive in a
warm, quiet environment. It is used to calculate the number of calories (energy) a person must take
in (eat) when resting.
• Students underestimate all the variables that make energy needs different when comparing different
people.
© 2008 Youth Take Heart
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REV JAN 2010
Teacher Version
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Vocabulary
Obesity
Overweight
Aerobic
Calorie
Metabolism
Equilibrium
Energy Balance
Positive Energy Balance
Negative Energy Balance
Basal Metabolic Rate (BMR)
Safety
There are no safety considerations for this lesson.
Procedure
Part I- “Statistics”
1. Take the “pre-quiz” at the beginning of your student packet.
On your own, circle true or false, based on what you think before you start this lesson:
1. Fifty percent more kids and youth are overweight than in 1980. True/False
2. Overweight youth are likely to be overweight as adults. True/False
3. Exercise is only good for some people. True/False
4. You don’t need to exercise every day, as long as you do it a few times a week. True/False
5. Aerobic means “with air.” Aerobic activities exercise your heart. True/False
6. Exercise is only good for your health if it is vigorous. True/False
7. All students must take physical education in school every year. True/False
8. Kids tend to exercise less as they get older. True/False
9. More than half of all adults are not regularly physically active. True/False
2. Participate in a class discussion based on your answers for the pre-quiz and the Statistic Cards
distributed to various students in the classroom. Ask students to read their card aloud to the class when
it pertains to the specific true/false question. Use the Teacher Background to lead a class discussion
about why each question is true or false and the implications for youth today.
Part II- “Energy Balance” Power Point presentation
Fill in the note blanks on your student packet while your teacher presents the PowerPoint.
In
Energy “______”
•
Food
energy
_____________provides
us with the _____________that
we need to live.
• Everything we do requires some amount of energy:
• Running fast around a track.
• Sleeping.
calories
• We call this energy “_____________.”
heat
loss
• A “calorie” is a measure of the _____________
_____________when
food is burned.
• Calories in food come from:
Carbohydrates
4 cal/g)
– _______________________
(@_____
Protien
4 cal/g)
– _____________
(@_____
Fat
9
– _____________
(@_____cal/g).
© 2008 Youth Take Heart
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Teacher Version
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• The food we eat contains combinations of these sources of energy.
Energy “_____________”
Out
– ________________
“burn” calories.
Activities
– Different activities burn ________________
amounts of calories.
different
Balance
Energy _____________
• It’s important to understand the balance between
input
eating
– the energy _____________
(_____________calories)
and
– energy _____________
(activities that “_____________”
calories)
output
burn
• Then you can self-monitor your eating and exercise activities to stay at a
healthy
decrease
disease
_____________weight
for you and _____________the
possibility of _____________.
EQUILIBRIUM
• Energy balance is achieved when the energy intake (food eaten) is _____________to
the energy
equal
output (calories “burned”).
same
• Your weight stays the _____________.
Positive Energy Balance
greater
• If your energy intake is _______________than
your energy output, then you have a
_____________energy
balance.
positive
– More calories are eaten than are burned.
• The result of this is that you _____________excess
energy as body fat.
store
• Your body weight _____________.
increases
Negative Energy Balance
• If your energy intake is _____________than
your energy output, then you have a
less
negative
________________energy
balance.
• Fewer calories are eaten than are burned.
• Your body weight _____________.
decreases
– Weight that is lost consists of muscle and fat tissue.
Energy Balance
• People become confused by the concept of energy balance...
– They expect one method that work for everyone with equal success.
Not true!
© 2008 Youth Take Heart
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REV JAN 2010
Teacher Version
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difference
• There is a _________________in
energy use (calories burned) in each person’s body.
– This is why some people can “eat all they want” and others “look at food and put on weight.”
Energy “OUT”
two
There are__________main
categories of how energy is used in the body:
1. Basal Metabolic Rate (BMR).
2. Physical Activity.
1. Basal Metabolic Rate (BMR)
• BMR is the largest factor in determining overall metabolic rate.
– It determines how many calories you need to maintain, lose or gain weight.
energy
fasting
• Definition: the _____________used
when the body is in a _____________state
(not eating
resting
for 12 hours or more) to keep a _____________,
awake body alive in a warm, quiet environment.
• The processes involved include maintaining:
heart
beat
– a _____________
_____________,
– respiration,
tempurature
– body _____________________,
– digestion and other functions.
25-30
• Basal metabolism varies _____________%
between different people.
• Basal metabolism is influenced by a combination of genetic and environmental factors
GENETIC FACTORS include:
born
– Genetics – Some people are just _____________with
faster or slower metabolisms.
Gender
– _____________Men have a greater muscle mass and a lower body fat percentage; they
generally have a higher metabolic rate.
higher
– Age – BMR is _____________in
childhood then in adulthood.
Height
– _____________Tall people have more body surface. Heat is lost through this body surface.
• The more body surface, the more heat is lost.
• The more heat lost, the more energy needed to maintain body temperature.
Gland
– _____________The thyroid is key BMR regulator. It makes the hormone, Thyroxin. This
hormone speeds up the metabolic activity of the body.
• The more thyroxin produced, the higher the BMR.
ENVIRONMENTAL FACTORS include:
Diet
– _____________Starvation or abrupt calorie reduction can dramatically
slow
_____________BMR
by up to 30 percent.
© 2008 Youth Take Heart
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REV JAN 2010
Teacher Version
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colder
– External Temperature – As the outside temperature gets _____________,
the metabolic
slow
rate will _____________down
to maintain the internal body temperature. This is how the body
conserves energy.
– Exercise – Physical exercise _____________calories,
and helps raise your BMR by building extra
burns
muscle.
• Strong muscles burn more calories, even when you sleep!
• A combination of genetic and environmental factors include:
– Weight – The more you weigh, the _____________your
BMR (more surface area).
higher
– Body Surface Area – Same as for height.
more
– Body Fat Percentage – The _____________body
fat a person has, the lower the
lower
percentage of lean muscle, the _____________BMR
they have.
• The more body fat a person has, the more likely that body will hold onto excess calories and
store them as fat.
higher
– Body Temperature – The _____________the
body temperature, the
more
_____________calories
that are burned in a resting or active state.
2. Physical Activity:
• It is an environmental factor.
– It is based on lifestyle choices, not genetic factors.
addition
• It burns calories in _____________to
the calories burned by BMR.
– Physical activity _____________the
number of calories needed to be consumed to maintain the
increases
same body weight.
• Not all activities use the same amount of energy, however.
– Reading a book requires less energy than ______________ around the block.
– Walking up stairs requires more energy than taking an _______________.
Data Analysis
Part III Calculate BMR and Determine Additional Calorie Requirements
Your teacher will demonstrate how to calculate BMR using two examples. Fill in the values on your worksheet and make sure to ask clarifying questions! Ask “How many calories (how much energy) does your
body need just to do basic functions each day? “After a brief discussion of possible numbers, introduce
the concept of calculating their BMR using the mathematical equation.
• Use the “BMR” document master to go through the sample case studies. Explain each of the
terms in the equation and show the calculations required to find the number of calories. The
calculation steps are provided for them. Note: Conversion of pounds to kilograms is required review how to do this with students who have not practiced this skill (explanation on document
master).
© 2008 Youth Take Heart
13
REV JAN 2010
feeling better.
Many things
on theof
listactivity
will fit they
moredo.
thanThis
onecan
category.
give students
students concrete
reasons
for increasing
the amount
be usedThe
as agoal
fillerisiftosome
finish
reasons
for
increasing
the
amount
of
activity
they
do.
This
can
be
used
as
a
filler
if
some
students finish
more quickly than others.
more quickly than others.
Teacher Version
JUST MOVE IT
Data Analysis
Calculate BMR and Determine Additional Calorie Requirements
Data Analysis Calculate BMR and Determine Additional Calorie Requirements
Class Example:
Calculate
BMR and Daily
Additional
Daily
Caloric
Needs for Robert.
Class Example:
Calculate BMR
and Additional
Caloric
Needs
for Robert.
Class Example:
Sex:Calculate
Male BMR and Additional Daily Caloric Needs for Robert.
Sex: Male
Sex: Male
Weight:
Weight:
220 lbs220 lbs
Weight:
220 lbs
Age:
17
Age:
17
Age:
17
Physical
hour a day.
Physical
Activity:Activity:
He jogsHe
anjogs
houran
a day.
Physical Activity: He jogs an hour a day.
Part 1 Determine Basal Metabolic Rate (BMR):
1) Determine
Metabolic
Rate (BMR):
Part 1 Determine
Basal Basal
Metabolic
Rate (BMR):
• • Step
metric
units
(Remember
1 kg
= 2.2
lbslbs
and
1 inch
= 2.54
cm)
Step1:1:Convert
ConvertEnglish
Englishunits
unitstoto
metric
units
(Remember
1 kg
= 2.2
and
1 inch
= 2.54
cm)
• Step 1: Convert English units to metric units (Remember 1 kg = 2.2 lbs and 1 inch = 2.54 cm)
Weight: Convert your case study weight in pounds to kilograms.
Weight: Convert your case study weight in pounds to kilograms.
_____________ divided by 2.2 = _________________
220
100
_____________
divided by 2.2 = _________________
weight in pounds
kilograms
weight in pounds
kilograms
• • Step
Choose
that
fitsfits
your
case
study’s
gender.
Step2:
Choosethe
theequation
equation
that
your
case
study’s
gender.
• Step
2:2: Choose
the
equation
that
fits your
case
study’s
gender.
Females:
Females:
BMR
= (12.2 x body weight [kg]) + 746
BMR = (12.2 x body weight [kg]) + 746
Males:
Males:
BMR
= (17.5 x body weight [kg]) + 651
BMR = (17.5 x body weight [kg]) + 651
Fill in the appropriate numbers:
Fill in the appropriate
numbers:
(17.5 x _________)
+ 651 = ______
100
2401
Fill in the
appropriate
numbers:
(17.5
x _________)
+ 651 = ______
weight in kg
BMR
(17.5 xweight
_________)
______
in kg + 651 = BMR
weight in kg
BMR
___________+
651 = ____________
1750
2401
___________+ 651 = ____________
___________+ 651 = ____________
Part 2: To determine his additional calories needed to do his activity, look up the activity on the following
Part 2: To determine his additional calories needed to do his activity, look up the activity on the following
table:
table:
Type of Physical
Calories
Type of Physical
Calories
TypeActivity
of Physical
Calories
TypeActivity
of Physical
Calories
Burned
Burned
Sleeping
Eating
55
85
Table
Tennis
Tennis
290
350
Activity
Burned
Burned
Sleeping
Eating
55
85
Table Activity
Tennis
Tennis
290
350
per
Hour
per
Hour
per Hour
per Hour
Youth Take Heart 04/30/07
Youth Take Heart 04/30/07
© 2008 Youth Take Heart
13
13
14
REV JAN 2010
Teacher Version
JUST MOVE IT
Teacher Version
Just Move It
2) To determine his additional calories needed to do his activity, look up the activity on the following
table:
Type of Physical
Activity
Sleeping
Eating
Sewing
Knitting
Sitting
Standing
Driving
Office Work
Housework
Weight Lifting
Golf
Gardening,
Planting
Dancing, Ballroom
Calories
Burned
per Hour
55
85
85
85
85
100
110
140
160
210
240
250
Walking, 3 mph
Type of Physical
Activity
Table Tennis
Tennis
Gardening, Hoeing
Kayaking
Water Aerobics
Skating/Blading
Dancing, Aerobic
Aerobics
Bicycling
Jogging, 5 mph
Hiking
Swimming
Calories
Burned
per Hour
290
350
350
350
400
420
420
450
450
500
500
550
260
Basketball
550
280
Running
700
* These amounts are less accurate because they do not take into account a
*These amounts are less accurate because they do not take into account a
person’s weight. The more a person weighs, the more calories they burn doing
person’s weight. The more a person weighs, the more calories they burn doing
any activity.
any activity.
Source: http://www.annecollins.com/weight_loss_tips/calories.htm
Source: http://www.annecollins.com/weight_loss_tips/calories.htm
500
Additional
for Jogging:
____________
Additional
CaloricCaloric
Needs Needs
for Jogging:
____________
Example:
Calculate
thecaloric
daily caloric
for Agatha.
Class Class
Example:
Calculate
the daily
needs needs
for Agatha.
Sex:Female
Female
Sex:
Weight:185
185
Weight:
lbslbs
Age:1212
Age:
Physical
Activity:
Her
hobby
is knitting.
Physical
Activity:
Her
hobby
is knitting.
Part 1: Conversion
1) Conversion
Weight:
Convert
your
case
study
weight
in pounds
to kilograms.
Weight:
Convert
your
case
study
weight
in pounds
to kilograms.
_____________
divided
_____________
dividedby
by2.2
2.2==_________________
_________________
185
84.09
weight
in
pounds
kilograms
weight in pounds
kilograms
Fill in the
numbers:
Fill appropriate
in the appropriate
numbers:
BMR
=
(12.2
x
weight
[kg])
+ 746
BMR = (12.2 body
x body
weight
[kg])
+ 746
(12.2
x _________)
84.09 ++746
1771.91
(12.2
x _________)
746==______
_________
weight in kg
BMR
weight in kg
BMR
___________ + 746 = _________(BMR)
___________
1025.91 + 746 = _________(BMR)
1771.91
Part 2: To determine her additional calories needed to do her activity, look up the activity on the following
© 2008 Youth Take Heart
Youth Take Heart 04/30/07
15
14
REV JAN 2010
Teacher Version
JUST MOVE IT
Teacher Version
Just Move It
2) To determine her additional calories needed to do her activity, look up the activity on the following
table:
Type of Physical
Activity
Sleeping
Eating
Sewing
Knitting
Sitting
Standing
Driving
Office Work
Housework
Weight Lifting
Golf
Gardening,
Planting
Dancing, Ballroom
Calories
Burned
per Hour
55
85
85
85
85
100
110
140
160
210
240
250
Walking, 3 mph
Type of Physical
Activity
Table Tennis
Tennis
Gardening, Hoeing
Kayaking
Water Aerobics
Skating/Blading
Dancing, Aerobic
Aerobics
Bicycling
Jogging, 5 mph
Hiking
Swimming
Calories
Burned
per Hour
290
350
350
350
400
420
420
450
450
500
500
550
260
Basketball
550
280
Running
700
*These amounts are less accurate because they do not take into account a
85
Additional Caloric Needs
for Knitting:
____________
person’s
weight. The
more a person weighs, the more calories they burn doing
any activity.
Using two case studies, you and your partner will practice calculating BMR and determining additional
calorie requirements. Use Source:
the information
on the two “BMR case study” cards. One will be for someone
http://www.annecollins.com/weight_loss_tips/calories.htm
who is female and one for someone who is male. Record your process in your student packet.
Additional Caloric Needs for Jogging: ____________
Case Study-Female:
Class 1)
Example:
Calculate the daily caloric needs for Agatha.
Conversion:
Sex: Female
Weight:
lbs your case study weight in pounds to kilograms.
Weight:185
Convert
Age: 12
Physical
Activity: divided
Her hobby
is knitting.
_____________
by 2.2
= _________________
weight in pounds
kilograms
Part 1: Conversion
Convert yournumbers:
case study weight in pounds to kilograms.
FillWeight:
in the appropriate
_____________
by 2.2[kg])
= _________________
BMR = (12.2 x divided
body weight
+ 746
weight in pounds
kilograms
(12.2 x _________) + 746 = ______
Fill in the appropriate numbers:
weight in kg
BMR
BMR = (12.2 x body weight [kg]) + 746
(12.2 x _________) + 746 = ______
weight in kg
BMR
___________ + 746 = _________(BMR)
___________ + 746 = _________(BMR)
Part 2: To determine her additional calories needed to do her activity, look up the activity on the following
© 2008 Youth Take Heart
Youth Take Heart 04/30/07
16
14
REV JAN 2010
Teacher Version
JUST MOVE IT
Teacher Version
Just Move It
2) To determine her additional calories needed
to do her activity, look up the activity on the following
table:
Type of Physical
Activity
Sleeping
Eating
Sewing
Knitting
Sitting
Standing
Driving
Office Work
Housework
Weight Lifting
Golf
Gardening,
Planting
Dancing, Ballroom
Calories
Burned
per Hour
55
85
85
85
85
100
110
140
160
210
240
250
Walking, 3 mph
Type of Physical
Activity
Table Tennis
Tennis
Gardening, Hoeing
Kayaking
Water Aerobics
Skating/Blading
Dancing, Aerobic
Aerobics
Bicycling
Jogging, 5 mph
Hiking
Swimming
Calories
Burned
per Hour
290
350
350
350
400
420
420
450
450
500
500
550
260
Basketball
550
280
Running
700
*These
amounts are less accurate because they do not take into account a
Additional Caloric Needs:
____________
person’s weight. The more a person weighs, the more calories they burn doing
Case-Study-Male: any activity.
1) Conversion:
Source: http://www.annecollins.com/weight_loss_tips/calories.htm
Weight: Convert your case study weight in pounds to kilograms.
Additional Caloric Needs for Jogging: ____________
_____________ divided by 2.2 = _________________
weight in pounds
kilograms
Class Example: Calculate the daily caloric needs for Agatha.
Sex: Female
FillWeight:
in the appropriate
numbers:
185 lbs
Age: 12
BMR
= (17.5
x _________)
+ 651
______
Physical
Activity:
Her hobby
is =knitting.
weight in kg
BMR
Part 1: Conversion
Weight: Convert your case study weight in pounds to kilograms.
___________+ 651 = ____________
_____________ divided by 2.2 = _________________
weight in pounds
kilograms
Fill in the appropriate numbers:
BMR = (12.2 x body weight [kg]) + 746
(12.2 x _________) + 746 = ______
weight in kg
BMR
___________ + 746 = _________(BMR)
Part 2: To determine her additional calories needed to do her activity, look up the activity on the following
© 2008 Youth Take Heart
Youth Take Heart 04/30/07
17
14
REV JAN 2010
Teacher Version
JUST MOVE IT
Teacher Version
Just Move It
2) To determine his additional calories needed
to do his activity, look up the activity on the following
table:
Type of Physical
Activity
Sleeping
Eating
Sewing
Knitting
Sitting
Standing
Driving
Office Work
Housework
Weight Lifting
Golf
Gardening,
Planting
Dancing, Ballroom
Calories
Burned
per Hour
55
85
85
85
85
100
110
140
160
210
240
250
Walking, 3 mph
Type of Physical
Activity
Table Tennis
Tennis
Gardening, Hoeing
Kayaking
Water Aerobics
Skating/Blading
Dancing, Aerobic
Aerobics
Bicycling
Jogging, 5 mph
Hiking
Swimming
Calories
Burned
per Hour
290
350
350
350
400
420
420
450
450
500
500
550
260
Basketball
550
280
Running
700
*These
amounts are less accurate because they do not take into account a
Additional Caloric Needs:
____________
person’s weight. The more a person weighs, the more calories they burn doing
any BMR
activity.
Now calculate your own
and Additional Calorie Requirements using the formula and Activity vs
Calorie Requirement Table. Choose your favorite activity. SHOW ALL OF YOUR WORK! You may want to
Source: http://www.annecollins.com/weight_loss_tips/calories.htm
send this home for homework
Additional Caloric Needs for Jogging: ____________
Practice and Assessment of Learning:
IV-”25Calculate
Ways Exercise
Makes
Look
Feel Better”
Class Part
Example:
the daily
caloricYou
needs
forand
Agatha.
1.Sex:
Discuss
“25 Ways Exercise Makes You Look and Feel Better.” Or have students read the list and
Female
work in185
groups
Weight:
lbs to fill in the table to categorize the list as a benefit to the heart, disease reduction,
appearance
or feeling better. Many things on the list will fit more than one category. The goal is
Age:
12
to give Activity:
studentsHer
concrete
for increasing the amount of activity they do. This can be used as
Physical
hobbyreasons
is knitting.
a filler if some students finish more quickly than others.
