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Download 5E Lesson Plan on Cardiology and Vascular System
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Transcript
Houston Baptist University School of Education Name of Lesson Plan Teacher’s Name _____________________________________________________________ Subject: Subject: Biology Grade Level: 9th Time Estimate: 1(50-60 min) Unit: Cardiology/vascular Topic: Cardiac Cycle/Labs Goal(s): TLW learn the main cardiac chambers, how blood circulates through the body. TLW understand that cells need oxygen to survive and blood carries it through the body. TLW appreciate the body’s cardiovascular warning system works by recognizing S/S that potentially signal cardiac problems. Objective(s): TLW identify the normal heart anatomy and electrical conduction system of the heart. TLW describe, trace and summarize normal cardiac blood flow and the meaning of blood pressure. TLW describe how the cardiac cycle and blood flow supports systemic blood throughout the human body. TLW determine blood pressure, solve cardiac output, and predict how these values relate to ejected force from the cardiac chambers, how BP and stroke volume are measured in lab. TLW generate own ideas of cardiac functioning values that is considered within normal range for adults. TLW evaluate normal ranges of cardiac functioning in adults. TEKS: 112.34.C.3ABCDF Materials/Resources/Technology needs: White boards, markers, or active board, video clips, EKG diagrams, health care aids and heart models, graphing paper, stethoscope and blood pressure cuff. Literature: 100,000 hearts: A surgeon’s memoir by Denton A. Cooley, MD _______________________________________________________________________ 5E Instructional Procedures Engagement: Activity 1: Read 100,000 Hearts book on page 126 and stop with page 127 at the end of the first paragraph. Allow students to write brief phrases (such as a science journal) during the “read aloud” passage. What events damaged Mr. Thomas’s heart so badly that his surgery involved more than simply replacing three cardiac valves? When did Dr. Cooley realize that Mr. Thomas’s only option was a heart transplant? In a turn of irony, how did Dr. Cooley come to know the donor of the first human transplant recipient? What is coarctation? What do we know about scientific terms? Where are they borrowed from? Science is a field filled with borrowed scientific words from which languages? Have students use cell phones to look up coarctation. Latin coarctation-, coarctatio tightening, from coarctare, coartare to constrict, from co- + artare to fix firmly, from artus close, tight; akin to Latin artus joint. Activity 2: Next, transition class back to teacher and ask how many students have heart disease in their families or know of someone who has died of heart related diseases. Take a poll of the class. Heart disease is the number one killer in adults. In cooperative groups fill out a KWL chart on what they know and what they want to know about heart disease, blood pressure and heart healthy lifestyles. From a previous lesson, we know that lifestyle can affect cardiovascular disease. How would knowing about the heart’s normal electrical conduction path be helpful for us to know about heart rate, or heart rhythm? What is a normal blood pressure? How would give us important information about an individual’s health? Both of these videos will serve as a springboard for processing information in the labs. Video 1: Your Heart’s Electric System. http://www.nhlbi.nih.gov/health/health-topics/topics/hhw/electrical.html (1:30 min). Video 2: How to Take a Blood Pressure at http://on.aol.com/video/nurses-videohandbook---how-to-take-blood-pressure-59578783 (1:15 min). Exploration: Place directions of each lab station on an index card for directions. Keep a data log of all pulse and blood pressure readings on the board. Instruct students to wait 2 minutes before taking another BP on the same person if they failed to take it correctly; otherwise, a false reading may occur. Lab (1) In pairs, have students look for and identify their partner’s pulse. What two sites would they use? Count the pulse for one minute. Were their partner’s pulses rhythms regular or irregular? Switch partners and perform the activity again. Next, have partners take the pulse after one full minute of running in place and chart pulse rates. Switch partners and measure again. Add the results to the running tally on the board. Explore the data. Are the ranges within a short span of one another or do they vary greatly? What could be differences in the ranges? Is there a homogenous age relation with students? Are all students involved in sports? How would knowing this information help to make predict information about BP and heart rate? Lab (2) In small groups of students, explore the heart anatomy with models and identify the various electrical impulses for the Cardiac Cycle using sticky notes. Place labels on a table with the models and have students identify the each step in the cardiac cycle (have the key for students to view after lab completed. (A PPP slide for cardiac conduction enclosed). Lab (3) With graph paper identify the QRST waves. What is the normal EKG reading look like? Have a couple of samples of irregular cardiac rhythms (attached). What might quivering waves indicate about an individual? What might a flat line indicate? What would you observe before intervening with a person who has no heartbeat? Lab (4) Have students use cardiac output formula to measure normal