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Transcript
Heart Restarts Teachers’ notes What’s it all about Many children will have heard the news story of Hannah who had a heart transplant as a baby which is the theme for this activity. Children will be using Hannah’s story to engage their interest in QCA 5A keeping healthy. This unit will be a joint science and speaking and listening project. In this activity children learn about the heart. They learn about what causes the heart to stop working properly and the need for transplants. In a role playing exercise they can explore the science behind the story and their feelings about the idea of transplants. Where it fits Science: QCA 5A – Keeping Healthy That the heart and lungs are protected by the ribs That the muscle in the walls of the heart contracts regularly, pumping blood around the body That blood vessels carry blood around the body Literacy Speaking and Listening Speaking To present a spoken argument. Sequencing points logically, defending views with evidence and making use of persuasive language. Eg Prepare a group presentation of the pros and cons of a current issue. Writing composition to write a commentary on an issue on paper or screen, (e.g. as a news editorial, leaflet), setting out and justifying a personal view; to use structures from reading to set out and link points, e.g. numbered lists, bullet points; to construct an argument in note form or full text to persuade others of a point of view and: present the case to the class or a group; evaluate its effectiveness. What children will learn: To use scientific names for some of the major organs of body systems in this case the heart.(level 4) Students will demonstrate this by drawing and labelling a diagram of the heart. Be able to describe the main functions of organs of the human body, the heart. (level 5) Students will demonstrate this by talking about the functions of the heart in a role play situation. What you need to do Introducing the activity Display page 1 through a data projector or on an OHT. Talk about the story of Hannah Clarke. Why is the heart important? What are transplants? Where have children heard about them? OPTIONAL ADDITIONAL RESOURCES: Leaflets, info about the donor scheme. EXPERIMENT Ask ‘Where do you think the heart is located in the body?’ Children to locate their heart and try and feel their heart beat by putting a hand on their chest. If appropriate they could also listen to the heart beat of the person next to them by putting their head on the other person’s chest. Ask children to stand up and run on the spot for one minute, teacher timing them. Children to feel their hearts again. Is their heart beating faster than before they started running? What has happened to their breathing? Again if appropriate they could listen to their neighbour’s heart beating. Leading the main activity Display page 2 through a data projector or on an OHT. Ask the children to read out the information. Does anyone know about donor cards? Discuss organ donation. Who donates? Why? When? Display page 3 through a data projector or on an OHT. Print copies for the children. Discuss the function of the heart. Display video clip of animated heart (see web links) on interactive white board to reinforce the information. Ask children how they think the blood gets round the body – we are looking for children to identify the veins. In pairs children have 2 minutes to discuss this. What is their evidence? Is there any way we can see this without looking inside the body as in the video clip? Children feedback to the class in their pairs. Everyone to look at the veins in their hands and arms Show children how to try and feel the pulse in their wrist Can they feel their pulse? How are the heart and lungs protected? We are looking for children to identify the rib cage. Open up to class can anyone offer a suggestion? Children to feel the bones in the rib cage. Discuss the use of the word cage, being something that is protecting two vital organs, the heart and lungs. In pairs children are going to use role play to develop their understanding of the function of the heart. Using Hannah’s story as a stimulus, children will get into pairs and role play the parts of the heart surgeon and Hannah or Hannah’s parents. The surgeon will explain why transplants are needed and why the heart is so important. Hannah will want to know why she needed a transplant and how it was done. Hannah’s parents will want to know why Hannah needs a transplant and how the heart works. After children have practiced their chosen roles they will be offered the chance to show their role play to the class. The ‘surgeon’ needs to explain to Hannah’s parents: That Hannah’s heart is not working so he/she needs to give Hannah a new one. The function of the heart and needs to draw a diagram to show where in the body the heart is located. Children can use all the above work to illustrate this. The ribs protect the heart The veins carry the blood round the body. Evidence Children should now be able to take time and draw and label a clear diagram of the heart in their science books. They should label this and cover the key learning outcomes. EXTENSION ACTIVITY This is another speaking and listening linked