Part 1: Conversion
Weight: Convert your case study weight in pounds to kilograms.
_____________ divided by 2.2 = _________________
weight in pounds
kilograms
Fill in the appropriate numbers:
BMR = (12.2 x body weight [kg]) + 746
(12.2 x _________) + 746 = ______
weight in kg
BMR
___________ + 746 = _________(BMR)
Part 2: To determine her additional calories needed to do her activity, look up the activity on the following
© 2008 Youth Take Heart
Youth Take Heart 04/30/07
18
14
REV JAN 2010
Teacher Version
JUST MOVE IT
Practice and Assessment of Learning:
How Exercise Helps You Look and Feel Better! (possible key)
How Exercise Helps You Look and Feel Better! (possible key)
Benefits to Heart
Reduces your risk of heart disease.
Lowers your blood pressure.
Improves HDL (good) cholesterol levels.
Helps alleviate varicose veins.
Benefits in Disease Reduction
Reduces your risk of heart disease.
Reduces your risk of stroke.
Lowers your blood pressure.
Prevents or helps control diabetes.
Improves HDL (good) cholesterol levels.
Strengthens muscles, bones, and joints.
Enhances your immune system.
Reduces your risk of osteoporosis.
Helps alleviate varicose veins.
Helps you sleep better.
Improves your digestion.
Benefits in Appearance
Burns calories and helps control your
weight.
Improves your body shape.
Improves your posture.
Helps alleviate varicose veins.
Provides more muscular definition.
Improves coordination and balance.
Benefits to Feeling Better
Strengthens muscles, bones, and joints.
Enhances your immune system.
Builds endurance.
Gives you more energy.
Enhances clarity of mind.
Makes you more limber.
Improves work and study performance.
Increases your self-confidence and selfesteem.
Helps you sleep better.
Alleviates depression.
Reduces tension.
Reduces acute or chronic pain.
Improves your digestion.
2. What could happen to the health of a person who did not exercise? (Give at least two answers.)
5. What
could happen
to the
health of
a person
whosuch
did not
exercise?
at least
two attack,
answers.)
Answers
will varystudents
may
list things
as weight
gain(Give
leading
to heart
clogged
Answers
will
varystudents
may
list
things
such
as
weight
gain
leading
to
heart
attack,
clogged arteries,
arteries, increase in stress, high blood pressure, diabetes etc.
increase
stress,
high blood
pressure,
diabetes
etc.
3. Howindo
you think
exercise
can help
you look
and feel better? (List at least 4 ways.)
6. How do you think exercise can help you look and feel better? (List at least 4 ways.)
Answers will vary – students may say that exercise improves body shape, decreases tension,
Answers will vary- students may say that exercise improves body shape, decreases tension, decreases
decreases chances of heart attack or stroke, reduces blood pressure, etc.
chances of heart attack or stroke, reduces blood pressure, etc.
4. How can exercise reduce your risk for heart disease?
7. How can exercise reduce your risk for heart disease?
you exercise
on a regular
your heart
is strengthened;
yourisBMI
is reduced
making
less likely
If you Ifexercise
on a regular
basis,basis,
your heart
is strengthened;
your BMI
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making
it lessitlikely
for you to
for
you
to
suffer
from
of
heart
attack,
stroke,
or
diabetes.
suffer from of heart attack, stroke, or diabetes.
5. often
How do
often
youthat
think
that
you should
exercise
to reduce
heart disease?
8. How
youdothink
you
should
exercise
to reduce
the riskthe
of risk
heartofdisease?
You
should
exercise
every
day
for
60
minutes.
You should exercise every day for 60 minutes.
Use your notes from the PowerPoint to answer the following questions.
Use your
notes
the PowerPoint
9. Describe
what
the from
term “calories”
is used to
for.answer the following questions.
6. Describe
what
“calories”
used
for.obtained from eating food and then store in our bodies. A
Calories
are what
wethe
callterm
the energy
thatiswe
have
Calories
are whatofwe
callloss
the when
energyfood
thatiswe
have obtained from eating food and then stored in our
calorie
is the measure
heat
burned.
calorie
is the
measure of heat loss when food is burned.
10. What bodies.
is meantAby
the term
“equilibrium?”
7. What is
by the
term “equilibrium?”
Equilibrium
is meant
the energy
balance
(metabolic state) that is achieved when the energy intake (food eaten) is equal
to theEquilibrium
energy output
(calories
maintain
weight. when the energy intake (food
is the
energy“burned”)—you
balance (metabolic
state)your
thatbody
is achieved
eaten) is equal to the energy output (calories “burned”)-you maintain your body weight.
8. What is a “positive energy balance?”
Positive energy balance-eating more calories than you burn, leading to weight gain. This situation in
Youth Take Heart 04/30/07
17
the extreme can be hazardous to your health.
9. What is a “negative energy balance?”
Negative energy balance- eating fewer calories than you need, leading to weight loss.
This situation in the extreme can be hazardous to your health.
© 2008 Youth Take Heart
19
REV JAN 2010
Teacher Version
JUST MOVE IT
10. Define “basal metabolic rate.”
BMR is the energy used when the body is in a fasting state (not eating for 12 hours or more) to keep
a resting, awake body alive in a warm, quiet environment.
11. What are 2 reasons that YOUR energy needs are different from someone else’s?
Answers will vary but may include: age, gender, height, weight, and activity level, etc.
12. If you regulate your energy balance so that you maintain a healthy weight, what are 2 diseases or
conditions that you can prevent?
Answers will vary – students may list things such as weight gain leading to heart attack, clogged
arteries, high blood pressure, diabetes, stroke, cancer etc.
13. What is meant by “aerobic” activity/exercise?
Aerobic means “with air.” It is the kind of exercise that requires oxygen and exercises your heart.
14. What is a way to get more exercise into your day?
Answers will vary (take the stairs, get whoever is driving to park from door and walk farther in, walk to
school, go for a walk with friends).
Extensions:
1. On your “Health Log,” try a fitness plan. Include:
o Frequency.
o Type of activity(s).
o Motivational statement (MAKE IT FUN OR SOCIAL).
2. Additional Resource: Have students practice my pyramid tracker (energy in/energy out) on the
website www.mypyramid.gov.
3. Have students write a letter to the legislature, superintendent of schools, or principal regarding the
importance of physical education and/or providing healthy lunches in schools.
The project described was supported by Grant Number 5R25RR018633-04
from the National Center for Research Resources (NCRR), a component of the
National Institutes of Health (NIH). Its contents are solely the responsibility of
the authors and do not necessarily represent the official views of NCRR or NIH.
Department of Health and Human Services • National Institutes of Health
Supported by a Science Education
Partnership Award (SEPA) from the
National Center for Research Resources
© 2008 Youth Take Heart
20
REV JAN 2010
Lesson:
YOU ARE WHAT YOU EAT
- Fat, Sugar and the Heart
Overview
In this lesson, students will learn basic information about the nutrients needed by all living organisms;
protein, fat and sugar in the diet. Then they will learn how these foods differ in their effects on heart
health and disease. The overall goal is for students to understand how fat and
sugar work in the body and to recognize what they need to do to minimize
the negative impacts of excess dietary fat and refined carbohydrate on their
heart health.
This lesson takes place in two parts.
1. Part one is a PowerPoint presentation that the teacher will give to
students on the three main types of nutrients and the role of carbohydrates and fat in heart health
and diabetes.
2. Part two is an activity designed for students to directly experience how much fat and carbohydrates
are in fast food restaurant meals. Students will “order” a typical fast food meal and analyze each
item for the amount of total fat and carbohydrates in them. From this analysis, students will measure
out the equivalent amount of Crisco (to represent total fat) and table sugar (to represent total
carbohydrate) in each of the menu items into separate plastic bags.
Major Concepts
• There are three major types of nutrients; proteins, fats and carbohydrates.
• These nutrients are responsible for the healthy functioning of cells and therefore the tissues of the
body.
• If any of them are eaten in excess, they will have detrimental effects on the functioning of the
body.
• There are also different kinds of fats and carbohydrates. Some kinds have been found to be
healthier for the functioning of the body while others have been found to be unhealthy, especially
when eaten in excess. These unhealthy fats and carbohydrates have been associated with
disease of the cardiovascular system and other parts of the body. Fast food is processed food
that contains large amounts of the unhealthy types of these nutrients. This lesson focuses on “fast
foods” because they are popular with young people.
Student Learning Objectives
After completing this lesson, students will be able to:
• Identify examples of protein, fat and carbohydrates and describe their roles in our bodies. Part 1
• Explain a general difference between unsaturated and saturated fats. Part 1
• Calculate the conversion of grams to tablespoons and teaspoons. Part 2
• Analyze the fat and carbohydrate content in chosen fast food menu items. Part 3, Q1-5, Q7
• Associate how eating choices impact our circulatory (cardiovascular) system. Q9
• Assess how the choice to eat fast food can impact the health of the circulatory (cardiovascular)
system. Q6
Teacher Background
THE ROLE OF FAT AND SUGAR IN HEART DISEASE AND DIABETES
Heart disease is the number one cause of death in the United States. It is important for students to
understand that the lifestyle and nutritional choices that they make now will impact the health of their
heart for the rest of their lives.
Unhealthy dietary fat and refined sugar are two of the biggest culprits in making fast food unhealthy.
Salt is another big concern but we haven’t included it in this lesson for the purpose of simplification. It is
probably not realistic to expect that young people will stop eating fast food, but we can hopefully help
them make informed choices when they do choose to eat at fast food restaurants.
1
© 2008 Youth Take Heart
REV J 2010
AN
Teacher Version
YOU ARE WHAT YOU EAT
I. DIETARY FAT
Fat is a nutrient and is needed by our bodies to:
• Carry vitamins.
• Protect the heart, kidneys, liver and other organs.
• Insulates the body.
• Make part of every cell’s membrane.
• To be burned to provide energy.
There are basically 3 types of fats found in the diet:
(1) Unsaturated Fats:
• Liquid at room temperature (oils).
• Come from plant sources:
• Monounsaturated: Oils such as olive, canola, avocado, and peanut.
• Polyunsaturated: Soybean, walnut, fish and flaxseed.
• In a healthy diet, most fat calories should come from this category of fat (oils or liquids).
(2) Saturated and Trans Fats:
• Solid at room temperature.
• Saturated fats (ex. butter) come mostly from animal sources.
• Trans Fats = Hydrogenated oils (ex. margarine).
• Calories from these types of fats should not exceed 10% of the
total fat intake.
• Excess of these “solid fats” leads to plaque formation in our arteries.
• Plaque formation causes hardening of the arteries, or atherosclerosis, the most common
form of heart disease.
(3) Cholesterol:
• A type of fat that is not used for energy.
• It is necessary for our cells to build the structure of cell membranes.
• It is also the precursor to all hormones.
• Cholesterol is eaten in foods that are derived from animals and is also made by our bodies.
• Blood cholesterol is comprised of:
• Low density lipoprotein (LDL), also know as the ‘bad’ cholesterol.
• High density lipoprotein (HDL), which is called the ‘good’ cholesterol.
When the amount of LDL in our blood is too high and/or the amount of HDL in our blood
is too low, we are at risk for heart disease. This combination will result in too much “bad”
cholesterol in the blood. Too much “bad” cholesterol can lead to atherosclerosis.
II. DIETARY SUGAR (CARBOHYDRATES):
Dietary sugar, also called carbohydrate, is necessary for energy for the body, especially the energy needs
of the brain. Many foods contain carbohydrates, but the body metabolizes (breaks down) carbohydrates
differently, depending on the source. There are two sources: (1) complex carbohydrates (2) simple
carbohydrates (sugar).
(1)Complex carbohydrates, such as whole grains, are made of carbohydrates that consist of long
chains of simple sugars hooked together. For the sugar to be released into the blood, these chains
need to be broken down. This slows the release of sugar into the blood and keeps the blood sugar
levels more stable.
(2)Simple sugars are carbohydrates that consist of a much smaller molecule that is basically one of the
molecules found in the chain in a complex carbohydrate. There are two types: refined and raw found
in whole foods. • Refined simple sugars, such as in a candy bar, are highly processed through a synthetic
process and so the body does not need to break it down to release the sugar. Refined sugar
floods the blood soon after it is eaten, causing an immediate increase in blood sugar (sugar
high). Another impact of eating a diet high in sugar is that it can lead to weight gain. Excess
© 2008 Youth Take Heart
2
REV JAN 2010
carbohydrate is converted to fat storage by the body. Weight gain is a risk factor for Type 2
diabetes.
• Alternatively, raw simple sugars found in whole foods, such as an apple, are more slowly
absorbed into the blood after being digested in the stomach. This is because the body must
break down the plant cell walls (fiber) to release the sugar. This is one of the reasons that
whole foods (unprocessed) are better for you than processed food.
THE AMOUNT IS THE KEY:
If a person doesn’t get enough of key nutrients, they will get a nutrient deficiency. True nutrient deficency
is rare in the United States. Weak bones are caused by not enough protein and vitamins. Weak muscles
are caused by not enough protein and calcium. If a person does not get enough fat, vitamins and
minerals, they will have unhealthy skin and hair. And without enough protein, vitamins, minerals and fiber,
a person will have a weak immune system. These can be the result of not eating enough such as when a
person has an eating disorder.
On the other hand, if a person gets too much protein, fat or carbohydrates, they will store energy
from these foods in the form of fat. In time, this stored fat will result in being overweight and possibly
becoming obese. Additional weight contributes to heart disease and Type II diabetes.
FOOD CHOICES AND POVERTY:
The current data on diabetes and obesity in the U.S. clearly demonstrates that people with the
lowest socioeconomic status have the highest occurrence of obesity and diabetes. Many people buy
convenience (frozen/pre-packaged) and fast foods because these foods typically cost less money to
purchase than a diet of whole foods that is rich in fruits and vegetables. Whole foods are foods that have
not been processed. It is important to be aware of this because it is often not enough to educate young
people on eating healthily, if their family’s resources do not allow for them to buy these foods.
With your students, explore:
• Why diabetes, and obesity particularly, impact this segment of society.
• How advertising (media literacy) affects one’s decision.
• How the convenience of fast food meals affects one’s decisions.
• How the low cost of fast food (at times as cheap as or cheaper than good quality whole foods)
affects one’s decisions.
DIABETES: ARE YOU AT RISK?:
In the Youth Take Heart unit, heart disease has been discussed at length. Diabetes is a disease that
greatly increases the risk of heart disease.
There are two types of diabetes, Type 1 and Type 2.
• Type 1 Diabetes
Type 1 diabetes is usually diagnosed in children and young adults, and was previously known as
juvenile diabetes. In Type 1 diabetes, the body does not produce insulin because of a dysfunction
of the pancreas, the organ in the body which makes insulin. Insulin is necessary for the body to be
able to use the sugar we eat. Insulin allows sugar in the blood to go into our cells and to be used to
generate energy. People with Type 1 diabetes must inject synthetic insulin into their bodies when
they eat so that they can absorb sugar from their food. They have to be very careful to monitor their
blood sugar levels because high levels of blood sugar will damage the brain and other major organs.
• Type 2 Diabetes
The more common form of diabetes, Type 2 diabetes, is currently affecting over 17 million people in
America. At least a third of these people are not yet diagnosed. In Type 2 diabetes, a person makes
enough insulin, but their body’s cells are not able to use it appropriately. This means that although
insulin is made, it is not used by cells and the body thinks that the blood sugar is low when it is
really too high. This means that they also must monitor their blood sugar. Some ethnic groups are
more susceptible than others to Type 2 diabetes (e.g., Native Americans, African Americans, Asian
Americans, and Hispanic Americans). Being overweight and a lack of physical activity are very strong
predictors for Type 2 diabetes.
3
© 2008 Youth Take Heart
REV J 2010
AN
Teacher Version
YOU ARE WHAT YOU EAT
If diabetes (both Type 1 or 2) is left uncontrolled, it can cause progressive damage to the heart, the
nervous system, blood vessels, and the eyes.
The lifestyle habits we have today can determine whether or not we develop diabetes down the road.
Lifestyle choices to prevent diabetes are similar to that for other chronic diseases, such as heart disease
and cancer. Each of the following choices is key to having a healthy heart.
• Eat a whole foods diet abundant in fresh vegetables and fruits and other foods that are low in fat and
refined ingredients.
• Eat portions of food that provide the amount of energy we need each day, but not more than what
we need. Otherwise, the extra energy we eat from food is stored as fat in our bodies. Appropriate
portion sizes will result in having a healthy body weight (Body Mass Index < 25).
• Be physically active (at least 30 min per day of exercise/activity that raises the heart rate and
exercises the heart).
• Refrain from smoking.
Time Frame 90-120 minutes
30 minutes: PowerPoint Presentation “You are What You Eat; The Connection Between What You Eat and Your Health”
30 minutes: Mathematical Conversion of fat and carbohydrate content in chosen fast food menu items from metric to English.
50 minutes: Make representative bags of fat and sugar content in chosen fast food menu items and answer questions.
Materials (per group of four students)
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
LCD projector
PowerPoint “You Are What You Eat”
Student Procedure (class set)
Student Packet (1 per student)
8 small plastic bags
1 sharpie
1/2 Crisco cube, butter flavored (additional cubes will be available if students need a little bit more).
Note: keep the wrapper on the 1/2 cube because students will need the 1 tablespoon measurements
on it.
1 plastic knife
1 cup measuring cup
1 teaspoon
White granulated sugar, 1 cup (sugar will be representing total carbohydrates for simplification
purposes, though it is actually a refined sugar, a subset of the total carbohydrates)
1 Tub (to distribute sugar from).
1 copy of menu from a choice of 3 different fast food restaurants (provided in kit or www.pick your
restaurant.com)
Calculators
Document Masters
• Conversions and Bag Labeling
• Data Collection Table
Paper towels (provided by teacher)
Optional: 1 quart plastic bags (provided by teacher)
Optional: Samples of vegetable oil (provided by teacher)
© 2008 Youth Take Heart
4
REV JAN 2010
Teacher Preparation
• Make copies of:
o Student Procedure (class set).
o Student Packet (one per student)
• Make Document Masters of
o The Data Collection Table (to model putting in info for hamburger and demonstrating how to do
the conversions).
o Conversions and Bag Labeling
o Optional: The hamburger portion of the McDonald’s menu.
• Organize materials for student teams of four.
• Read materials provided to prepare for PowerPoint presentation.
Teacher Notes
• You will find it less hectic, less messy and more time efficient if students choose their menu items
and do all the calculations to find the total fat and carbohydrate in each item before handing out the
materials to make the fat and sugar packets.
• If available, you may want to cover tables with butcher paper or newspaper to cut down on the mess
from the Crisco and sugar.
• If it works into the schedule, the teacher might want to consider breaking the notes up into 3 days,
depending on the perceived attention span of their students. If you did this, you might want to have
the kids do the fat content conversions and baggies in one day and the carbohydrate conversions
and baggies on the next.
• This is a messy activity. It is recommended that at least 10 minutes are left at the end for the
students to clean up their stations and their materials so that the materials and stations are available
for the next period’s use. (Examples: washing knives, teaspoons, 1 cup measuring container, table,
etc).
• The graduations on the wrappers on the Crisco are used to measure the tablespoons. Any left over
Crisco can be thrown away.
• You may want to have a way of checking off the different steps as students complete them, such as
choosing menu items. This way you can make sure that the pair is:
• Studying the same menu items.
• Doing their calculations accurately.
• Labeling their plastic baggies correctly.
Once students start filling their plastic bags, they will then have the highest likelihood of being
accurate. Checking off the steps could include a stamp or teacher initials for points.
• You might want to make a document master of part of the McDonald’s menu with a hamburger on it
to show where you are getting info about the hamburger example.