stroke volume on an index card. Place a patient scenario on an index card. Calculate the cardiac output and stroke volume. What is an average CO (cardiac Output)? Explanation: Big Ideas/Concepts: teacher facilitated discussions. Lab 1: From previous classes, encourage students to connect knowledge that blood circulates from the left ventricle into the aorta to all parts of our and that oxygen; carbon dioxide; nutrients and waste exchange in the capillary vessels. What do we already know connection that as your heart pumps blood through your body, you can feel a pulsing in some of the blood vessels close to the skin's surface, such as in your wrist, neck, or upper arm? These vessels are arteries. Help students associate that the range of a normal heart rate is 60-100 beats per min (bpm). Lab (2) In small groups of students, trace the cardiac cycle in the heart models using sticky notes and apply them to the internal parts of the heart model. Are students developing and connecting the concept that the cardiac cycle occurs from within the heart, via the cardiac’s electrical conduction system without input from the nervous system? Ask students what they think might happen if the heart is electrical system was interrupted. How would the heart respond? Lab (3) Students should develop an understanding that during the period of the heart’s contraction (systole), the heart pumps blood out through the arteries; during the period of relaxation (diastole), the heart fills with blood. Lab (4) Help students connect that normal ranges exist for cardiac output, stroke volume, and heart rate. Ask students what they think would happen if one of these measures was affected. Place the following questions on a note card at this station. What outwards signs would the person develop? Would you expect sounds of heart to change from the norm. How would an inquiring student determine his/her own pulse rate? Share those results and have KWL sheets taped to science journals after all responses are completed. Remind students to take notes on the labs in their science journals to refer for tomorrow’s quiz. Elaboration: work sheets attached. Lab 1: Are students drawing conclusions that normal heart rate and blood pressure ranges exist according to the American Heart Association (AHA). Major differences may signify an occult cardiac problem. There are normal ranges for heart rate and the heart’s electrical system is measured by beats per minute; it is one way to determine the health of the cardiac system in an individual. Lab 2: What is important to know about heart rate and blood pressure readings regarding the cardiac system? Students should be developing a comprehension of normal and abnormal readings. Encourage students to apply their knowledge of normal ranges in a real world setting, such as a person with uncontrolled high blood pressure extending over a period. At what point would you begin to worry: a month, a year? Lab 3: Electrical impulses generated from the SA node spread through the heart via a nodal tissue pathway that coordinates the events of the cardiac cycle through ECG/EKG readings. What would a normal EKG look like? What do some more dangerous cardiac rhythms look like? Lab 4: What is a normal cardiac output and stroke volume look like? What does the cardiac output measurement indicate? Identify a normal blood pressure reading and one that is considered low and one considered elevated. Evaluation: Teacher observes whether students show progress with the circulatory system and using the appropriate vocabulary (i.e.: circulation, referring to blood vessels by name, etc...) Students also need to understand how the lungs work to diffuse gases into and out of cells. A diagram of the each system would help students visually trace the flow of blood. A heartbeat is a single cycle in which your heart's chambers relax and contract to pump blood. This cycle includes the opening and closing of the inlet and outlet valves of the right and left ventricles of your heart. Students are demonstrating how one might go about checking a sphygmomanometer pressure. In the event of a suspected cardiac arrest, students need to identify and locate the best artery to check for circulation. Which would be the carotid artery along the side of the neck? Help students develop a list of factors that could contribute to an elevated blood pressure in humans. Help students infer that a regular heart rate means a regular heart rhythm exists and the identifying features of a normal EKG? Students should be determining that heart sounds have a normal auscultation (the lub-dub sound). Assessment/Summative Evaluation: Create a concept map (drawing) to illustrate coronary artery disease. An alternative for those who do not draw is creating an anchor map with characteristics of lifestyles changes to prevent a heart attack. Example attached under “Anchor Chart. ________________________________________________________________________ Modifications/Notes: For students with disabilities, ensure the “big ideas” are represented graphic organizers. For hearing impairment, seat students on the second row during class, so they may lip-read their teacher and peers. Visualizations are used for abstract concepts. Think pair-share may be used in cooperative activities and may be read aloud for those with dyslexia. Have extra activity sheets for those gifted/talented and for those with special needs. For practicing cardiac structures and extra practice with information, have videos sites, worksheets, any web-based learning