activity. Children will be role playing in small groups. Display page 4 through a data projector or on an OHT. Ask the children to read out each statement. Do they agree or disagree? They will now debate the subject through a scenario. INTRODUCTION Whole class discussion: Where did Hannah’s new heart come from? What would have happened to her if no heart had been available? Talk about the donor scheme Scenario It’s a Saturday morning and all the family are at home a donor card arrives through the letterbox. There is a national shortage of organ donors and they are desperate for whole families to sign up to give someone else a chance of life if they die. Children should take different points of view, some should be for and some against. Each side must try and persuade the others of their point of view. Children should then swap roles and present the opposing point of view. You may want to display these ideas as well as page 4, or just read them out. I want someone to live if I have a tragic accident. It’s too horrible to think about, I don’t want to have this discussion. How would you feel if you were Hannah’s parents? What do you think Hannah would say to the family of the child whose heart she had? How would we feel as a family if one of us had an accident and needed a new heart in order to live? It’s all wrong, we shouldn’t mess about with nature. I wouldn’t want part of a dead person in me. After children have rehearsed their scene in their groups, they could come and present their drama to the rest of the class. Finally the class could vote on whether they would like to carry donor cards or not. Science at your fingertips Why do some people need a transplant? Heart failure does not mean the heart stops, it is simply not pumping blood as it should so the body does not get as much blood and oxygen as it needs. It is caused by blocked arteries, past heart attack which has done some damage to the heart muscle or heart defects present since birth. High blood pressure, heart valve or heart muscle disease and infection of the heart or valves are also causes. What was wrong with Hannah? she had a condition known as cardiomyopathy. This is a serious disease of the heart muscle, which causes the organ to expand in size to try to compensate for the fact that its ability to pump blood is compromised. In Hannah's case, her heart had already doubled in size by the age of just two, and there were real fears it would soon give out completely. What was the treatment? Ten years ago, doctors at Harefield Hospital, Middlesex, decided to give Hannah a new heart. The operation they carried out was a "piggy-back", or heterotopic, transplant. The new organ was inserted into the right side of the chest and attached to Hannah's original heart, which remained in position. The donor organ took over the job of pumping most of her blood around the body. The original heart still pumped some of Hannah's blood, but, with most of the pressure relieved by the new organ, was effectively able to rest. The donor heart was connected in such a way that blood returning from the lungs was able to enter the left-side filling chamber - or left atrium - of either of the two hearts. But because the donor heart was the more healthy, it did the bigger share of the work. The two major blood vessels leaving each heart - the aortas - were merged, to ensure that a unified blood supply to the rest of the body. However, the circulation of the original heart was not fundamentally changed. Why is Hannah’s story unusual? Most heart transplant operations involve replacing a faulty heart with a donor heart. However in some cases, such as Hannah’s, doctors feel that if the heart could rest it would probably recover. When Hannah’s body started to reject the donor heart the surgeons decided to try and restart her original heart. This surgery was the first of its kind for this purpose in the UK. Now she does not have to take the strong anti-rejection drugs that prevented her body rejecting the donor heart. These days technology has moved on so that instead of adding a donor heart, the doctors would insert a mechanical heart, known as a ventricular assist device, to take over its job temporarily. Are parts of animals used in transplants? In heart valve replacement operations it is possible to use either mechanical valves or bioprosthetic valves which come from pigs. With a mechanical heart valve replacement the patient has to take blood-thinning drugs (anticoagulants) for the rest of their lives. This is not necessary in the case of pig’s heart valves. There is huge debate over the issue of using animal organs for transplant and the idea of using cloning to provide human organs. Web links BBC News http://news.bbc.co.uk/1/hi/health/4904914.stm Full story of Hannah Clark and how her heart transplant was reversed BBC Newsround http://news.bbc.co.uk/cbbcnews/hi/newsid_4900000/newsid_4905400/4905452.stm Story of Hannah Clark The Virtual body http://www.medtropolis.com/vbody.asp Animated heart at three speeds BBC Science Clips http://www.bbc.co.uk/schools/scienceclips/ages/9_10/keeping_healthy.shtml Keeping healthy animations BBC News http://news.bbc.co.uk/hi/english/static/in_depth/health/2000/heart_disease/default.stm Heart disease: the facts