• You may want to have 1 quart bags to store bags for each group if they don’t finish during the class
time. Have them label the 1 quart bags with their names and period.
• You may want to make student procedure sheets are a different color from the student packets.
• This lesson simplifies all fat to be represented by Crisco, which is actually a trans fat. In reality,
the foods are made up of saturated, trans and unsaturated fats. Therefore, there might be more
nutritional value than depicted in the bag. Yet, since the calories would be the same in all fat, a large
potion of any type of fat is still a lot of calories.
• This holds true for sugar as well. This activity doesn’t accurately represent the different types of
carbohydrates, but represents them all as simple sugars. Therefore, the nutritional value may be
more positive than depicted by the bag but a large portion of sugar or carbohydrate, if not burned up
by activity, will be stored as fat.
Prerequisite Knowledge/Skills
• Students should know that foods contain different kinds of nutrients.
• Students should know that there are different ways of measuring materials, specifically: grams,
tablespoons, teaspoons and cups.
• Students should be able to do conversions from English units to metric units.
© 2008 Youth Take Heart
5
REV JAN 2010
Teacher Version
YOU ARE WHAT YOU EAT
Student Misconceptions
• Students identify some types of fast food as healthy and other types as unhealthy. After researching
the nutritional information of different types of fast food, they might change how they categorize
these foods.
Vocabulary
Protein Whole Foods
Fat Processed Foods
Oil Complex Carbohydrates
Saturated Fat Macronutrients
Unsaturated Fat Chronic Disease
Carbohydrate
Refined (Simple) Sugar
Heart Disease
Diabetes
Safety
Sugar should be reused from period to period. For this purpose, it can be placed in the plastic tub. It
needs to be made clear that this sugar must not be eaten under any circumstances. It is not sanitary
because it has been handled by other students and is not in a food safe container. Also, the Crisco bars
are not considered sanitary since they have been opened and touched by others.
Procedure
Part 1 PowerPoint
“You Are What You Eat!
The Connection Between What You Eat and Your Health.”
Take notes on your student packet while your teacher does a presentation about protein, fat and
carbohydrates and their effects on your health.
Script below is coordinated with PowerPoint Presentation.
Slides 1-6: Macronutrients in the diet are required for all living organisms. These are protein, fat
and carbohydrate.
• PROTEIN in our diets:
• Comes from meat (eating other animals) or plant sources (such as beans, legumes,
nuts, rice, and vegetables).
• We need protein to:
• Build and repair muscle that is damaged.
• Make many chemicals that cells use to communicate with each other through the
blood.
• Burn to provide energy. Amino acids, the building blocks of protein, are utilized
for energy.
• FAT is necessary (Without fat, we would not be able to live.):
• 2 types:
• Saturated Fat: Solid at room temperature (soft solid), main source is from
animals.
• Unsaturated Fat: Liquid at room temperature, main source is from plants,
healthier to eat than saturated fat.
• We need fat to:
• Insulate our bodies (without fat, we would be too cold to keep our bodies
functioning).
• Protect internal structures.
• Build cell membranes (without fat, we would have very ugly skin and our cells
would fall apart).
• Provide stored energy (fat can also be burned up in our bodies to provide energy
- fat is especially a good source of energy for the muscle cells in the heart).
© 2008 Youth Take Heart
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REV JAN 2010
• CARBOHYDRATE is also called dietary sugar.
• It is the main source of energy for all our tissues.
• 2 types:
• Complex carbohydrates: Found in whole foods such as vegetables, rice,
and beans. They are healthy because they take more time to break down
in our stomach. They are broken into simple sugars; the building blocks of
carbohydrates which are slowly released into our blood. This keeps a constant
level of sugar in the blood for energy, neither too much nor too little.
• Simple sugars: When we eat foods that contain processed (simple) sugars,
such as cookies, soda, candy, cake, and breads, we are eating a large dose of
sugar that goes almost immediately into our blood. With simple sugars, we get a
sudden high level of sugar in the blood which gets burned up very fast.
Slides 7 through 10: Eating food for health.
• When we eat too little protein, fat and carbohydrate, we can get sick because of a
nutrient deficiency.
• An example of this is extreme weight loss such as result of anorexia nervosa.
• When we eat too much protein, fat or carbohydrate, we are at risk for a number of
problems.
• First, if we eat too many calories, we will gain weight. Being overweight puts stress
on our bones, joints and organs.
• Eventually, being overweight can lead to a number of chronic diseases such as heart
disease and diabetes.
Slides 11-15: What are the right amounts of food?
• It is difficult to estimate a serving size. Common objects can be used to help students
estimate serving sizes:
• 1 cup (such as a serving size of cereal) is about the size of a baseball.
• ¼ cup (such as a serving of nuts) is about the size of a golf ball.
• 3 ounces (such as a serving of boneless poultry, beef or fish) is about the size of
a deck of cards.
• 1 ounces (such as a serving of cheese) is about the size of four dice.
Slides 16-21: What are heart disease and diabetes?
• Heart disease and diabetes occur when we have a lifestyle that involves eating too
much food, often too much fatty or sugary food, and when we do not exercise enough
to keep our hearts fit.
• Heart disease: Most commonly occurs because we have too much fat in our blood.
The fat ends up building up and potentially causing a blockage in the coronary
arteries that bring oxygen and nutrients to the heart.
• Imagine a clean tube and how water runs through it.
• Now imagine that you have clogged up the tube with a butter-like substance.
How well does the water run through it? This is similar to what happens in our
arteries when we eat a diet with too much fat.
• Saturated vs Unsaturated Fat:
• Have the students look at the examples of liquid fat (canola and olive oil) and
solid fat (butter).
o Explain to them that sources of liquid fat/oil (unsaturated) such as olives,
sunflower, nuts, soybeans, fish, safflower, and flaxseed are good for us.
o Solid fats (saturated), such as those found in animal meats and butter, are
more likely to raise our blood cholesterol and to lead to heart disease.
• When we are overweight, it is more likely that we will have too much fat in our
blood. Too much fat in our blood leads to heart disease.
• It can also be caused by genetics.
© 2008 Youth Take Heart
7
REV JAN 2010
Teacher Version
YOU ARE WHAT YOU EAT
• Diabetes: This also results from eating more calories than we burn. When
we eat too much food especially sugar and foods that have been processed
(generally speaking, these are foods that you eat straight from a bag) we run the
risk of being overweight.
• Diabetes increases the risk of other health problems such as heart disease, stroke, eye problems and problems with healing.
• This used to be a disease of older people. Today younger and younger people
are being diagnosed with it.
Slide 22-24: Making Healthy Choices. Ways to promote heart health.
• No smoking.
• Learn about your heart.
• Exercise everyday.
• Maintain a healthy weight.
• Manage stress.
Part 2
Converting Total Fat and Carbohydrate Grams to Tablespoons and Teaspoons
1. Form a team of four people.
2. Choose a person to perform one of each of the following roles;
• Procedure Reader/Materials-Pick-Up /Clean-Up Manager
• 2 Calculations People (One for fat and one for carbohydrates)
• Data Recorder
3. Fill in your student packet while doing this activity.
4. Your teacher will demonstrate how to find total calories, total fat and carbohydrate grams in a
McDonald’s hamburger. You will then do the same with the menu items that you and your team
choose.
5. With your team, choose the menu of the fast food restaurant that you are most likely to visit. You
and your team will do one restaurant together, though each of you must fill in your own
student packet.
6. From the menu you have selected, choose together the lunch you would like to order. The lunch
should be composed of 2 menu items, a drink, and a dessert – for a total of 4 items.
• Example: Hamburger, French Fries, Ice Cream Cone and a Cola.
Reminder: You and your team will be entering the same menu items on each of your student
Teacher Version
packets.
You
Are What
You Eat
7. Find the calories, total fat and carbohydrates,
in grams,
of each item you have selected. Refer to the
menu of the fast food restaurant that you chose.
7. Find
the calories,
fat and
carbohydrates,
grams, in
of the
each
itemtable
you on
have
selected.
8. Record
thesetotal
values
in the
appropriate 3incolumns
data
your
student Refer
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total of
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the fastinfood
restaurant
that
you
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3 columns).
8. Record
these
valuesfor
in the
3 columns
in the
data to
table
(a total
9. Add
the values
yourappropriate
4 chosen items
in each
column
findon
theyour
totalstudent
for thatworksheet
column. (Do
not
of 12include
values in
3
columns).
the values for the hamburger example.)
9. Add the numbers in each column to find the total for that column.
Total Fat:
Total Fat:
10. Crisco blocks have tablespoon markings on the wrapper. From the number of grams of fat present
10. Crisco blocks have tablespoon markings on the wrapper. From the number of grams of fat present in
in an item, calculate the number of tablespoons of Crisco needed to represent the total fat in each of
an item, calculate the number of tablespoons of Crisco needed to represent the total fat in each of
your menu items. There are 12 grams in each tablespoon. Divide the number of grams of fat by 12 to
your menu items. There are 12 grams in each tablespoon. Simply divide the number of grams by 12
number
of tablespoons of fat.
to getget
thethe
number
of tablespoons.
X tablespoons= 1 tablespoon, X = #
# of grams
12 grams
12
or
# of tablespoons = # of grams
12
Example:
FAT
a hamburger,
9 grams
or 0.75
tablespoons
(round
• ! Example:
FAT
in ainhamburger,
9 grams
or 0.75
tablespoons
(round
upup
to to
1.01.0
tablespoons) of
tablespoons)
of
Crisco.
Crisco.
11. Record the number of tablespoons in the appropriate column on your table.
12. Add
up
the
tablespoons
to find the total tablespoons of
8 fat in your meal.
© 2008
Youth
Take
Heart
REV J 2010
13. Record that value in your data table on your student worksheet.
AN
Carbohydrates:
or
# of tablespoons = # of grams
12
! Example: FAT in a hamburger, 9 grams or 0.75 tablespoons (round up to 1.0
11. Record thetablespoons)
number of tablespoons
of Crisco. in the appropriate column on your table.
12. Add
upnumber
the tablespoons
of fat in
in the
all your
chosen column
items toon
find
thetable.
total tablespoons of fat in your
11. Record
the
of tablespoons
appropriate
your
meal.
12. Add up
the tablespoons to find the total tablespoons of fat in your meal.
13. Record
that value
in data
your table
Data Collection
Tableworksheet.
on your student packet.
13. Record
that value
in your
on your student
Carbohydrates:
Carbohydrates:
14. Calculate
the number
of teaspoons
of sugar
needed
to represent
the carbohydrate
in each
yourof your
14. Calculate
the number
of teaspoons
of sugar
needed
to represent
the carbohydrate
in of
each
menumenu
items.items.
There
are
4
grams
in
each
teaspoon.
Simply
divide
the
number
of
grams
by
4
to
There are 4 grams in each teaspoon. Divide the number of grams by 4 to getget
the
the number
of
teaspoons.
number of teaspoons.
X teaspoons= 1 teaspoon, X = #
# of grams
4 grams
4
or
# of teaspoons = # of grams
4
! Example: SUGAR in a hamburger,33 grams or 8.25 teaspoons (round down to 8
• Example: SUGAR in a hamburger, 33 grams or 8.25 teaspoons (round down to 8 teaspoons)
teaspoons) of sugar.
of sugar.
15. Record the number
for teaspoons of sugar in the appropriate column in your data table.
15. the
Record
the of
number
for teaspoons
sugar
in theofappropriate
16. Add
number
teaspoons
to get theof
total
number
teaspoons column
of sugarininyour
yourData
meal.Collection Table.
16. Add
thevalue
number
of teaspoons
of your worksheet.
chosen items to get the total number of teaspoons of
17. Record
this
in your
data table in
oneach
the student
sugar in your meal.
Part 17.
3 Record this value in your Data Collection Table on the student packet.
Fat and Sugar Packets
Part each
3
1. Have
team member choose one of the four menu items from your data table.
Fat and
Sugar Packets
2. Using
a sharpie,
each team member will label 2 plastic bags for their item by name of the food. The
1. bag
Have
team member
one
of the
four menu
items from
your and
Datathe
Collection
Table.
first
willeach
represent
the total choose
fat in that
item.
Record
the number
of grams
number of
2. Using a for
sharpie,
each
member
willfor
label
plastic
bags
for the
their
food item
bywrite
name
of the
tablespoons
that type
of team
food on
the label
the2fat
packet.
Also,
person
should
their
namefood.
and the
period.
See example
below.
Theclass
first bag
will represent
the total
fat in that item. Record the number of grams and the
Teacher
Version
number of tablespoons for that type of food
on the
label for the fat packet. Also, the person should
You Are
What
You Eat
Teacher
Version
write their name and the class period. See
example
below.
You Are What You Eat
McDonald’s Hamburger
9 McDonald’s
g fat
Hamburger
0.75
fat
9 g Tablespoons
fat
Name/Class
Period
Youth
Heartbag,
04/30/07 0.75 Tablespoons fat8
3. Repeat
forTake
the other
except this time,
Name/Class Period
instead
of
total
fat,
the
number
of
grams
and
teaspoons
of
carbohydrates
for
their
food willthis
be time,
written
3. 3.Repeat
for for
thethe
other
bag,
except
the
Repeat
other
bag except
this
time,
instead
of totalSee
fat, example
the number
of grams
and teaspoons
oninstead
bag.
Include
the
person’s
name
and
the
class
period.
below.
of total fat, the
of grams
teaspoons
of carbohydrates
for their food
bethe
written
of carbohydrates
fornumber
their food
will beand
written
on the bag.
Include the person’s
namewill
and
class
on period.
the bag.See
Include
the
person’s
name
and
the
class
period.
See
example
below.
example below.
McDonald’s Hamburger
33McDonald’s
g carbohydrate
Hamburger
8.25
carbohydrate
33 gteaspoons
carbohydrate
Name/Class
Period
8.25 teaspoons carbohydrate
Name/Class Period
At this poin t, there should be 8 total plastic bags labeled, two for each menu item selected.
At this
Atteam
this
point,
there
should
8 total
plastic
bags
labeled,
for in
each
4. Each
member
will
put be
the8be
right
number
of tablespoons
of two
Crisco
theirmenu
plastic
bagselected.
for the fat.
point,
there
should
total
plastic
bags
labeled,
two
for each
menu
itemitem
selected.
4.Each
Each
team
right
number
of
tablespoons
of Crisco.
Crisco
inCrisco
their
plastic
bag
forfat.
the fat.
theteam
side
ofmember
the wrapper
to the
approximate
thetablespoons
right
amount
of
is bag
representing
4. See
member
willwill
putput
the
right
number
of
of Crisco
in their
plastic
for the
total
fat.
side
of the
wrapper
to approximate
right
amount
of Crisco.
Crisco
is representing
SeeSee
thethe
side
of the
wrapper
to approximate
the the
right
amount
of Crisco.
Crisco
is representing
5. Now,
each
team member will measure out the number of teaspoons of sugar into their plastic bag for
total
total
fat.fat.
sugar.
Sugar
is representing
carbohydrates.
Now,
each
team
member
will
measure
number
of teaspoons
of sugar
plastic
5. 5.Now,
each
team
member
will
measure
outout
the the
number
of teaspoons
of sugar
intointo
theirtheir
plastic
bag bag
for
6. Be
sure
to
close
each
bag
tightly.
Each
team member should have two baggies, one for fat and one
for sugar.
is representing
carbohydrates.
sugar.
SugarSugar
is representing
carbohydrates.
6.Be
sugar.
Be
sure
to close
each
tightly.
Each
team
member
should
have
bags, one
one for
fat and
and one
one for
6. for
sure
to close
each
bagbag
tightly.
Each
team
member
should
have
twotwo
baggies,
for fat
7. Answer
the questions on your own worksheet.
for sugar.
sugar.
Answer
questions
on your
student packet.
7. 7.Answer
thethe
questions
on your
ownown
worksheet.
9
© 2008 Youth
Take Heart
REV J 2010
Student
Worksheet:
AN
Student
Worksheet:
Part
1: Notes
about Nutrients and the heart:
Part 1: Notes about Nutrients and the heart:
Teacher Version
YOU ARE WHAT YOU EAT
Student Packet:
Part 1: Notes about Nutrients and the Heart (PowerPoint):
3 types of macronutrients in diet:
I. Protein What foods contain protein? Chicken, nuts and beans contain protein.
Why do we need it? We need it to build and repair muscle and all tissues. Cells need to
communicate with each other. It is burned to provide energy.
II. Fat What foods contain fat? Butter, avocado and vegetable oils contain fat.
Why do we need it? We need it to keep our bodies warm and to protect our muscles, bones and
organs. It is part of cell membranes. It can be burned to provide energy.
How do saturated and unsaturated fats differ? Saturated fats are solid at room temperature and
unsaturated fats are liquid at room temperature.
Which type of fat is healthier to eat? Unsaturated fat is healthier to eat than saturated fat.
III. Carbohydrates What foods contain carbohydrates? Carrots, fruit and pasta contain carbohydrates.
Why do we need them? We need them as are our main source of energy for our cells.
What are the 2 main types of carbohydrates? The two main types of carbohydrates are complex
and simple carbohydrates (sugars).
Which type is healthier to eat? Complex carbohydrates are healthier to eat.
IV. Eating Food for Health When I eat too little food, I can get a nutrient deficiency.
When I eat too much food, this can lead to me getting a chronic disease.
Each of the following is an example of one serving:
• 1cup of cereal is about the size of__________________.
a baseball
• 1/4 cup of nuts is about the size of_________________.
a golfball
• 3 ounces of meat is about the size of_________________.
a deck of cards
• 1 ounce of cheese is about the size of_________________________.
4 dice arranged in a row
What causes heart disease?
Heart disease is caused by eating too much and becoming overweight. Too much fat builds up in
the coronary arteries. The coronary arteries can become blocked and oxygen and nutrients can’t
get to the cells of the heart muscle. It can also be caused by genetics.
What causes diabetes?
Diabetes is caused by eating too much, especially processed sugar, and becoming overweight.
V. Making Healthy CHOICESFive ways I can have a healthier heart:
1) Stay away from cigarettes and other tobacco products.
2) Learn about how your heart works for you - it is amazing!
3) Exercise everyday.
4) Stay at a healthy weight and if you need to lose weight, take positive steps to do so.
5) Learn how to work through stress so that you do not stay upset.
© 2008 Youth Take Heart
10
REV JAN 2010
Part 2: Data Collection:
Fat and Sugar in Fast Food Menu Items (areas in gray come from menu)
Menu Item
Calories
Total Fat
grams
Tablespoons of
Crisco
(1T = 12g)
Carbohydrate
grams
Teaspoons of
table sugar
(1t = 4 g)
Example:
McDonald’s
hamburger
1.
2.
3.
4.
Total
(add down the column but
don’t include the example)
Data Analysis
1. How do the sugar and fat in the package feel when you squeeze it with your hands? Answers will
vary.
2. Which item has the most fat? Answers will vary.
3. Which item has the least fat? Answers will vary.
4. Which item has the most sugar? Answers will vary.
5. Which item has the least sugar? Answers will vary.
6. Imagine eating the meal you chose. If this type of meal was common for you, explain two effects it
could have on your body? Explain why. It could cause you to gain weight. In the long run, it could
contribute to increasing your chances of getting heart disease and/or diabetes.
Conclusions
7. What do you think about eating that much fat and sugar, now that you can see it?
Answers will vary.
Practice and Assessment of Learning
8. How do nutrients get to all cells of the body?
They are carried in the blood through the blood vessels. Once they get to the cells, the nutrients pass
through the walls of the blood vessels and into the cells.
9. How does the digestive system affect the health of the circulatory system?
The nutrients, such as excess fat taken in by the digestive system, will determine the health of the
circulatory system by causing build up of plaque or keeping the blood vessels clear.
10. All living things need
a. Protein.
b. Protein and fat.
c. Protein, fat and carbohydrates (sugar).
d. Protein, fat, carbohydrates and carbon dioxide.