tools available for all students. Have students cut out cardiac flip-charts and place in order of blood flow in the heart. Additional resources: http://www.phschool.com/science/biology_place/biocoach/cardio1/cycle.html provides excellent additional practice for identifying heart anatomy. Circulatory Rap song: http://www.teachertube.com/viewVideo.php?video_id=196915 Cardiac conduction system: http://www.nlm.nih.gov/medlineplus/ency/anatomyvideos/000021.htm http://www.nhlbi.nih.gov/health/health-topics/topics/hhw/electrical.html http://www.heart.org/HEARTORG/Conditions/HighBloodPressure/WhyBloodPressureM atters/Why-Blood-Pressure-Matters_UCM_002051_Article.jsp http://www.heart.org/HEARTORG/Conditions/HighBloodPressure/WhyBloodPressureM atters/Why-Blood-Pressure-Matters_UCM_002051_Article.jsp Power Point Slides: Heart rate illustrated by a normal EKG reading. An Electrocardiogram – EKG/ECG •Cardiac muscle contracts as a result of electrical stimulation, this is detected with recording electrodes. • Electrical signals are shown on a cathode ray oscilloscope or a chart recorder; this is an ECG. R P T Q S A single cardiac cycle: P = atrial systole; QRS = wave of ventricular systole; T = ventricular diastole heart rate calculated from interval between P waves • heart rate calculated from interval between P waves P Interpreting an EKG Tracing Watch the EKG- Animation: http://www.youtube.com/watch?v=4vkbywows-o ( 5:30 min.) Lab #1 Name: __________________________________________ What is the AHA recommendation for healthy blood pressure? This chart reflects blood pressure categories defined by the American Heart Association. Blood Pressure Category Normal Systolic mm Hg (upper #) Diastolic mm Hg (lower #) less than 120 and less than 80 Prehypertension 120 – 139 or 80 – 89 High Blood Pressure (Hypertension) Stage 1 140 – 159 or 90 – 99 High Blood Pressure (Hypertension) Stage 2 160 or higher or 100 or higher Hypertensive Crisis (Emergency care needed) Higher than 180 or Higher than 110 What is your partner’s blood pressure? _____________ What is your blood pressure? ___________ Write down a systolic reading and diastolic reading that would raise concern?_________________Why? _______________________________ What is the AHA defined normal blood pressure on the chart above? _______________ Blood pressure is typically recorded as two numbers, written as a ratio like this: anything much higher or much lower would generate investigation. Systolic The top number, which is also the higher of the two numbers, measures the pressure in the arteries when the heart beats (when the heart muscle contracts). Read as "117 over 76 millimeters of mercury" Diastolic The bottom number, which is also the lower of the two numbers, measures the pressure in the arteries between heartbeats (when the heart muscle is resting between beats and refilling with blood). Name_____________________ Lab #3 In cooperative groups have students trace the heart’s electrical conduction system. Track the heart’s electrical conduction path on the life size model with yellow sticky notes indentifying each part of the conduction system. Students will copy their traces of the heart and conduction system in their science journals. Have a diagram with answers. Correct answers: SA node AV node AV Bundle of HIS Right and Left Bundle Branches. The heart’s conduction system ends with the Right and Left Purkinje fibers. Place a copy of the correct order of the heart’s conduction pathway after students complete the diagram. Lab 4 Name___________________________________ Date:_________________ How to determine Cardiac Output. Cardiac output Cardiac Output = Stroke Volume X Heart rate ( Volume of blood leaving left ventricle with each beat) (beats per minute) Ex: CO=HR X SV =75beats X 70ML ----- ---min beats =5250ML (5.25L) • Average resting for a man is 75cm3 (stroke) and 70 beats per minute (rate) • When exercising both stroke and rate increase • The fitter a person is the lower the resting rate and higher stroke volume. Scenario 1: A twenty-year-old male presents with a resting HR of 65 bpm and a stroke volume of 80. Calculate the cardiac Output (CO).___________________________________________ Scenario 2: An eighty-eight year old woman presents with a resting HR of 95 and a cardiac output of 3.2 liters. What is the stroke volume of each beat of her heart? Calculate the stroke volume. ___________________________________________________ Explain the differences in C.O. related to age and other co-morbidities. ________________________________________________________________________ ________________________________________________________________________ Scenario 3: A young male walks to your Emergency Room with a HR of 85 beats per minute, and a stroke volume of 80 ml. What is the cardiac output? Is the result within normal limits? Why? Lab #3: From the rhythms below, describe the features of the normal EKG from the diagrams below. Identify the P, QRS complex and T waves. Lethal Arrhythmias: What do you establish first before responding? What would you observe in a person with either one of these rhythms? Can you identify P, QRS complex, or T waves? What would you establish first? References: Bryne, F. (2001). 101 questions about blood and circulation. Minneapolis, MN: Twentyfirst Century Books. Campbell, N., & Reece, J. (2005). Biology: AP edition. (7th ed.). San Francisco; CA: Pearson Education, Inc. Huff, J. (2006). ECG workout: Exercises in arrhythmia interpretation. (5th ed.). Baltimore, MD: Lippincott Williams& Wilkins.