11. Fat is used by the body to
a. Store energy and build cell membranes.
b. Break down sugars.
c. Aid in breathing and respiration.
d. Repair muscle tissue.
© 2008 Youth Take Heart
11
REV JAN 2010
Teacher Version
YOU ARE WHAT YOU EAT
12. Proteins are important in a balanced diet because they
a. Build muscle.
b.Replace muscle.
c. Help cells communicate.
d. All of the above
13. Carbohydrates are important in a balanced diet because they
a. Help make us fat.
b. Give us energy.
c. Build muscle.
d. Build our immune system.
14. Without a balanced diet you can suffer from
a. Low energy
b. Weak bones and unhealthy looking skin and hair.
c. Chronic disease.
d. All of the above.
15. There are many things you can do to prevent heart disease. Which of the following does not belong
in that list?
a. Sleep 1 hour a night.
b. Exercise.
c. Eat fruits and vegetables daily.
d. Don’t eat too much fat.
Extensions:
1. Learning to Make Healthier Choices:
a) Ask your students to identify 2 healthier options on the fast food menus for two of the choices
they made. Have them describe why they are healthier (i.e. smaller serving, less fat, less sugar,
etc).
b) Have students choose a non-fast food meal of 2 main items, a beverage and a dessert that
they think would be healthier than the fast food items. Have students research the items to find
the total calories, total fats and kinds of fats and carbohydrates. Have students create a short
presentation that shares this information and an analysis of how healthy it is compared to fast
food. (Salt content is not represented, even though it is very important. We are concerned that this
might be too much information and students may lose the meaning of the fat and carbohydrate
content).
2. Fat and Sugar Matching Game:
a) As a group, obtain 8 3x5 cards. Since there are 4 food items, you will need to write the name of
each food item on 2 of the cards. Also add the initials of the members of the team.
b)On 8 additional cards, write either the number of tablespoons of total fat or teaspoons of
carbohydrates for each of the 4 menu items and the initials of the members of the team.
c) Randomly mix up all of the labeled cards so that the cards are not matched up.
d) Have the teams choose another team to play with. They will give their cards to the other team.
e) For all of the food item cards, have each team guess which combination of items matches which
total fat and carbohydrate values for the other team’s cards.
f) Record the matches below.
g) Students will go around the table and match their own total fat/carbohydrate cards to their “fat
packets” and “sugar packets.”
h) Have the other students record the actual amounts in their packets.
3. Research how farming, agriculture and food access issues directly affect food prices and what is
available in the marketplace.
© 2008 Youth Take Heart
12
REV JAN 2010
Resources
Start Taking Charge Quick Read: Diabetes, are you at risk? Hope Health, 350 E. Michigan, Suite 301,
Kalamazoo, Michigan 49007-3851. (269) 343-0770, www.hopehealth.com
American Diabetes Association www.diabetes.org
National Bureau of Economic Research www.nber.org
The project described was supported by Grant Number 5R25RR018633-04
from the National Center for Research Resources (NCRR), a component of the
National Institutes of Health (NIH). Its contents are solely the responsibility of
the authors and do not necessarily represent the official views of NCRR or NIH.
Department of Health and Human Services • National Institutes of Health
Supported by a Science Education
Partnership Award (SEPA) from the
National Center for Research Resources
© 2008 Youth Take Heart
13
REV JAN 2010
Teacher Version
READY, SET...FLOW!
Lesson:
READY, SET...FLOW!
- An Exploration of the Effects of Vessel
Properties and Occlusion
Overview
This lesson uses models to explore the properties of blood vessels that could affect the rate of blood
flow. These models will introduce the concept of creating artificial blood vessels to replace diseased
blood vessels.
This lesson has two parts:
• Part 1 is a demonstration that illustrates how different materials and structures could affect the rate
of fluid flow in a blood vessel model. Water will be flowed through tubing of different properties. The
time is takes for the water to flow through will be determined and the rate of flow for each tube will
be calculated.
• In part 2, the students will use what they learned from the demonstration to
design an experiment to study how vessel diameter impacts the rate of fluid
flow. The demonstration can be used to discuss the thought process that goes
into experimental design. For example:
o How do we calculate the rate of flow after measuring the amount of time
Tube
that it takes for water to flow through the tubes? How do we show this on a
data table?
o How many times do we need to repeat our experiment in order to trust our
data?
Students will then apply their critical thinking skills to an experiment that they
design on their own. A group of four students will receive several materials,
including an assortment of rubber tubes, each with a different internal
diameter. Using the materials provided, they will use the scientific process to
design an experiment that tests how the internal diameter of a tube affects
the flow of liquid. Subsequently, they will compare what they learn from their
experiment to our real blood vessels and what they have learned about the
physiology of the process of atherosclerosis. This lesson can be as guided or
as free-form as you like, depending on your students’ level of experience.
Opening
in End
of Tube
Major Concepts
• Modeling can be used to understand physiological processes, specifically the
properties of blood vessels that affect blood flow and the impact of occlusion
on fluid flow.
• The focus of the demonstration is on the use of modeling in experimental
design (the different tubes model possible properties of blood vessels).
• Materials with properties similar to a blood vessel could be used as potential artificial blood vessels.
• It is important to connect the properties of a material with the experiment that they design to test
that property. In our blood vessels, we want the tubes to allow smooth and fast fluid flow.
• A property of a blood vessel is its diameter. Atherosclerosis can alter this property, decreasing the
diameter of the vessel and thus affecting the rate of flow of the blood.
• A scientific investigation involves a hypothesis, variables, a procedure, diagram, data collection,
analysis and conclusion.
© 2008 Youth Take Heart
1
REV JAN 2010
Teacher Version
READY, SET...FLOW!
Student Learning Objectives
After completing this lesson, students will be able to
• Describe the properties of four different types of tubing, and how the properties impact the flow rate.
• Calculate the rate of flow.
• Compare the flow rates of models with different properties.
• Formulate an experimental design to test a hypothesis about the effects of model diameter on flow
rate.
• Design a procedure that includes a diagram, repeated trials, and data collection.
• Identify variables (controlled, manipulated, and responding) in an experiment.
• Analyze their data and draw conclusions.
• Apply their conclusions to real life health problems.
• Assess their experimental design, including its successes and shortcomings.
Teacher Background
Part 1 is a simplified version of materials science engineering and hemodynamics.
• In general, materials science engineers are responsible for testing the properties of a material:
elasticity, strength, hardness, etc.
• Cardiovascular physiologists study hemodynamics: the study of the physical factors governing
blood flow within the circulatory system. When studying hemodynamics, scientists observe the
interaction between blood and the vessel wall. They study the properties of blood: viscosity,
rate of flow, and how medication impacts the flow rate. They also investigate the geometry and
elasticity of the vessel wall. Physiologically, blood vessels come in various sizes of diameter, wall
thicknesses and elasticity. If the blood applies too much pressure, or if the vessel wall is too rigid,
the vessel wall can suffer damage. If the immune system is triggered, blood cells and lipids can
accumulate in the wall, causing atherosclerosis.
In this case, the students will be testing how different tubings’ properties affect the fluid flow of water.
The tubing are models for blood vessels and water is modeling the properties of blood.
Bioengineers test the properties of a variety of materials to see if they would make good artificial body
parts. For example, they might test the tensile strength of an artificial artery. Tensile strength measures
the amount of force a material can withstand before it breaks. Similarly, if you test a material used to
make an artificial artery, you can know how much force it can withstand, and see if this is similar to the
force of blood pressure exerted on the walls of a blood vessel.
Different materials are advantageous for making different artificial body parts. If something is elastic,
it might make a good artificial artery. Titanium is often used in joint replacements because it is noncorrosive, and strong. All materials used in the body need to be compatible with the immune system so
the body does not reject it.
Part 2: One strain on the heart can happen when we eat a diet high in cholesterol or refined sugar.
Cholesterol comes from eating food from animals, such as meat and eggs. Refined sugar comes
from candy, white bread, pasta and rice. Eating too much cholesterol and/or refined sugar can cause
atherosclerosis: a build up of plaque in the inner lining of the blood vessel wall. Plaque consists of low
density lipoproteins that stimulate an immune response in the vessel wall, resulting in inflammation of the
artery. This plaque narrows the passageway of the blood vessel so that it is harder for the blood to pass
through. For most people, the internal diameter of our blood vessels decreases as we grow older. When
the passageway is narrower, the rate of blood flow lowers. This slowing of the flow of blood is known
as resistance to flow. (Example: A car crash on the highway slows the traffic flow. The car crash causes
resistance to flow.) During this activity, please guide the students to measure the rate of flow.
© 2008 Youth Take Heart
2
REV JAN 2010
Teacher Version
READY, SET...FLOW!
Normal artery
Artery
wall
Normal
blood flow
Narrowing
of artery
Abnormal
blood flow
Plaque
Artery cross-section
Narrowed
artery
Plaque
A smaller diameter impedes the flow of blood through the vessel, causing pressure to build up inside
the vessel. As a result, we experience high blood pressure. The heart needs to work harder to deliver
blood through the narrow openings in the blood vessels. The increase in pressure on the inside of the
blood vessel can cause a weakening of the wall. The closure or blockage of a blood vessel is called an
“occlusion”. This is caused by the plaque breaking open. The rough area caused by the rupture can
cause the blood to clot. Or the plaque can break off and block smaller vessels.
The questions ask students to consider if their experiments were reliable and valid. These are two
terms that tend to be rather confusing for both students and adults. If an experiment is reliable, the
experiment was repeated enough times to ensure that the results would be about the same every time. If
an experiment is valid, it means that the manipulated variable is the only thing that caused the change in
the responding or dependent variable. If things weren’t treated the same each time that the student did
the experiment, it may not be valid. For example, if students poured the water quickly the first time, and
slowly the second time, their method of pouring may have been the manipulated variable, and not the
diameter of the tube.
Time Frame
Part 1: 30 minutes
Part 2: 50 minutes
Materials
• Student Procedure and Packet
Part 1 (per class)
• 4 Vessel Models (hard plastic, corrugated, rubber and PVC)
• 1 Stop Watch
• 1 Ruler (with mm measurements)
• Cold Water
• 4 Paper Funnels
• 2 - 125 ml Beakers
• Duct Tape
• Document Master: Data Collection Table and Calculations
© 2008 Youth Take Heart
3
REV JAN 2010
Teacher Version
READY, SET...FLOW!
Part 2 (per group of 4):
• Rubber tubes of varying diameters – 3.2 mm ( 1/16"), 4.8mm ( 1/8"), 6.4mm ( 3/16"),12.7mm ( 1/2")
• Duct Tape
• 1 Ruler
• Cold Water
• Paper Funnels
• 1 Stop Watch
• 2-125 ml Beakers
• Other classroom materials of your choice!
• Document Master: Diagram of Tube Diameter
Teacher Preparation
• Make copies:
o Student Procedure and Packet (1 for each student.)
• Make Document Masters
o Part 1: Data Table and Calculations
o Part 2: Diagram of Tube Diameter
Part 1:
• Using duct tape, affix a paper funnel to one end of each tube (see diagram in procedure of part 1).
• Put one of the tubes into a 125 ml beaker
• Make sure you have at least 125 mls of water available.
Part 2:
• Make 8 stations of materials.
• Put students into groups of 4.
Teacher Notes
• Students may need to have the use of a stopwatch demonstrated to them.
• Part 2:
o The student procedure and packet guides them through the experimental design process. If your
students
already have experience in this area, you may want to alter the packet to challenge them to come
up with the hypothesis, variables, and data collection on their own.
o The materials provided include rubber tubes with different diameters, beakers for water, paper
funnels, stop watches, etc. If you want to challenge your students, please feel free to add other
materials from your classroom. These can either open up their options, or cause them to do some
critical thinking. For example, if the students use a baby syringe, how will they make their results
reproducible? You may want to include some “red herrings,” like narrow necked funnels, plastic
bags, straws, balloons, etc.
Prerequisite Knowledge/Skills
•
•
•
•
•
•
•
•
•
•
Students need to be able do division.
Students will need to know how blood vessels work.
Students will need a basic understanding of atherosclerosis.
Students will need to be familiar with blood vessel properties (such as elasticity and strength).
Students will need to know the function of blood and what happens if the blood is not able to reach
an area to do its job.
Students will need to know the difference between manipulated and responding variables.
Students need to be familiar with how to write a hypothesis.
Students need to understand that scientific investigation involves asking a question, answering it
with a hypothesis, and designing an experiment to test that hypothesis.
Students need to know how to find an average.
Students should be able to work independently in groups but also know when it is appropriate to ask
clarifying questions.
© 2008 Youth Take Heart
4
REV JAN 2010
Teacher Version
READY, SET...FLOW!
Student Misconceptions
• Students often confuse the manipulated and responding variables (independent versus dependent
variables).
• Students often have trouble looking at a question and determining the manipulated and responding
variables.
• Students often confuse qualitative and quantitative observations.
• It is common to think that plaque builds up on the inside of vessels. In fact, it actually builds up
under the lining of the inside of the artery, between the outer and inner layers of the wall.
• Atherosclerosis rarely completely blocks a blood vessel. Usually the blockage is caused by a rupture
of the plaque. The resulting rough surface can cause a blood clot which can block a vessel. Or the
plaque breaks off and blocks a smaller vessel.
Vocabulary
Properties
Blood Vessel
Volume
Velocity
Flow Rate
Observation Bioengineer
Materials Science Engineer
Cholestrol
Refined Sugar
Prediction
Manipulated Variable
Responding Variable
Scientific Investigation
Hypothesis
Occlusion
Controlled Variable
Valid
Reliable
Atherosclerosis
Plaque
High blood pressure
Safety
There are no safety concerns for this lesson.
Part 1
Procedure (to be done by teacher and student volunteers)
1. Ask six students to be volunteers.
2. Have four of the volunteers each investigate the properties of one of the vessel
models. Hand each of the volunteers a different model. Ask the volunteers the
following questions:
• As you explore your vessel model, what qualitative observations can you make?
• How does the vessel model look inside and out?
• Are there differences between your model and the other models?
3. Record their qualitative observations in your “Data Collection” Table. (Have each
volunteer share their results.)
4. Based on these observations, fill out your prediction and variables below (numbers
1-3)
5. Of the two final volunteers, one will fill one of the beakers with 125 ml of water.
6. The other volunteer will receive the stopwatch and will zero it out.
7. The volunteer with the beaker will pour the water into the funnel attached to the
vessel model.
8. The volunteer with the stopwatch will time (in seconds) how long it takes from
when the water enters the funnel until it empties the funnel.
9. Record this data in the data table.
10. Repeat steps 5-9, two more times for Vessel Model #1.
11. Repeat steps 5-10 with the other 3 vessel models.
12. For Vessel Model #1, calculate the average (avg) time for all three trials. (Add the time for all 3
trials and divide by 3.) Repeat for vessel models #2 through 4. Show your work in the calculations
section!
13. Record the average for each vessel model on the data table.
14. Calculate the average flow rate for each vessel by dividing the volume (125 ml) by the average time
(in seconds) it took to empty the water from the funnel.
(Ex. volume/time = 125ml / 10 sec.) Show your work in the calculations section!
15. Record the flow rates for each vessel model on the data table.
© 2008 Youth Take Heart
5
REV JAN 2010
10. Repeat steps 5-9, two more times for Vessel Model #1.
11. Repeat steps 5-10 with the other 3 vessel models.
12. For Vessel Model #1, calcula te the average (avg) time for all three trials. (Add the time
for all 3 trials and divide by 3.) Repeat for vessel models #2 through 4. Show your work
in the calculations sectio n!
Teacher Version
13. Record the average for each vessel model on the data table.
READY, SET...FLOW!
14. Calculate the average flow rate for each vessel by dividing the volume (125 ml) by the average time (in seconds)
it took to empty the water from the funnel. (Ex. volume/time = 125ml / 10 sec.) Show your work in the
Data Collection
calculations section!
15. Record the flow rates for each vessel model on the data table.
Question:
How
do the properties of different kinds of tubes affect fluid flow?
Data
Collection
Question: How do the properties of different kinds of tubes affect fluid flow?
Vessel
Model Properties and the Time it Takes for Fluid to Flow through the Vessel Model
Vessel Model Properties and the Time it Takes for Fluid to Flow through the Vessel Model
Vessel
Model
#
Qualitative Observations of
the Vessel Models
1
Hard plastic, rigid
2
3
4
1. 2. 3. Time to pass through
vessel model (sec)
Trial
1
Trial
2
Trial
3
Avg
Flow
Rate
(ml/sec)
Corrugated (has ripples
down the side)
Soft rubber with small
internal diameter
Soft rubber with large
internal diameter
1. Make a prediction for which vessel model you think will have the fastest flow rate.
Make aAnswers
prediction
for which vessel model you think will have the fastest flow rate.
will vary.
2. What
the manipula ted variable in this experiment?
Answers
willisvary.
The manipulated variable is the type of vessel model.
What3.isWhat
the manipulated
experiment?
is the responding variable
variable in in
thisthis
experiment?
The responding
variableis
is the
the time
it takes
for watermodel.
to flow through the vessel (likewise, the flow rate through
The manipulated
variable
type
of vessel
model).
What isthe
thevessel
responding
variable in this experiment?
The responding variable is the time it takes for water to flow through the vessel (likewise, the flow rate
Analysis
through
the vessel model).
Data
4. Calculations (Show all work, including how you set up each equation. Don’t forget units!):
Make sure students show how they calculated the averages and flow rates. You may want to do this with kids on
the overhead.
Analysis
5. Did you notice any trends? What were they? (If no trends were observed, explain why).
4. Calculations (Show all work, including how you set up each equation. Don’t forget units!):
Make sure students show how they calculated the averages and flow rates. You may want to do this
with students
onTake
the Heart
board
or document camera.
Youth
04/29/07
5
5. Did you notice any trends? What were they? (If no trends were observed, explain why).
Students may notice that the rubber tube does not allow water to flow through as quickly as the hard
plastic.
6. What property(s) of the tubing were these trends related to? Explain why you think this might be so.
The properties are different for each type of material. Plastic may have less friction than rubber and
greater diameter should have a faster flow rate.
7. If your goal is to deliver the most blood in the least amount of time, what properties should blood
vessels possess? Explain why. (You can use what you learned in the sheep heart exploration and
the blood vessel poster to answer this question).
They should allow fluid to flow quickly and smoothly. They should be smooth to allow blood cells to
flow through without getting caught on the arterial wall. They should be elastic to allow more blood
to flow during systolic pressure and less room for less blood flow during diastolic pressure.
Practice, Assessment of Learning, and Conclusions
8. Give an example of a qualitative observation.
Qualitative observations include hard, plastic, rigid, ripples, soft rubber, small internal diameter, large
internal diameter.
9. Give an example of a quantitative observation.
Any of the values for time would be quantitative observations. Quantitative observations are those
that include measurements and numerical values.
© 2008 Youth Take Heart
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Teacher Version
READY, SET...FLOW!
10. Was this experiment reliable? How do you know?
If the results for all three trials are pretty close in value to each other, the experiment is more reliable.
You know this because you did multiple trials.
11. Are the conclusions you came up with in this experiment valid? Why or why not? They are valid,
because we treated each material the same way and came up with different results for each material.
12. Redesign this experiment so that your can control other variables.
Make sure the length of each tube is the same. Make sure that the internal diameter of the tubes is
the same.
13. If a scientist were to make an artificial blood vessel, what properties can you think of that would help
it to be more successful in the body?
It needs to be smooth, elastic, strong, but not rigid, and for capillaries, it needs to allow nutrients,
oxygen, carbon dioxide and waste products to pass across the wall.
Part 2
Procedure
1. Tell the students that they will be designing a scientific investigation to answer the question:
“How does the internal diameter of a tube affect the flow rate of fluid?” Write the question in the
appropriate place below.
2. As a class, discuss your hypothesis.
3. Answer the questions in the “Parts of the Hypothesis” section below. Have the students write the
parts of a hypothesis and then the hypothesis. If necessary, follow the formula: “If (manipulated
variable), then (responding variable) will result, because (use learning from previous experience as an
explanation).”
4. As a class, brainstorm how you would test your hypothesis. Discuss the procedure from the
demonstration and brainstorm how they can use their prior experience to test their hypothesis.
• What were the weaknesses in the demonstration procedure?
• What can they change to make it more valid and reliable? (See Teacher Background for definitions
of valid and reliable. An example for more valid could be to make sure the lengths of all the
models is the same and that the start and end of the timing is done the same way. An example for
more reliable could be to do even more trials.)
5. Look through the materials provided and design a procedure by answering the questions in the
“Procedure” and “Data Collection” section below. Have them look through the materials and
design a procedure by answering their questions in the packet before they do the experiment. The
procedure needs to include calculating the flow rate for each vessel model they use.
6. Before proceeding with the experiment, have your teacher review your procedure and sign off on it.
7. Run the experiment and collect your data.
8. Answer the remaining questions.
Question:
How does the internal diameter of a tube affect the flow rate of fluid?
Parts of the Hypothesis
1. What is the manipulated variable for this experiment?
Internal diameter of a tube
2. What is the responding variable for this experiment?
Flow rate of fluid (water)
3. What outcome do you predict? Make sure to state why you believe this will be the outcome.
I predict that the flow rate will be slower in the narrowest tube, because when my nose is clogged, it
is harder for the mucus to flow through.
Write your hypothesis here:
If the tube is narrower, the flow rate will be lower, because the smaller the space is, the harder it is for
water to get through.
© 2008 Youth Take Heart
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Teacher Version
READY, SET...FLOW!
4. Look at the materials station. Which materials will you need for your experiment? (List as many as
possible. Don’t include things that you always use, like pencils and paper.)
At least two vessel models with different diameters, the same number of paper funnels, 2 beakers,
water, stopwatch, duct tape or other materials if they decide to try something different.
5. Draw a diagram of your experiment in the box below. Label your materials.
Smaller Diameter Model
Larger Diameter Model
Funnel
Funnel
Duct Tape
Duct Tape
Vessel Model
Vessel Model
125ml Beaker
125ml Beaker
6. Describe your procedure. Write it as if no one else has seen your experiment before. Include the
following:
a. Number your steps. This makes it easier for other people to read your instructions.
b. Identify your controlled variables. How will you make sure that they are treated the same way every time?
c. How will you measure your responding variable? What tools will you use to measure this?
d. Which steps will you repeat? How many times will you repeat them?
For this section, answers may vary. They should include at least two tubes. Make sure they say
to repeat the steps (for multiple trials), as this makes the experiment more reliable. Make sure
that everything else is treated the same way, so the students know their manipulated variable
is the only thing that changes. This makes an experiment more valid. It may be helpful to have
another group read it to see if they understand the description.
1. Tape a paper funnel to (at least two) rubber tubes: (options: 3.2 mm, 4.8mm,
6.4mm,12.7mm)
2. Place the first rubber tube upright in one of the beakers.
3. Fill the other beaker with 125 mls of water.
4. Start the stopwatch as you start pouring the water into the funnel.
5. Stop the stopwatch when the funnel is completely empty.
6. Record the time on your data table.
7. Repeat steps 2-6 two more times.
8. Calculate the average of the three trials.
9. Repeat steps 2-8 with the other tube.
© 2008 Youth Take Heart
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REV JAN 2010
5.
6.
7.
8.
9.
Stop the stopwatch when the funnel is completely empty.
Record the time on your data table.
Repeat steps 2-6 two more times.
Calculate the average of the three trials.
Repeat steps 2-8 with the other tube.
Teacher Version
READY, SET...FLOW!
Collection:
DataData
Collection:
Draw a data table here. Use this table to show how your manipulated variable changes your responding
Draw a data table here. Use this table to show how your manipulated variable changes your responding variable.
variable. Include a column for flow rate.
Include a column for flow rate.
Vessel Model Internal Diameter and the Time it Takes for Fluid to Flow through the Vessel Model
Vessel Model Internal Diameter and the Time it Takes for Fluid to Flow through the Vessel Model
Diameter of rubber
Time for water to leave funnel (seconds)
Flow Rate
tube (mm) *
(mls/sec)
Trial 1
Trial 2
Trial 3
Average
Ex. 3.2 mm
6
7
6
6.33
19.75
Ex. 4.8mm
4
5
4
4.33
28.87
Ex. 6.4mm
3
2.5
3
2.83
44.17
*Atleast
least2 2different
differenttube
tubediameters.
diameters.Data is not realistic.
*At
** Data is not
realistic. and flow rate here:
Show work for calculations
for average
Show
workisfor
calculations
for average
and
here:
The
average
calculated
by adding
the time
forflow
all 3rate
trials
and dividing by 3.
The average is calculated by adding the time for all 3 trials and dividing by
** 3.
The rate is calculated by dividing the milliliters by the amount of time. For example, 125mls ÷6.33 sec = 19.75
mls/sec The rate is calculated by dividing the milliliters by the amount of time.
For example, 125mls ÷6.33 sec = 19.75 mls/sec
Data Analysis
Data
7. Name
twoAnalysis
controlled variables for this experiment:
7. Name
twoincl
controlled
variablesoffor
this the
experiment:
Answers
could
u de the amount
water,
size of funnel, the person recording the time, or the person
doing theAnswers
pouring.could include the amount of water, the size of funnel, the person recording the time, or
theany
person
doing the
pouring.
8. Were there
noticeable
trends
in the data? As the internal diameter narrowed, what did you observe? Use
8. data
Were
any your
noticeable
trends in the data? As the internal diameter narrowed, what did you
your
to there
describe
observations.
observe?theUse
your data
to tube
describe
observations.
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diameter
of the
was,your
the slower
the water flowed. The 12.7mm tube, which is wider,
allowed
44 mls of
through
each
second.
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narrower
tube (3.2mm)
only12.7mm
allowed tube,
waterwhich
to flow
about
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thewater
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flow about
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The
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(3.2mm)
narrowest
tube. water to flow through at 19.75 mls/second. The wide tube allowed water to flow about
allowed
24mls/second faster than the narrowest tube.
Conclusions:
9. Was your hypothesis supported by your data, or not supported? Use your data to explain why or why not?
MyConclusions:
hypothesis was supported. I predicted that the narrower tube would make the flow rate slower, and the 1/8”
9. only
Washad
your
hypothesis
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by your compared
data, or not
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data to explain why or
tube
a flow
rate of 19.75
mls/second,
to supported?
the !” tube,Use
at 44
mls/sec.
why
not?
10. Was this
experiment
reliable? How do you know?
results
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wastrials
supported.
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that the
narrower
tube
make is
the
flowreliable.
rate slower,
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for all three
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and theyou
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a flow rate of 19.75 mls/second, compared to the 1/2” tube,
11. What
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did
at 44
Answers
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Make sure
that students
that they made sure that other things didn’t make the fluid flow
10. Was
thisvary.
experiment
reliable?
How doshow
you know?
quickly
or
slowly.
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exampl
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,
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they
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another
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that the
students
If the results for all three trials are pretty close inonce
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other,
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because you did the multiple trials.
12. What
in your
experiment?
Name
at least two.
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didweaknesses
you do to make
your
data as valid
as possible?
Answers
may
vary.
What
is
most
important
is
that
the
students
reflect
upon
their experiments.
The
Answers may vary. Make sure that students show that they
made
sureand
thatcritique
other variables
didn’t
paper funnel
was
flimsy
and
didn’t
hold
the
water
as
well
by
the
third
round.
It
would
have
been
better
to
use
make the fluid flow quickly or slowly. For example, if they poured it slowly once and quickly another a
plastictime,
funnel.
had
a hard
time knowing
when
to stopmight
the stop
watch.
It would work
better if we could figure
theWe
rate
that
the students
poured
the water
affect
the responding
variable.
out12.
exactly
when
to
stop
the
stopwatch.
Human
error.
What were the weaknesses in your experiment? Name at least two.
13. What could be improved next time you do this experiment? Choose two things that you would change if you were
Answers may vary. What is most important is that the students reflect upon and critique their
to do this experiment again.
experiments. The paper funnel was flimsy and didn’t hold the water as well by the third round. It
would have been better to use a plastic funnel. We had a hard time knowing when to stop the stop
watch. It would work better if we could figure out exactly when to stop the stopwatch. Human error.
04/29/07next time you do this8experiment? Choose two things that you would
13.Youth
WhatTake
couldHeart
be improved
change if you were to do this experiment again.
We could have a cut-off place in the funnel when we would stop the stopwatch, because it never
empties all the way. We could use more types of tubes - more wide ones and more skinny ones. We
could do the experiment two more times to make it more valid.
© 2008 Youth Take Heart
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Teacher Version
READY, SET...FLOW!
Practice and Assessment of Learning:
14. Based on the trend you observed, what are the possible effects of atherosclerosis and other
diseases that cause a blockage of the arteries? Think about the impact on the heart, on the cells
that are being “served” by the vessels, etc. Explain how your data supports your explanation.
When I did my experiment, I noticed that not as much water can flow through a tube with a smaller
diameter. Atherosclerosis could narrow an artery and thus could slow the flow of blood, which would
increase the work of the heart to get the blood through. This could cause the heart to become weak.
The cells that are served by the blood vessels would not get enough blood and thus would not get
enough oxygen and nutrients. Without oxygen and nutrients, the cells could die. This can result in a
heart attack (myocardial infarction) or stroke.
15. Why do we draw a diagram before we do an experiment? (If we didn’t draw a diagram, what might
happen?)
We draw a diagram to communicate our ideas with everyone that we work with. If we didn’t draw a
diagram, we might do the experiment differently from how our partner does it.
16. Why is it important for scientists to repeat the steps of an experiment several times?
When we repeat steps several times, we know that the outcome wasn’t just due to chance. If we get
the same number every time, we know we have done the experiment the same way every time. Then
we know our experiment is more reliable.
17. What is atherosclerosis?
Atherosclerosis is the build up of plaque that causes narrowing of blood vessels.
18. If atherosclerosis were to occur in the vessels of the brain and caused a blockage, how might it
affect a person’s life? Take into consideration what the blood carries throughout the body. Their brain
cells wouldn’t have the oxygen and nutrients they need to work the right way. A person might not be
able to speak, walk, or do math.
The project described was supported by Grant Number 5R25RR018633-04
from the National Center for Research Resources (NCRR), a component of the
National Institutes of Health (NIH). Its contents are solely the responsibility of
the authors and do not necessarily represent the official views of NCRR or NIH.
Department of Health and Human Services • National Institutes of Health
Supported by a Science Education
Partnership Award (SEPA) from the
National Center for Research Resources
© 2008 Youth Take Heart
10
REV JAN 2010
Teacher Version
INTRODUCTION TO BIOENGINEERING
Lesson:
INTRODUCTION TO BIOENGINEERING
- What Is It?
Overview
The culmination of our unit is looking at the future of treatment for cardiovascular disease from the
perspective of bioengineering. In this lesson, students will be introduced to the field of bioengineering
through a class discussion and a PowerPoint presentation. Students will fill in note blanks to record
their learning from the presentation. This information is preparation for the inquiry activity where they will
perform skills and processes used by real bioengineers.
Major Concepts
Bioengineering is a complex field that holds promise for future treatment. In this lesson, students will be
introduced to:
1. Bioengineering as an interdisciplinary field.
2. Examples of engineered biomaterials as materials made in the lab for biological uses.
3. Considerations for engineering a heart patch and artificial blood vessels.
Student Learning Objectives:
After completing this lesson, students will be able to:
• Describe the interdisciplinary nature of bioengineering.
• Give examples of bioengineered materials.
• Identify properties necessary in a heart patch.
• Identify properties necessary in artificial blood vessels.
• Explain the attributes of and challenges to this kind of technology.
• Describe bioengineering as a potential career.
Teacher Background:
Students should now have a general knowledge of the blood vessels that feed the heart (coronary
arteries) and their relationship to heart disease. They should also appreciate how life style choices about
nutrition and physical activity relate to heart disease. Yet, the question arises as to what to do when a
person gets heart disease, whether it is from poor choices or from genetic factors. Current treatment
includes bypass surgery (the diseased vessel is “bypassed” by another vessel from elsewhere in the
body, such as the saphenous veins from the legs or the internal thoracic artery from the inside of the
chest wall) and angioplasty (narrowed vessels can be opened by expanding a balloon in the blocked
area, or by placing a metal “stent” in the vessel to hold it open). Scientists and engineers with a variety
of backgrounds are working on treatments that will hopefully be longer lasting. The content covered in
this lesson is meant to give students a foundation to support their scientific investigations as they design
and test potential materials to be used in bioengineered blood vessels.
Bioengineering is defined as “the interdisciplinary field in which engineers, chemists, physicians and
biological scientists work together to mimic nature’s processes and products by using artificial and/
or laboratory produced materials.” Engineered biomaterials are materials developed to be used in
biological applications, such as designing implants or artificial organs. Bioengineers have been around
for a very long time. In the past, they designed prosthetic limbs out of wood, and “hearing aides” shaped
like large funnels. Present day biomaterials engineers are working to make devices out of actual human
tissue, thus potentially alleviating the body’s immune response to unknown objects and allowing full
integration of the new biomaterial into the human body.
This lesson focuses on two technologies currently under investigation by local bioengineers at the
University of Washington Engineered Biomaterials (UWEB) department, and The Hope Heart Institute.
Recognizing the impact that heart disease has on the world’s population, these scientists have launched
into cutting edge research to treat its various forms.
© 2008 Youth Take Heart
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Teacher Version
INTRODUCTION TO BIOENGINEERING
For example, material scientists, biologists, and engineers are trying to develop
materials that can be used to replace clogged or damaged blood vessels. These
materials must be strong enough to withstand the pressure of blood moving through
them, elastic enough to maintain their properties over years of use, flexible enough
to bend and move freely, and smooth so that they do not trigger the body’s clotting
mechanisms in the blood. Currently, Gore-Tex and Dacron (a type of polyester) are
being used to make tubes that function as blood vessels. They are strong, elastic and
flexible. But they do have a major drawback. They are prone to cause blood to clot.
The search is on for a better replacement blood vessel.
The Hope Heart scientists are studying methods of building artificial blood vessels from human cells
(tissue engineering) in the laboratory. The hope is to, someday, be able to create new vessels made from
a person’s own cells. These new vessels must be able to expand and contract with the flow of the blood
from the beating heart. One major area of research is how to incorporate a molecule called “elastin” (the
name is very similar to the elastic property it will create). The scientists have discovered how to stimulate
the cells of the vessel wall to make more elastin, by switching some genes on and some genes off, and
the results are very encouraging!
Another example involves repairing damage caused by a heart attack. A heart attack
(also known as a myocardial infarction) is caused by a blockage in a coronary artery
that normally delivers blood, and therefore oxygen, to the heart tissue. When a portion
of the heart does not receive oxygen for a long enough period of time, that part of the
heart muscle dies. Once a part of the heart muscle is dead, the surrounding heart tissue
cannot repair the damaged section so the damage is permanent. This area can no longer
function to the capacity it did before the heart attack, if at all.
Within the University of Washington Engineered Biomaterials department, tissue engineers, cardiologists,
and chemists are working to develop a “heart patch” made of real, beating heart cells that could be
surgically implanted to replace the dead cells that result from a heart attack. This team of researchers
has determined that you cannot just insert muscle cells into the heart and expect them to reproduce and
heal the target area. Instead, the cells need a structure, or scaffold, to grow in. Biomaterials scaffolds are
currently under investigation. These structures must provide uniform pore size and be strong. They must
also biodegrade after a determined amount of time. Scientists “seed” the scaffolding with the desired
cells and/or drug therapies, place it in a bioreactor or body, and eventually grow real tissue to replace the
heart tissue that is dead. This similar technology may ultimately be used to replace an unlimited number
of failing organs.
Time Frame
30 minutes
Materials:
• Student Procedure and Packet (one for each student)
• PowerPoint “Introduction to Bioengineering” or Document Masters of the slides from the PowerPoint
• LCD Projector or Document Camera
Teacher Preparation
• Photocopy the student procedure and packet (one for each student).
• Secure and set up a LCD projector or Document Camera for the presentation.
• Make Document Masters of PowerPoint slides, if necessary.
© 2008 Youth Take Heart
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Teacher Version
INTRODUCTION TO BIOENGINEERING
Teacher Notes
•
•
•
The 2nd slide of the PowerPoint leads students through the first 5 questions.
The purpose of note blanks is for students to have a permanent record of the direct instruction.
Often students are unclear of what is the most important information to write down. They also might
miss other information when writing something down. When using note blanks, students only write
down the most important words and have a permanent record of all the information. They then have
some reinforcement by writing the most important terms.
You may want to send students home with their completed note blanks to answer questions 6-15.
Prerequisite Knowledge/Skills
•
•
•
•
•
•
•
Students will need to know how the heart works.
Students will need to know how blood vessels work.
Students will need a basic understanding of atherosclerosis and cardiovascular disease.
Students will need to be familiar with blood vessel properties (such as elasticity and strength).
Students will need to know the function of blood and what can result if the blood is not able to reach
an area to do its job.
Students will have to understand what affect pressure (force) on the inside of a blood vessel can
have on the functioning of the vessel (it can cause it to bulge or rupture).
Students should have a basic understanding of current technologies for cardiovascular disease
treatment.
Student Misconceptions
•
•
Students often do not recognize that people working on discovering new knowledge and designing
new technology rarely work by themselves and that the success is a result of the efforts of people
with different expertise and experience working together.
Students may think that if they make all healthy lifestyle choices, they will be disease free. In reality,
genetics and other environmental factors may lead to disease, regardless of the personal lifestyle
choices made.
Vocabulary:
Bypass Surgery
Bioengineering
Engineers
Chemists
Physicians
Biological Scientist
Engineered Biomaterials
Artificial Blood Vessel
Vascular Graft
Heart Attack
Elastic
Heart Patch
Heart Tissue Graft
Scaffold
Biodegradable
Safety
There are no safety concerns for this lesson.
Procedure
Begin this lesson presenting the PowerPoint “Introduction to Bioengineering; What is it?” Have students
answer question 1-3 from slide 2 in their packet. Have students answer each question on their own or in
small groups.
Before getting started, answer the following questions.
1. Think of 3 words that begin with the prefix “bio” and list them below:
Students may suggest words like biology, biosphere, biotechnology, biorhythm...
2. What do you think “bio” means?
“Bios” comes from the Greek word for life.
3. What do you think the word “engineer” or “engineering” means?
Engineering is the building or designing of a structure that serves a purpose. Engineering requires the
builder/designer to understand the properties of the materials that make up the structure.
© 2008 Youth Take Heart
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Teacher Version
INTRODUCTION TO BIOENGINEERING
Once students have had a chance to answer the first three questions on their own or in small groups,
discuss their answers as a class. After the discussion, introduce the following questions to the class
(also found on slide 2):
After discussing your answers to questions #1-3, answer questions 4 and 5.
4. Based on our answers to #1-3 what do you think an “Engineered Biomaterial” is?
An engineered biomaterial is a material or substance designed by scientists that can be used in the
body to repair or replace living tissue.
5. What properties do you think may be most important in engineering heart or blood vessel tissue?
From past lessons in this unit, students should suggest strength, elasticity, flexibility, smoothness,
acceptance by the immune system...
After students have had an opportunity to share their ideas, present the rest of the PowerPoint
presentation. Students should fill out the note blanks in their student packet.
Fill in the following note blanks (starting with slide 3) in your student packet as you watch the Power
Point presentation.
So...What is BIOENGINEERING?
The interdisciplinary field in which _________________________,
____________________________,
engineers
chemists
physicians
biological scientists
__________________________and______________________________
work together.
• To create _________________________
artificial
and/or laboratory produced materials by
mimicking ____________________
nature’s
processes and products.
What do Bioengineers make?
Engineered ___________________________
biomaterials
Materials made in a lab for biological uses, including
• _______________________
Implants
(vascular and heart grafts).
• Artificial organs.
In the past, Bioengineers made wooden ____________and
hands
____________“bells”
ear
to help people.
Now, Bioengineers make:
• _____________________
synthetic
materials for arms.
• Artificial hearts.
skin
• Replacement _____________.
In the future, Bioengineers will use human __________________
cells
to repair human tissues.
• Human skin cells, human heart cells.
Bioengineering and the heart: The Problem
Blood ____________________
vessels
feeding the heart become ____________________and
blocked
cause heart
attacks (myocardial infarction) and a portion of the heart _______________.
dies
© 2008 Youth Take Heart
4
REV JAN 2010
Teacher Version
INTRODUCTION TO BIOENGINEERING
• Infarct (Heart Attack): Cells in tissues cannot get oxygen needed and die.
• ____________
Scar
Formation: Heart wall becomes __________________and
thinner
more rigid.
• Left ventricle chamber remodeling-Heart wall becomes thinner and loses its shape. The heart
can no longer pump blood as well.
THE SOLUTION: Biomaterials
1._________________________
Blood Vessels
Artificial
• Bioengineered blood vessels (also known as vascular __________________)
replace
grafts
________________________or
diseased vessels.
damaged
o Vessels must be ______________________.
strong
o Vessels must be ______________________.
elastic
o Vessels must be ______________________.
smooth
2.Heart _________________________
Patch
• Bioengineered heart patch (also known as a heart __________________
graft) replaces dead
tissue
heart __________________.
cells
o Heart cells must be grown on a __________________
so they will work together.
scaffold
• Scaffold must be ___________________________.
biodegradable
• New heart cells must ______________together
to ________________
blood.
beat
pump
• Patch must be ____________________.
strong
• Patch must be ____________________.
elastic
VASCULAR ____________________
(Artificial Blood Vessels)
Grafts
Goal: __________________
a ____________________
or damaged blood vessel with a lab produced
Bypass
clogged
blood vessel.
• Synthetic _________________
made of ___________________
or Dacron (polyester) are
tubes
Gore-Tex
surgically ___________________
.
implanted
© 2008 Youth Take Heart
5
REV JAN 2010
Teacher Version
INTRODUCTION TO BIOENGINEERING
HEART ________________
TISSUE
GRAFT (Heart Patch)
Goal: _____________
Replace
dead heart cells with a “patch” made up of live, ____________________
beating
heart cells that work ____________________________.
together
Challenges:
grow
• Cells need a structure, or scaffold, to ______________________
on.
• Cells must work together to form __________________.
tissue
How to do it?
1.Create a scaffold or structure for cells to grow on.
2.____________live
Plant
heart cells on the scaffolding.
3.____________the
Feed
cells and allow them to grow.
4.Implant the patch of new cells into the body.
Practice and Assessment of Learning:
Based on what you learned in the Power Point presentation, answer the following questions.
6. What are some of the scientific professionals that come together to do bioengineering?
Some of the scientific professionals that come together to do bioengineering are engineers,
chemists, physicians and biological scientists.
7. What is an engineered biomaterial?
An engineered biomaterial is a material made in a lab for biological uses.
8. What will bioengineers use in the future?
In the future, bioengineers will use human cells to repair human tissues (such as human skin cells and
human heart cells).
9. What happens to the left ventricle after a heart attack?
After a heart attack, the left ventricle wall will become thinner and lose its shape. It will then lose
its ability to do its job (pump blood to all parts of the body). This is because, during a heart attack,
oxygenated blood gets blocked from the cells in the wall of the left ventricle that need it. Those cells
will die and a scar will form.
10. What is another name for an artificial blood vessel?
Another name for an artificial blood vessel is a “vascular graft.”
11. What are 3 necessary properties of an artificial blood vessel?
Three necessary properties of an artificial blood vessel are strength, elasticity and smoothness.
12. What is another name for a heart patch?
Another name for a heart patch is a “heart tissue graft.”
13. In a heart patch, the heart cells must be grown on a what?
For a heart patch, the heart cells must be grown on a scaffold for cells to grow on.
14. What is the goal of a vascular graft?
The goal of a vascular graft is to bypass a clogged or damaged blood vessel.
15. What are the challenges of a heart tissue graft?
The challenges of a heart tissue graft are; cells need a structure to grow on and the cells must work
together to form a tissue.
© 2008 Youth Take Heart
6
REV JAN 2010
Teacher Version
INTRODUCTION TO BIOENGINEERING
The project described was supported by Grant Number 5R25RR018633-04
from the National Center for Research Resources (NCRR), a component of the
National Institutes of Health (NIH). Its contents are solely the responsibility of
the authors and do not necessarily represent the official views of NCRR or NIH.
Department of Health and Human Services • National Institutes of Health
Supported by a Science Education
Partnership Award (SEPA) from the
National Center for Research Resources
© 2008 Youth Take Heart
7
REV JAN 2010
Teacher Version
IN PURSUIT OF AN ARTIFICIAL BLOOD VESSEL
Overview
Lesson:
IN PURSUIT OF AN ARTIFICIAL BLOOD VESSEL
- Inquiry-Based Scientific Investigation
- GENERAL OVERVIEW
In this lesson, students are introduced to a 37-year-old man who has had a stroke. The question for the
students is “What can be done when lifestyle choices have not been enough to ensure cardiovascular
health?”. The students will have the opportunity to participate as a bioengineer. Their goal will be to find
another option to return patients to cardiovascular health.
The purpose of this lesson is threefold:
• Have students apply their knowledge of the cardiovascular system to problems that may be
solved with bioengineering.
• Learn about the career of bioengineering.
• Provide students with a scaffolded inquiry experience.
There are four parts to this lesson.
Part 1
In teams, the students begin by observing a household material to determine what properties of
blood vessel this material has. They will then design an experiment to test their material for one of
these properties.
Part 2
Students will use a prescribed procedure to test a real biomaterial for elasticity. This biomaterial is
“Gore-Tex,” which is used as a material in artificial blood vessels.
Part 3
Students will use what they have learned in part 2 to test a chosen household material for
potential use in an artificial blood vessel. They will be testing the material for elasticity and
comparing it to “Gore-Tex.”
Part 4
The teams will design their own experiments to test a chosen household material for a property of
an artificial blood vessel. It will be their task to find a new manipulated or responding variable to
test. Please see “teacher notes” for ideas for manipulated and responding variables. The easiest
responding variable to test at this point would be elasticity but if the teacher thinks that the
students’ plan is feasible, the team could choose a new responding variable.
Major Concepts
Students will combine what they have learned about the
cardiovascular system and bioengineering to explore two areas
of bioengineering:
1. What properties are important in the functioning of blood
vessels?
2. How does a person test different materials for one of these
properties? This concept is demonstrated through the
process of scaffolded inquiry.
collagen fibers
inner most layer = endothelial cells
middle layer = smooth muscle cells
Student Learning Objectives
After completing this lesson, students will be able to
• Identify at least one reason why a person may need bioengineered blood vessels.
• Describe at least three properties that a bioengineered blood vessel would need in order to function
in the human body.
• Examine different types of materials that bioengineers could use to replace blood vessels.
• Design an experiment to test a hypothesis about properties necessary for an effectively functioning
blood vessel.
• Evaluate the outcomes of experiments that test properties of a blood vessel.
• Compare specific properties of materials to determine which material would be the most effective in
an artificial blood vessel.
1
© 2008 Youth Take Heart
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Teacher Version
IN PURSUIT OF AN ARTIFICIAL BLOOD VESSEL
• Assess their experimental design, including its successes and shortcomings.
• Demonstrate skills consistent with those used in the career of bioengineering.
Scenario
It is three o’clock in the morning and Paul, age 37, wakes up with the worst
headache of his life. He attempts to roll over to take some ibuprofen and realizes
that he can’t move his right side. He tries to call out to his wife and can only
mutter garbled words. His wife finally awakens and after a few moments of sheer
panic, calls 911. Paul is rushed to the hospital and his wife is told that he has
the symptoms of a stroke. An artery in his brain has either burst or has become
blocked. Parts of his brain aren’t getting oxygen and nutrients. The medical staff
finds that they need to dissolve the blood clot in the vessel in the brain and then
they need to clean out this and other narrowed arteries in Paul’s brain so that this
will not happen again.
Time is very important. The longer it takes to treat Paul, the more brain cells will die. Most treatments are
only effective if the person gets to an emergency room within three hours. The difference of just a few
minutes can make a huge difference in the quality of Paul’s recovery.
Teacher Background
Earlier in this unit, students took a close look at the anatomy and physiology of the heart and blood
vessels. They learned how to differentiate between a healthy and unhealthy lifestyle. Connections were
made between making healthy decisions and having a healthy heart and blood vessels. Unhealthy
decisions can lead to problems such as obesity, heart disease, stroke and diabetes.
In the biotechnology portion of this curriculum, students will examine treatment options for people who
already have or are at high risk for heart disease and stroke. Stroke is another form of cardiovascular
disease. It is the third leading cause of death in the US and paralyzes millions of people each year.
Stroke rates are higher in men at younger ages, especially in African American men.
It is important to recognize that the risk factors for a stroke are the same as for a heart attack:
• Smoking
• Lack of exercise
• High blood pressure
• Diabetes
• High cholesterol
• Obesity
The causes of stroke include:
• Atherosclerosis: a build up of plaque in an artery, slowing or stopping blood flow to the brain. This is
caused by eating foods high in fat and sugar. If the plaque breaks open,
this can cause a blood clot.
• Blood Clots: clumps of blood cells. These can be caused by a plaque
rupture or break off from some other place in the body, such as the heart
or legs and travel to block vessels in the brain. These block blood flow in
the brain.
• Aneurysm: weakening of the walls of an artery. High blood pressure
and/or inherited problems with the vessels can eventually lead to vessels
ballooning out and possibly bursting, causing bleeding into the brain.
The result of any of these causes is that the flow of blood is stopped to the area of the brain fed by
that artery. Those brain cells will not get the oxygen and nutrients they need. Waste products will build
up. If left too long, those brain cells will die. The brain cannot make new cells so the person may have
permanent damage. This damage can result in paralysis, speech disability, blindness, memory and
thought impairment and coma.
If the arteries affected by astherosclerosis or an aneurism could be identified and replaced before the
blood flow is affected, many people would be saved from life long disability. But where would these new
blood vessels come from?
© 2008 Youth Take Heart
2
REV JAN 2010
Teacher Version
IN PURSUIT OF AN ARTIFICIAL BLOOD VESSEL
The goal is to find materials that can be tolerated in the body (the body often rejects foreign tissue)
and have properties similar enough to arteries so that they can function as arteries. Earlier in the unit,
the properties of arteries were discussed, such as elasticity and strength. Once again, the definition for
“elasticity” is a material’s ability to return to its original shape after having been subjected to a force,
such as being stretched.
Materials used in the body are called “biomaterials.” Bioengineers have been using Gore-Tex and
Dacron as biomaterials to make artificial blood vessels. Now, as bioengineers, your students will explore
testing Gore-Tex and other materials for the properties important in a blood vessel. Finally, they will
evaluate the results of these tests to see which material would make the best artificial blood vessel.
Blood vessels, on average, can withstand approximately 31 lbs per square inch of force. This is about
1600 mmHg. Normal blood pressue is 120 mmHg, so blood vessels are much stronger than any
pressure that would be placed on them by blood. This property is important when bioengineers are
designing artificial blood vessels.
The inquiry model we are following in this lesson is the one described in the article by Julia Marrero for
Exploratorium “Inquiry in the Middle School: Content Learning.” In the article, she describes four stages
for a successful inquiry experience for students:
1. Concept Development (Parts 1 in this Lesson)
2. Planning and Prediction (Parts 1, 3 and 4)
3. Investigation (Parts 3 through 4)
4. Summary of Findings (Parts 3 and 4)
Time Frame
Part 1: 50 minutes (includes time to go over properties and procedures as a class)
Part 2: 30 minutes
Part 3: 50 minutes total- 20 minutes for planning, 30 minutes for doing procedure and analysis 6th
graders or low achieving students may only get through Part 3.
Part 4: 50 minutes total-20 minutes for planning, 30 minutes procedure and analysis, additional time
to write up. Part 4 is more independent and may be appropriate for 8th graders or classes that are high
achieving.
Materials (per student group)
This will be covered in the descriptions of the individual parts to the lesson.
Teacher Preparation
There are enough materials for 15 groups of 2 students per class. The samples are meant to be used
period after period. Extra samples of materials have been added to the kit, in case materials become
altered during the testing.
Make copies:
• Make a class set of each part of the Student Procedures (1 for every 2 students) for each part of
the lab-the overview and the 4 different parts (5 sections total)
• Copy a Student Packet for each student (4 sections total).
• Make the following document masters (found on the Youth Take Heart website)
o Part 1: Properties of Blood Vessels
o Part 1: Experimental Design Ideas
o Part 2: Experimental Set Up
o Part 2: Team Data Table
o Part 2: Class Data Table
o Part 3: Scientific Process Table
• Make a copy of the Peer Review Sheet for each group (1 for every 4 students)
Paper towel and Kleenex are not supplied in the kit. They are not manditory materials. The goal was to
find accessible materials that break easily.
© 2008 Youth Take Heart
3
REV JAN 2010
Teacher Version
IN PURSUIT OF AN ARTIFICIAL BLOOD VESSEL
Teacher Notes
Student procedures and student packets are provided separately. You will only need to make a class set
of the procedures but copies of the student packets for each student.
• The Student Procedure General Overview is used in class with part 1, regardless of ability of
students. You may want to have students read the scenario out loud, to set the stage for the
purpose of the lesson.
• Teachers of younger students and lower achieving classes have chosen not to give out the
procedures for each part and ran the lesson more “teacher-guided.”
• Teachers of older students and higher achieving classes have given out the procedures and had
the students run the lesson for themselves, guided by the procedure. The teacher was available to
answer questions and for guidance.
Student groups of 2 have been found to work best. In larger groups, some of the students tend to
“check out” and not participate. To hold each person accountable of participating, the procedure
recommends assigning roles for each member of the group.
In part 1,
• You may want to put up the ‘Blood Vessel” poster as a reference.
• Use the model “Death of an Artery” when discussing why people might need a bioengineered
blood vessel. (Question #1)
• After you discuss properties and experimental designs, ask your students which of the materials
is most like the blood vessels in the real heart. Have them pick one!
In part 1, 3 and 4, student groups can choose their own material or the teacher could hand them out
so that the student groups near each other have different materials. We have included some weaker
materials (plastic wrap, “Press n Seal” and latex). They make it to around 600 grams of weight and then
rip. Our hope is that this would start a discussion of what they can conclude about their hypothesis
when they can’t get meaningful data due to a flaw in the materials (“not supported”).
Students can test more than one material, especially if their first material rips. It also keeps faster groups
busy. They can use this additional data to discuss which material makes the best blood vessel.
Warn students that using the spring scale in a manner it was not designed for will result in damaging
it. Students, in the past, have pulled on each end of the spring scale as hard as they could and the
spring would not return to its original tightness, rendering it useless. Spring scales are one of the more
expensive parts of the kit.
Teachers have found it helpful to have a demo set-up in the front of the room.
It is recommended that the procedure in part 2 is NOT available to students in part 3 and 4. It will
challenge them to pay better attention (maybe even make notes of what they do) on the day they do
have the procedure in part 2 and will keep them from copying the steps word-for-word for parts 3 and 4.
In part 4, some of the manipulated variables that could be changed in their investigation could be:
• Thickness
• Wet versus dry
• Different colors
• Different brands
• Other materials they bring from home
© 2008 Youth Take Heart
4
REV JAN 2010
Teacher Version
IN PURSUIT OF AN ARTIFICIAL BLOOD VESSEL
In part 4, some different responding variables could be:
• Elasticity (as in parts 2-3)
• Strength
• Permeability
• Water resistance
• Ability to hold a liquid
For the final report in Part 4, it is up to the teacher whether each student submit their own unique report
or if the team hands in one report together. It is possible for the report to be divided into separate parts,
one part to each student, to be combined in the end.
You may want to go to the library and check out books either about the circulatory system, heart disease
or that contains chapters that contain information on these topics. A possible book is “Heart Disease” by
Sue Vander Hook.
Prerequisite Knowledge/Skills
• Students will need to know how blood vessels work.
• Students will need a basic understanding of atherosclerosis.
• Students will need to be familiar with blood vessel properties (such as elasticity and strength).
• Students will need to know the function of blood and what happens if the blood is not able to
reach an area to do its job.
• Students will have to understand what affect pressure (force) on the inside of a blood vessel can
have on the functioning of the vessel (it can cause it to bulge or rupture).
• Students will need to be able to recognize when a set up is safe or unsafe and what precautions
must be taken (wearing goggles, make sure the area is clear of other people).
• Students may need to have the spring scale demonstrated for them.
• Students will need to know the difference between manipulated and responding variables.
• Students need to be familiar with how to write a hypothesis.
• Students need to know how to find an average.
• Students should be able to work independently in groups but also know when it is appropriate to
ask clarifying questions.
• Students will need to understand the difference between evidence (data), inference and
conclusion.
Student Misconceptions
• Students often confuse the manipulated and responding variables (independent versus dependent
variables).
• Students often have trouble looking at a question and determining the manipulated and
responding variables.
• Students often confuse qualitative and quantitative observations.
• Students often confuse evidence, inferences and conclusions. Make sure data on data table
represents qualitative and quantitative data and not inferences.
• Students often confuse average (mean), median, and mode.
Vocabulary
Stroke
Paralysis
Blood Vessel
Atherosclerosis
Clot
Aneurysm
Tissue
Disability
Coma
© 2008 Youth Take Heart
Bioengineered Material
Bioengineer
Inquiry
Hypothesis
Manipulated Variable
Responding Variable
Procedure
Control
5
Quantitative Data
Qualitative Data
Analysis
Conclusion
Elasticity
Gore-Tex
REV JAN 2010
Teacher Version
IN PURSUIT OF AN ARTIFICIAL BLOOD VESSEL
Safety
See the safety sections in the descriptions for the individual parts of the lesson.
Procedure
See the procedures in the descriptions for individual parts of the lesson.
Data Collection and Analysis
See the data collection in the descriptions for individual parts of the lesson.
Practice, Assessment of Learning, and Conclusion
See the questions in the descriptions for individual parts of the lesson.
Resources
Marrero, Julia. “Exploratorium: Synergy Connect: Inquiry in the Middle School: Content Learning.”
Exploratorium: the museum of science, art and human perception. Web. 04Feb. 2010 <http://www.
exploratorium.edu/ifi/resources/classroom/connect/marrero.html>.
American Heart Association. Heart Disease and Stroke Statistics-2007 Update. Dallas, Texas: American
Heart Association; 2007
www.youthtakeheart.org
http://www.accessexcellence.org/RC/CC/
http://www.askascientist.org/
http://www.bls.gov/k12/science.htm
http://science.education.nih.gov/LifeWorks.nsf/Interviews
http://www.biotech.iastate.edu/biotech_info_series/bio2.html
http://www.careervoyages.gov/biotechnology-main.cfm
http://www.americanheart.org/downloadable/heart/116671238459HS_StatsInsideText.pdf
Options for students who finish early...articles, computer extensions, coloring activities, and crossword
puzzle/word find reinforcement. The following websites have information on careers in science.
The project described was supported by Grant Number 5R25RR018633-04
from the National Center for Research Resources (NCRR), a component of the
National Institutes of Health (NIH). Its contents are solely the responsibility of
the authors and do not necessarily represent the official views of NCRR or NIH.
Department of Health and Human Services • National Institutes of Health
Supported by a Science Education
Partnership Award (SEPA) from the
National Center for Research Resources
© 2008 Youth Take Heart
6
REV JAN 2010
Teacher Version
IN PURSUIT OF AN ARTIFICIAL BLOOD VESSEL
Lesson:
IN PURSUIT OF AN ARTIFICIAL BLOOD VESSEL
- Inquiry-Based Scientific Investigation
-Part 1: What properties do artificial blood vessels need?
Overview
In the first part of this lesson:
• The students work in pairs to start observing a household material to determine if it has properties
of blood vessels. If so, they will then design an experiment to test their material for one of these
properties.
Student Learning Objectives
After completing this lesson, students will be able to
1) Identify at least one reason why a person may need bioengineered blood vessels.
2) Describe at least three properties that a bioengineered blood vessel tissue would need in order to
function in the human body.
3) Examine different types of materials that bioengineers could use to replace a blood vessel.
4) Design an experiment to test a property necessary for a blood vessel.
5) Demonstrate skills consistent with those used in the career of bioengineering.
Teacher Background
The inquiry model we are following in this lesson is the one described in the article by Julia Marrero for
Exploratorium “Inquiry in the Middle School: Content Learning.” The two stages addressed in this part
are:
1. Concept Development
2. Planning and Prediction
Time Frame
Part 1: 50 minutes (includes time to go over properties and procedures as a class)
Materials (class set)
20 samples (2.0 X 2.5 inches) of each of the following household materials (to be reused in parts 3 and 4,
if they are not damaged):
• Plastic Wrap
• Nylon
• Sponge
• T-shirt pieces
• “Press-n-Seal” Plastic Covering
• Vinyl
• Polyester
• Latex (Optional. If you want this option, cut up any left over latex gloves from the kit.)
• Document Masters
• Properties of Blood Vessels Table
• Experimental Design Table
© 2008 Youth Take Heart
1
REV JAN 2010
Teacher Version
IN PURSUIT OF AN ARTIFICIAL BLOOD VESSEL
Teacher Preparation
• Students can do this lab in groups of two. There are enough materials for 15 groups per class.
• Make copies:
• Make a class set of Student Procedures for Part 1(1 for every 2 students).
• Student Packet for Part 1 (for each student).
• Have a white board or document camera available to list student ideas for the class OR
• Make the following document masters.
o Properties of Blood Vessels
o Experimental Design Ideas
Teacher Notes
• In part 1,
• You may want to put up the ‘Blood Vessel” poster as a reference.
• Use the model “Death of an Artery” when discussing why people might need a bioengineered
blood vessel. (Question #1)
• Student pairs can choose their own material or the teacher could hand them out so that the
student groups near each other have different materials.
• After you discuss properties and experimental designs, ask your students which of the materials is
most like the blood vessels in the real heart. Have them pick one!
Prerequisite Knowledge/Skills
• Students will need to know how blood vessels work.
• Students must have a basic understanding of atherosclerosis.
• Students will need to be familiar with blood vessel tissue properties.
• Students will need to know the function of blood and what happens if the blood is not able to
reach an area to do its job.
• Students will have to understand what affect pressure (force) on the inside of a blood vessel can
have on the functioning of the vessel (it can cause it to bulge or rupture).
• Students should be able to work independently in groups but also know when it is appropriate to
ask clarifying questions.
Student Misconceptions
• Students often confuse qualitative and quantitative observations.
Vocabulary
Stroke
Paralysis
Blood Vessel
Atherosclerosis
Clot
Aneurysm
Tissue
Disability
Coma
Bioengineered Material
Bioengineer
Control
Quantitative Data
Qualitative Data
Safety
• There are no safety concerns for this part.
© 2008 Youth Take Heart
2
REV JAN 2010
Teacher Version
IN PURSUIT OF AN ARTIFICIAL BLOOD VESSEL
Procedure, Data Collection and Analysis
1. Give students about 10 minutes: Answer Questions #1-4 on your student packet (See in Practice,
Assessment of Learning and Conclusion section below.) Once students have finished, you may want
to go over some of the answers as a class.
2. With a partner, choose a household material sample. DON’T RIP OR BREAK SAMPLE. THEY WILL
NEED TO BE REUSED! You may want to hand out a different material to different groups so there is
a variety to think about for the class discussion.
3. Give students about 10 minutes to do questions #5-10 and then discuss as a class. Then give them
another 10 minutes to finish questions or send last four questions home as homework. Using the one
material that you and your partner chose, answer questions #5 -14 in your student packet (See in
Practice, Assessment of Learning and Conclusion section below).
Teacher: Circulate among the pairs to ask questions about what the students are noticing.
4. Share the properties needed in a blood vessel and your experimental design to test for a property
with the class. From the discussion, add any insights you get to your design.
Teacher:
• It is recommended that you make a list of the properties necessary for an effective blood
vessel from the properties thought up by each group. Putting them up on the board or on the
overhead will help students gain from each others’ ideas.
• You may also want to make a list of summaries of the different experimental designs that the
students have thought up. This will give them more ideas for experimental designs in later parts
of the lesson. This could include the kinds of data the students plan on collecting and how they
would collect it.
• Make sure to draw out how students would control all the variables except their manipulated
variable and what a control set up could look like.
Practice, Assessment of Learning, and Conclusion
Answer the following questions as you READ the General Overview and Part 1 of your STUDENT
PROCEDURES. Each part will tell you when to answer questions.
1) What are two reasons why a person may need a bioengineered blood vessel? Refer to the
BACKGROUND SECTION on your student procedure GENERAL OVERVIEW.
A person might need to use bioengineered blood vessel tissue to replace a diseased (by
atherosclerosis) coronary artery, a vessel that has a weakened wall (aneurysm) such as an artery in
the brain that might cause a stroke or in the aorta.
2) What are two things blood vessels need to be able to do?
Blood needs to be able to flow through it. The vessel needs to be strong enough to withstand the
pressure from the blood. It may need to be able to exchange oxygen/nutrients/ carbon dioxide and
waste products through the wall of it. It needs to be flexible to move with the body as the body
moves. The walls need to be able to expand and return to the original shape (elastic) as the heart
pumps blood through them. The blood vessels need to be able to reach all parts of the body.
3) What properties should blood vessels have for them to be effective? List three. You may need to
review what you learned during the Circulatory System Learning Stations.
Three properties that blood vessels must have to be effective are elasticity, strength, and smoothness
(so it doesn’t block flow or cause blood clots). (Other possible properties: tough, stretchy, holds
shape, have a diameter wide enough to allow maximum blood flow, the right size.)
4) What are some everyday materials that you could use to simulate blood vessel tissue? List three:
Answers will vary...plastic wrap, leather, latex, rubber, straws, polyester...
5) Write down the name of your material. What observations can you make about your chosen
household material sample?
Answers will vary.
6) Think back to the blood vessels coming out of the sheep’s heart or on the surface of the heart. How
is your chosen household material the same?
Answers will vary.
7) How is it different?
Answers will vary.
© 2008 Youth Take Heart
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Teacher Version
IN PURSUIT OF AN ARTIFICIAL BLOOD VESSEL
8) If you were going to make a blood vessel out of this sample, what would you have to do to it?
To make a blood vessel out of the material, you would have to form it into a tube-like structure. You
would have to give the tube the diameter and size of the blood vessel it would be replacing.
9) What properties would make your chosen household material an effective biomaterial for making
artificial blood vessels?
The properties that our chosen household material would have to make an effective blood vessel
would be elasticity, strength, smoothness, other...
10) How could you test one of these properties? (ex. Smooth; slide something across it).
Answers will vary.
11) Write down your design to test this property of your household material.
Answers will vary.
12) How are you going to measure your results? What tools will you use? (What kind of data would you
collect? Quantitative data? Qualitative data?)
Answers will vary.
13) What would you use as your control?
If possible, you could use a real blood vessel or a currently used biomaterial as a control.
14) What are some weaknesses of using this household material for making blood vessels?
It may not return to its original shape, isn’t strong enough, flexible enough or smooth enough. If it
is not smooth enough, blood will be triggered to clot. The body might see it as foreign and build
a rejection reaction to it. It also may not work for the tiny size that the vessels may need to be. It
dissolves or breaks down in the body.
Resources
http://www.exploratorium.edu/ifi/resources/classroom/connect/marrero.html
The project described was supported by Grant Number 5R25RR018633-04
from the National Center for Research Resources (NCRR), a component of the
National Institutes of Health (NIH). Its contents are solely the responsibility of
the authors and do not necessarily represent the official views of NCRR or NIH.
Department of Health and Human Services • National Institutes of Health
Supported by a Science Education
Partnership Award (SEPA) from the
National Center for Research Resources
© 2008 Youth Take Heart
4
REV JAN 2010
Teacher Version
IN PURSUIT OF AN ARTIFICIAL BLOOD VESSEL
Lesson:
IN PURSUIT OF AN ARTIFICIAL BLOOD VESSEL
- Inquiry-Based Scientific Investigation
-Part 2: Testing a Real Engineered Biomaterial
Overview
In the second part of this lesson:
• Students will use a prescribed procedure to test a real biomaterial for elasticity. This biomaterial
is “Gore-Tex,” which is used as a material in artificial blood vessels.
Student Learning Objectives
After completing this lesson, students will be able to
1) Evaluate the outcome of an experiment that tests properties needed in a blood vessel.
2) Demonstrate skills consistent with those used in the career of bioengineering.
Teacher Background
The stages of inquiry addressed in this part is:
• Investigation (Parts 3 through 4)
Time Frame
Part 2: 30 minutes Materials (per group of two students)
• 1 Gore-Tex sample
• 2 Duct Tape pieces
• 1 Jumbo Paper Clip
• 1 Spring Scale
• 1 Ruler with centimeter measurements
• 2 Goggles
• Document Masters
• Set up diagram
• Team Data Table
• Class Data Table
Teacher Preparation
• Students can do this lab in groups of two. There are enough materials for 15 groups per class. • Make copies:
• Make a class set of Student Procedures for Part 2 (1 for every 2 students).
• Copy a Student Packet of Part 2 (for each student).
• Make Document Masters of the following:
o Experimental Set Up
o Team Data Table
o Class Data Table
•
Teacher Notes
• Warn students that using the spring scale in a manner it was not designed for will result in damaging
Students, in the past, have pulled on it as hard as they could between their two arms. The spring would not return to its original tightness, rendering it useless. Spring scales are one of the more expensive parts of the kit.
• Teachers have found it helpful to have a demo set-up in the front of the room. © 2008 Youth Take Heart
1
REV JAN 2010
Teacher Version
IN PURSUIT OF AN ARTIFICIAL BLOOD VESSEL
Prerequisite Knowledge/Skills
• Students will need to know how blood vessels work.
• Students will need to be familiar with blood vessel properties.
• Students will have to understand what effect pressure (force) on the inside of a blood vessel can
have on the functioning of the vessel. (It can cause it to bulge or rupture.) • Students will need to be able to recognize when a set up is safe or unsafe and what precautions
must be taken (wearing goggles, making sure the area is clear of other people).
• Students may need to have the spring scale demonstrated for them.
• Students need to know how to find an average.
• Students should be able to work independently in groups but also know when it is appropriate to
ask clarifying questions.
Student Misconceptions
• Students often confuse qualitative and quantitative observations.
• Students often confuse evidence, inferences and conclusions. Make sure data table represents
qualitative and quantitative data and not inferences.
• Students often confuse median, mode and average (mean).
Vocabulary
Bioengineered Material Bioengineer
Procedure
Qualitative Data
Quantitative Data
Elasticity
Gore-Tex
Average (Mean)
Mode
Median
Safety
Wear goggles at all times! There is the potential for the spring scale to slip off or the material to break
when pulling on it with the spring scale. It is important that you wear goggles the entire time that you
work with the experimental set up so that it doesn’t end up hurting someone’s eye. (It is really important
that students wear goggles at all times. You may want to have students put on their goggles even before
they start the procedure.)
Procedure
Bioengineered Material Testing For ELASTICITY (A material’s ability to return to its original shape after
having been subjected to a force, such as being stretched).
1.Form a lab group of two people.
2.Choose a person to perform one of each of the following set of roles;
• Materials-Pick-Up/Procedure Reader/Data Collector/Recorder of Answers to Questions
• Experimental-Set-Up and Performer/Clean Up Manager
Experimental Set Up:
3.Obtain a sample of Gore-Tex. DON’T RIP OR BREAK SAMPLE. THEY NEED TO BE REUSED!
4.Demo the set up in the front of the room, before the students begin. With the end of the large
paper clip, poke a hole into one end of the sample. If a hole has already been made in the
sample, use that hole.
5.Using a piece of duct tape, tape it to one end of your biomaterial sample (the end opposite the
hole). Cover at least two centimeters of the sample so the sample can’t pull free.
6.Add a second piece of duct tape, sticky side covering the same amount of the back of the sample
and some of the first piece of the duct tape. Make it shorter than the first so there is a sticky part
on the first piece sticking up to attach to table. The sample is now held in place on both sides.
© 2008 Youth Take Heart
2
REV JAN 2010
Teacher Version
IN PURSUIT OF AN ARTIFICIAL BLOOD VESSEL
7.Attach the sticky top part of the tape to the side of your desk so that the sample hangs towards
the floor (see diagram below).
8.Attach a large paper clip to the hole in the sample.
9.Attach the spring scale to the other end of the large paper clip, so that it hangs down.
Investigation Set-up
Duct Tape
Gore-Tex
Paper Clip
Spring Scale
10. Answer Question 15 in your student packet. (see Data Collection and Analysis below)
Team Data Collection:
11. Make qualitative observations of the Gore-Tex, such as color and texture. Write information on the “Team Data Collection” Table in your student packet.
12. The team’s data should be filled in on each group member’s table. (In the end, each person must have the data on her/his own table.)
13. Using a ruler, measure the length (in cm) of the biomaterial before you begin to pull the spring scale down. Measure it from where it meets the tape to the top of the hole.
14. Record this initial length of the Gore-Tex sample on the “Team Data Collection” Table in your
student packet (A) under Trail 1.
15. Slowly pull the spring scale down to 1000 grams.
16. Measure the length (in cm) of the biomaterial (between where it meets the tape and the top of the hole); while you have it pulled down by the spring scale to 1000 grams.
17. Record this length on the “Team Data Collection” Table in your student packet under Trail 1.
18. Release the spring scale. Now measure the length of the sample (between where it meets the tape and the top of the hole).
19. Record this length on the “Team Data Collection” Table in your student packet (B) under Trail 1.
20. Add any final qualitative observations to the “Team Data Collection” Table in your student packet
for Trial 1.
21. Repeat steps 11-20 for a total of three times with your sample of Gore-Tex for Trials 2 and 3.
22. Calculate the average length of the biomaterial before it was stretched for each trial.
23. Record this on your “Team Data Collection” Table (A).
24. Calculate the average length of the biomaterial when it was stretched by 1000 grams for each trail.
25. Record this on your “Team Data Collection” Table.
26. Calculate the average length of the biomaterial after the spring scale was released.
© 2008 Youth Take Heart
3
REV JAN 2010
Teacher Version
IN PURSUIT OF AN ARTIFICIAL BLOOD VESSEL
27. Record this in your “Team Data Collection” Table (B).
28. Calculate the average difference between the length of the sample after releasing the spring scale (B) and the average length before pulling on the spring scale (A). (Therefore, the average difference would be B-A )
29. Place this average on the “Team Data Collection” Table in your student packet.
30. Dismantle your set up.
31. Return your materials to your teacher and clean up.
Class Data Collection:
32. On the “Class Data Collection” Table under the document camera, enter your average difference
between the length of the sample after applying force with the spring scale (B) and the length
before applying the force (A).
33. Come together as a class and calculate the average of all the team averages.
34. Record the class averages on the “Class Data Collection” Table in your student packet.
35. Hand in your student procedures to your teacher.
36. Answer Question #16-22 (See in Practice, Reinforcement and Analysis section below.)
DATA COLLECTION AND ANALYSIS
Answer the following questions as you READ Part 2 of your STUDENT PROCEDURES. Each part will tell
you when to answer questions.
15) Draw a labeled diagram of the set up in Part 2.
Team Data: Elasticity of Gore-Tex
Amount of Weight on
the Sample
0 grams (Before Pulling
Down on Spring Scale-A)
Qualitative Data
Length of Gore-Tex (cm)
Trial
1
Trial
1
Trial
1
Average
of Trials
Make sure to record observations and not
inferences (example: material is getting thinner
or changing color, not weaker)
1000 grams (While Pulling
Down on the Spring Scale)
0 grams (After Spring Scale
has been released-B)
Difference between the
average length of the sample
after releasing the spring
scale (B) and the average
length before pulling on the
spring scale (A) therefore
B-A
© 2008 Youth Take Heart
Team Data: Elasticity of Gore-Tex
4
REV JAN 2010
scale (B) and the average
length before pulling on the
spring scale (A) therefore
B-A
Teacher Version
IN PURSUIT OF AN ARTIFICIAL BLOOD VESSEL
Team Data: Elasticity of Gore-Tex
DIFFERENCE between the average length of the sample after
releasing the spring scale (B) and the average length before pulling
on the spring scale (A) therefore B-A
Average for Your Team
(all teams put your value
in this area)
Class Average (Mean)
Extension-remove if not doing
Class Mode
Class Median
Extension-remove if not doing
16) From your data, would you say the Gore-Tex was “elastic?” Why or why not? Gore-Tex should be pretty elastic. It should hold its shape pretty well. This means that it returns to the same length after each time it has been stretched by the 1000 grams of weight.
17) Is Gore-Tex stretchy? Why or why not?
Gore-Tex is not very stretchy. When 1000 grams is applied, it only stretched by less than a cm.
18) Is it important for a blood vessel to be elastic or stretchy? Explain
It is important that it stretches a little bit with the pulsing of the blood. More importantly, the blood vessel has to withstand the pressure of blood being pumped through it without losing its shape. If it lost its shape, it would take increasing amounts of force from the heart contracting to get the blood to all parts of the body.
19) Would the hole placement make a difference? Why or why not? Where would be the best place to put the hole?
The hole should be at the center of the edge but not too close. If it is too much to one side, the material may twist and make it hard to measure. If it is too close to the edge, the material may rip.
20) Why are multiple trials important when collecting data?
Doing multiple trials allows the experimenter to see if the data is consistent. This increases the reliability of the results.
21) After conducting this experiment, what kinds of improvements or changes in the set-up could you make? Answers will vary. Students could recomend using a different sample of gore-tex for each trial, instead of the same sample all three times.
22) What new questions come to mind after testing this biomaterial for its use as a blood vessel?
Answers will vary. A new question could address testing other properties of the material
as fitness for an artificial blood vessel or using other types of materials or the conditions
the material is under such as being wet or dry. (This could also make a helpful warm up
question before starting parts 3 and/or 4).
Extension:
Calculate the median and mode for your class data.
Answers will vary.
© 2008 Youth Take Heart
5
REV JAN 2010
Teacher Version
IN PURSUIT OF AN ARTIFICIAL BLOOD VESSEL
The project described was supported by Grant Number 5R25RR018633-04
from the National Center for Research Resources (NCRR), a component of the
National Institutes of Health (NIH). Its contents are solely the responsibility of
the authors and do not necessarily represent the official views of NCRR or NIH.
Department of Health and Human Services • National Institutes of Health
Supported by a Science Education
Partnership Award (SEPA) from the
National Center for Research Resources
© 2008 Youth Take Heart
6
REV JAN 2010
Teacher Version
IN PURSUIT OF AN ARTIFICIAL BLOOD VESSEL
Lesson:
IN PURSUIT OF AN ARTIFICIAL BLOOD VESSEL
- Inquiry-Based Scientific Investigation
-Part 3: Household Materials in a Blood Vessel?
Overview
In the third part of this lesson:
• Students will use what they have learned in part 2 to test a household material for potential use in
an artificial blood vessel. They will be testing the material for elasticity.
Student Learning Objectives
After completing this lesson, students will be able to
1) Examine different types of materials that bioengineers could use to replace a person’s blood
vessel.
2) Design an experiment to test a hypothesis about properties necessary for an effectively
functioning blood vessel.
3) Evaluate the outcome of an experiment that tests properties of a blood vessel.
4) Compare specific properties of materials to determine which material would be the most effective
in an artificial blood vessel.
5) Demonstrate skills consistent with those used in the career of bioengineering.
Teacher Background
The three stages addressed in this part are:
1. Planning and Prediction
2. Investigation
3. Summary of Findings
Time Frame
Part 3: 50 minutes total-20 minutes planning, 30 minutes for doing procedure and analysis
Materials (per student group)
Part 3: (2 per group)
One or more samples of the following household materials:
• Plastic Wrap
• Nylon
• Sponge
• T-shirt pieces
• “Press-n-Seal” Plastic Covering
• Vinyl
• Polyester
• Latex (Optional. If you want this option, cut up any left over latex gloves from the kit. Other
sample sizes are about 2 inches x 2.5 inches).
2 Duct Tape pieces
1 Jumbo Paper Clip
1 Spring Scale
1 Ruler with centimeter measurements
2 Goggles
Document Master: Scientific Process Table
© 2008 Youth Take Heart
1
REV JAN 2010
Teacher Version
IN PURSUIT OF AN ARTIFICIAL BLOOD VESSEL
Teacher Preparation
• Students can do this lab in groups of two. There are enough materials for 15 groups per class.
The samples are meant to be used period after period. Extra samples of materials have been added,
in case materials become altered during the testing.
• Make copies:
• Make a class set of Student Procedures for Part 3 (1 for every 2 students).
• Student Packet for Part 3 (for each student).
• Make a copy of the Peer Review Sheet for each group (1 for every 2 students).
• Make a document master of the Scientific Process Table.
Teacher Notes
• It is recommended that the procedure in part 2 is NOT available to students in part 3 and 4. It will
challenge them to pay better attention (maybe even make notes of what they do) on the day they do
have the procedure for Part 2 and will keep them from copying the steps word for word for parts 3
and 4.
• Student groups can choose their own material or the teacher could hand them out so that the
student groups near each other have different materials. You may want a different container for each
type of sample. We have included some weaker materials (plastic wrap, “Press n Seal” and latex).
They make it to around 600 grams of weight and then rip. Our hope is that this would start a
discussion about what they can conclude about their hypothesis when they can’t get meaningful
data due to a flaw in the materials (“not supported”).
• Warn students that using the spring scale in a manner it was not designed for will result in
damaging it. Students, in the past, have pulled on each end of the spring scale as hard as they can.
The spring would not return to its original tightness, rendering it useless. Spring scales are one of the
more expensive parts of the kit.
• Students can test more than one material, especially if their first material rips. It also keeps faster
groups busy. They can use this additional data to discuss what material makes the best blood vessel.
Prerequisite Knowledge/Skills
• Students will need to know how blood vessels work.
• Students will need to be familiar with blood vessel properties.
• Students will have to understand what affect pressure (force) on the inside of a blood vessel can
have on the functioning of the vessel (it can cause it to bulge or rupture).
• Students will need to be able to recognize when a set up is safe or unsafe and what precautions
must be taken (wearing goggles, make sure the area is clear of other people).
• Students may need to have the spring scale demonstrated for them.
• Students will need to know the difference between manipulated and responding variables.
• Students need to be familiar with how to write a hypothesis.
• Students should be able to work independently in groups but also know when it is appropriate to
ask clarifying questions.
• Students will need to understand the difference between evidence (data) and inference.
Student Misconceptions
• Students often confuse the manipulated and responding variables (independent versus dependent
variables).
• Students often have trouble looking at a question and determining the manipulated and
responding variables.
• Students often confuse qualitative and quantitative observations.
• Students often confuse evidence, inferences and conclusions. Make sure data table represents
qualitative and quantitative data and not inferences.
© 2008 Youth Take Heart
2
REV JAN 2010
Teacher Version
IN PURSUIT OF AN ARTIFICIAL BLOOD VESSEL
Vocabulary
Blood Vessel
Bioengineered Material
Bioengineer
Elasticity
Safety
Inquiry
Hypothesis
Manipulated Variable
Responding Variable
Control
Procedure
Quantitative Data
Qualitative Data
Analysis
Conclusion
Wear goggles at all times! There is the potential for the spring scale to slip off or the material to break
when pulling on it with the spring scale. It is important that you wear goggles the entire time that you
work with the experimental set up so that it doesn’t end up hurting someone’s eye. (It is really important
that students wear goggles at all times. You may want to have students put on their goggles even before
they start the procedure.)
Procedure and Data Collection
If the directions of all 4 parts are given out at one time, move directions from Student Packet to Student
Worksheet
1. Form a lab group of two people.
2. Choose a person to perform one of each of the following set of roles;
• Materials-Pick-Up/Procedure Reader/Data Collector/Recorder of Answers to Questions
• Experimental-Set-Up and Performer/Clean-Up Manager
3. Choose one of the household materials. If they are not damaged in testing, they will be reused.
4. Design a scientific investigation to answer the following question:
“In terms of elasticity, how does your chosen material compare to Gore-Tex, a real engineered
biomaterial?”
5. Fill in the scientific process table on your student worksheet with your question, variables, hypothesis, procedure and diagram, and data table. Write enough numbered steps in your procedure that a person who does not know what is going on would be able to do it without asking you questions. Feel free to use what you learned in testing Gore-Tex for elasticity. Also, use your Gore-Tex results as your control.
6. Check your work with another group before running your experiment. The other group must be testing a different material. Use the provided “Peer Review” sheet to give feedback to the other group.
7. Conduct your experiment. If your sample rips before reaching 1000 grams, write this down in your data collection table and choose a second sample.
8. Answer questions 23 to 31 in your student packet (See in Practice, Assessment of Learning and Conclusion section below). You may want to discuss the answers as part of a class discussion after clean up is completed.
9. Dismantle your set up.
10. Return your materials to your teacher and clean up.
© 2008 Youth Take Heart
3
REV JAN 2010
variables).
Students often have trouble looking at a question and determining the manipulated and responding
variables.
v Students
Teacher
Versionoften confuse qualitative and quantitative observations.
IN PURSUIT
OF AN often
ARTIFICIAL
BLOOD
VESSEL
v Students
confuse
evidence,
inferences and conclusions. Make sure data table represents
qualitative and quantitative data and not inferences.
v
Answer the following questions as you READ Part 3 of your STUDENT PROCEDURES. Each part will tell
you 3.
when to answer questions.
Question: In terms of elasticity, how does your chosen material compare to Gore-Tex, a real engineered
biomaterial?
Manipulated Variable: A change in the type of
Responding Variable: The amount of elasticity
material being tested.
of the new material (as compared to Gore-Tex)
Hypothesis (include prediction and explanation): My chosen material will have (more or less)
elastic as compared to the Gore-Tex because…some reason based on the properties of the material.
Procedure: This can be very similar to Part 2. It is recommended that students do not have the procedure
from Part 2 available so they do not simply copy. You may want to warn them when they do Part 2, so they
take notes on what they do.
Labeled Diagram (Don’t include things that you always use, like pencils and paper.) Remind
students to include diagrams of both experimental and control set ups.
Safety: Add info from “Safety” section.
Data Collection (in the form of a table): Similar to the table used in Part 2.
23) Give an example of a type of evidence that you collected in this part of the lesson.
23) Give
an example
of a type They
of evidence
thatwill
you
collected
this the
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before, while, and after 1000 grams of weight was applied to it. They also may talk about their
qualitative data.
Analysis
24) Analyze your data by describing what happened in words. Then, compare this description to what happened
Data
Analysis
when
you tested Gore-Tex.
They mayyour
compare
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material
returned in
to words.
after being
stretched
by 1000
grams of weight.
They
24) Analyze
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by describing
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compare
this description
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might
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if theyou
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changed
in other ways when tested, if it stretched the same amount each time, or
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they tested
how
Theymuch
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returnedthese
to after
being
stretched
by 1000
of
Gore-Tex.
weight. They might discuss if the material changed in other ways when tested, if it stretched the
same amount each time, or how much it stretched in words. They can then compare these things to
Conclusion
what happened when they tested Gore-Tex.
25) If your sample broke before you reached 1000 grams, what can be concluded about your hypothesis (Was it
“supported” or “not supported”)?
Conclusion
If their sample broke before reaching 1000 grams, their hypothesis will be “not supported” because they were
25) If
broke
beforedata.
you reached 1000 grams, what can be concluded about your hypothesis
notyour
ablesample
to collect
meaningful
(Was
it
“supported”
or
“not
supported”)?
26) To write a conclusion for your experiment, discuss whether your hypothesis was “supported” or “not
Youth
If their
broke before reaching 1000
Take sample
Heart 04/08//07
4 grams, their hypothesis will be “not supported” because
they were not able to collect meaningful data.
26) To write a conclusion for your experiment, discuss whether your hypothesis was “supported” or “not
supported.” Use your data to explain why you chose supported or not supported. (“Not supported”
can also mean that there was a problem with data collection, such as the sample broke. If that is the
case, explain why).
Answers will vary. Their response must be supported by a summary of their data.
27) How does evidence differ from a conclusion?
Evidence is a record of observations. A conclusion attempts to explain what the observations mean,
especially in deciding if the hypothesis was supported or not.
28) What weaknesses were there in your procedure?
Answers will vary.
29) After conducting this experiment, what kinds of improvements or changes in the design could you
make?
Answers will vary. An example could be to use 3 different samples of the household materials, one
for each trial.
© 2008 Youth Take Heart
4
REV JAN 2010
Teacher Version
IN PURSUIT OF AN ARTIFICIAL BLOOD VESSEL
30) Would you choose to use this material in an artificial blood vessel? What property makes it good for
a blood vessel or not good for a blood vessel?
Answers will vary. Good properties include strong and elastic. Bad properties are that it loses its
shape or tears.
31) What new question do you have, based on this experiment, that you could test? (What other
properties would be important to test?)
Answers will vary.
The project described was supported by Grant Number 5R25RR018633-04
from the National Center for Research Resources (NCRR), a component of the
National Institutes of Health (NIH). Its contents are solely the responsibility of
the authors and do not necessarily represent the official views of NCRR or NIH.
Department of Health and Human Services • National Institutes of Health
Supported by a Science Education
Partnership Award (SEPA) from the
National Center for Research Resources
© 2008 Youth Take Heart
5
REV JAN 2010
Teacher Version
IN PURSUIT OF AN ARTIFICIAL BLOOD VESSEL
Lesson:
IN PURSUIT OF AN ARTIFICIAL BLOOD VESSEL
- Inquiry-Based Scientific Investigation
- Part 4: Design Your Own Experiment
Overview
In the fourth part of this lesson:
• The laboratory teams will work to design their own experiment. This experiment will test a
household material for a property of an artificial blood vessel. It will be their task to find a different
manipulated or responding variable to test. Please see teacher notes for ideas for manipulated
and responding variables. The easiest responding variable to test at this point would be elasticity
but if the teacher thinks the students’ plan is feasible, the team could choose a new responding
variable.
Student Learning Objectives
After completing this lesson, students will be able to
1) Examine different types of materials that bioengineers could use to replace a blood vessel.
2) Design an experiment to test a hypothesis about properties necessary for an effectively
functioning blood vessel.
3) Evaluate the outcome of an experiment that tests properties of a blood vessel.
4) Compare specific properties of materials to determine which one would be the most effective in
an artificial blood vessel.
5) Demonstrate skills consistent with those used in the career of bioengineering.
Teacher Background
The three stages addressed in this part are:
1. Planning and Prediction
2. Investigation
3. Summary of Findings
Time Frame
Part 4: 50 minutes total-20 minutes planning, 30 minutes procedure and analysis, additional time to
write up.
Materials (per student groups of two)
One of the following household materials:
• Plastic Wrap
• Nylon
• Sponge
• T-shirt pieces
• “Press-n-Seal” Plastic Covering
• Vinyl
• Polyester
• Latex (This is optional. If you want this option, cut up any left over latex gloves from the kit. Other
sample sizes are about 2 inches x 2.5 inches.)
• Optional-Paper towel (Supplied by Teacher)
• Optional-Kleenex (Supplied by Teacher)
• Optional-Water (Supplied by Teacher)
• Optional-Other materials students bring from home or supplied by your teacher.
2 Duct Tape pieces
1 Jumbo Paper Clip
1 Spring Scale
1 Ruler with centimeter measurements
2 Goggles
© 2008 Youth Take Heart
1
REV JAN 2010
Teacher Version
IN PURSUIT OF AN ARTIFICIAL BLOOD VESSEL
Teacher Preparation
• Students can do this lab in small groups of two. There are enough materials for 15 groups per class.
• Make copies:
• Make a class set of Student Procedures for Part 4 (1 for every 2 students).
• Copy a Student Packet for Part 4 (for each student).
• Paper towel and Kleenex are not supplied in the kit. You don’t have to make it available. The goal
was to find accessible materials that break easily.
Teacher Notes:
• It is recommended that the procedure that the students use in part 2 is NOT available to them in
part 3 and 4. It will challenge them to pay better attention (maybe even make notes of what they do)
on the day they do have the procedure and will keep them from copying the steps word for word for
parts 3 and 4.
• Warn students that using the spring scale in a manner it was not designed for will result in
damaging it. Students, in the past, have pulled on each end of the spring scale as hard as they can.
The spring would not return to its original tightness, rendering it useless. Spring scales are one of the
more expensive parts of the kit.
• Student groups can choose their own material or the teacher could hand them out so that the
student groups near each other have different materials. We have included some weaker materials
(plastic wrap, “Press n Seal” and latex). They make it to around 600 grams of weight and then rip.
Our hope is that this would start a discussion about what they can conclude about their hypothesis
when they can’t get meaningful data due to a flaw in the materials (“not supported”).
• In part 4, some of the manipulated variables that could be changed in their investigation could be:
• Thickness
• Wet versus dry
• Different colors
• Different brands
• Other materials they bring from home
• In part 4, some different responding variables could be:
• Elasticity (as in parts 2 & 3)
• Strength
• Semi-permeability
• Water resistance
• Ability to hold a liquid
• For the final report, it is up to the teacher whether each student must submit their own unique report
or if the pair hands in one report together. It would be possible for the report to be divided in half, one
part to each student, to be combined in the end.
Prerequisite Knowledge/Skills
• Students will need to know how blood vessels work.
• Students will need to be familiar with blood vessel properties.
• Students will have to understand what affect pressure (force) on the inside of a blood vessel can
have on the functioning of the vessel (it can cause it to bulge or rupture).
• Students will need to be able to recognize when a set up is safe or unsafe and what precautions
must be taken (wearing goggles, make sure the area is clear of other people).
• Students may need to have the spring scale demonstrated for them.
• Students will need to know the difference between manipulated and responding variables.
• Students need to be familiar with how to write a hypothesis.
• Students should be able to work independently in groups but also know when it is appropriate to
ask clarifying questions.
• Students will need to understand the difference between evidence (data) and inference.
© 2008 Youth Take Heart
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Teacher Version
IN PURSUIT OF AN ARTIFICIAL BLOOD VESSEL
Student Misconceptions
• Students often confuse the manipulated and responding variables (independent versus dependent
variables).
• Students often have trouble looking at a question and determining the manipulated and
responding variables.
• Students often confuse qualitative and quantitative observations.
• Students often confuse evidence, inferences and conclusions. Make sure data table represents
qualitative and quantitative data and not inferences.
Vocabulary
Blood Vessel
Bioengineered Material
Bioengineer
Inquiry
Hypothesis
Manipulated Variable
Responding Variable
Quantitative Data
Qualitative Data
Procedure
Control
Analysis
Conclusion
Elasticity
Safety
Wear goggles at all times! There is the potential for the spring scale to slip off or the material to break
when pulling on it with the spring scale. It is important that you wear goggles the entire time that you
work with the experimental set up so that it doesn’t end up hurting someone’s eye. (It is really important
that students wear goggles at all times. You may want to have students put on their goggles even before
they start the procedure.)
Procedure and Data Collection
1. Form a lab group of two people.
2. Choose a person to perform one of each of the following set of roles;
• Materials Pick-Up/Procedure Reader/Data Collector/Recorder of Answers to Questions
• Experimental Set-Up and Performer/Clean Up Manager
3. Using the material you chose in part 3, create a new question to test. The test should be related to a property that is important in a blood vessel. (Change your manipulated variable or your responding variable). If the sample is not damaged in the testing, it will be reused. (examples: effects of thickness, wet versus dry, different colors, different brands, can hold a liquid, etc-see teacher notes)
4. Answer your question with a hypothesis.
5. Design a scientific investigation to test your hypothesis. Make sure to include safety precautions.
6. Check your work with your teacher before doing your experiment.
7. Type up a final report that includes all of the parts of the scientific process (see table in Part 3 as a guide). You may draw your diagram and data table if you need to.
8. To finish your final report, answer questions 32 to 42 in your student packet (See in Practice, Assessment of Learning and Conclusion section below).
9. Dismantle your set up.
10. Return your materials to your teacher and clean up.
Practice, Assessment of Learning, Analysis and Conclusion
Answer the following questions as you READ the General Overview and Part 1 of your STUDENT
PROCEDURES. Each part will tell you when to answer questions.
32) Why did you choose to do this last experiment the way you did? Explain why you chose the method
of measuring that you did.
Answers will vary.
33) What did you already know about this topic before you started to design your own experiment?
The students should know some of the properties of blood vessels and some properties of their
chosen household material. They had seen how a real biomaterial had been tested. They also know
some of the reasons a person would need a new blood vessel and some of the risk factors for these
problems.
© 2008 Youth Take Heart
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Teacher Version
IN PURSUIT OF AN ARTIFICIAL BLOOD VESSEL
34) In part 4, was your hypothesis supported or not supported? Use your data and the properties of
the material to explain why you choose “supported” or “not supported.” (“Not supported” can also
mean that there was a problem with data collection. If that is the case, explain why.)
Answers will vary. Their response must be supported by a summary of their data.
35) What are strengths of your household material as a blood vessel?
Answers will vary.
36) What are the weaknesses of your household material as a blood vessel?
Answers will vary.
37) What weaknesses were there in your procedure?
Answers will vary.
38) If you were to do this experiment again, how would you change your procedure?
Answers will vary. The goal is for them to find a way to improve on what they just did.
39) What new question do you have, based on this experiment, that you could test?
Answers will vary. They could consider testing a different material or different properties of a material.
40) Compare your results with teams that tested a different material. Which material would make the
best arteries? Why? (Use your data to support your answer).
Answers will vary.
41) How does honestly comparing your results with others help you identify the best material to be used
in artificial blood vessels?
Answers will vary. If a group is not honest with their results, comparing the values becomes
meaningless. An inferior material that is not as close to a blood vessel may be chosen.
42) Describe how your experiments could help with future development of artificial blood vessels.
Answers will vary. Testing properties helps us learn more about those properties and the strengths
and weaknesses of methods used to test them. This growing knowledge base helps us narrow the
choices for artificial blood vessels, consider new materials to test and determine the most reliable
way to test the properties.
Extension
If students have more time, they could test another property or variable that could affect a material’s
usefulness in artificial blood vessels.
The project described was supported by Grant Number 5R25RR018633-04
from the National Center for Research Resources (NCRR), a component of the
National Institutes of Health (NIH). Its contents are solely the responsibility of
the authors and do not necessarily represent the official views of NCRR or NIH.
Department of Health and Human Services • National Institutes of Health
Supported by a Science Education
Partnership Award (SEPA) from the
National Center for Research Resources
© 2008 Youth Take Heart
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