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Step 2: Inquiry-based Lesson Design in Science
Title of Lesson: How Does Your Heart Rate?
UFTeach students’ names: Roland Federico and Molly Williams
Teaching date and time: February 28, 2011 at 9:25 AM
School and Mentor Teacher name: Howard Bishop Middle School, Ms. Luckie
Grade / Topic: 8th Grade Advanced Science/ Heart Rate and Physical Activity
Length of Lesson: 50 minutes
Source of the Lesson: Adapted from the “How Does Your Heart Rate?” lesson plan found in pages
57-61 of From Head to Toe AIMS Activities book for Grades 4-8. Published by AIMS Education
Foundation, 2007.
Appropriateness for Middle School Students: The primary teaching strategies that will be used
during this lesson include (1) Allowing students to work together to complete the exploration (2)
Including active roles for all students during the exploration (3) Actively involving students through
guided inquiry (4) Actively engaging students in discussing their learning/discovery and (5) Guiding
students through a technology based lesson
Concepts
This lesson deals primarily with the interaction of the circulatory and respiratory systems and
the maintenance of homeostatic conditions during physical exertion. During and after physical
activity, the body’s demand for nutrients is increased, primarily as a function of the increased
demands by the skeletal tissue. While these increased demands are somewhat offset by diversion of
nutrients away from the GI tract, a net increase in demand exists. The primary needs of the skeletal
muscle tissue are that of oxygen, and energy (in the form of glucose). The former is important to this
discussion, while the latter is not, as the lesson is centered on the increase in the need for blood
supply with increased exercise. The concept that oxygen supplies are linked to blood supplies is
briefly noted in the lesson to explain the demands of the body muscles.
With increased muscle use, the production of CO2 in the tissues and blood increases. As the
levels of CO2 build-up, the body responds by increasing rate/depth of breathing to “blow off” CO2,
while also achieving a desired effect of inhaling O2. Deoxygenated blood is oxygenated by traveling
through pulmonary capillaries and picking up O2, while also dropping off CO2. This oxygen is
carried to the needy tissues by the blood. The key concept here includes the fact that with increased
exercise and ventilation, the demand and therefore circulation of blood (with oxygen) will increase.
The left ventricle is the most muscular of the 4 heart chambers due to the high
pressure that it must constantly generate. The stroke volume (the volume of blood that is delivered
per pump by the left ventricle) is determined by the contractility of the heart, the backpressure
generated at the carotid artery, and the volume of blood that is pumped from the left atrium to the left
ventricle. Most relevant to the concepts presented in this lesson, the strength of the heart muscle
affects the stroke volume that can be achieved, or the amount of blood pumped in one beat. This
concept will be discussed in relation to the heart muscle itself and its above contribution to the
efficiency of heart function.
Step 2: Inquiry-based Lesson Design in Science
Sources of Concepts
1. “Ins and Outs of Respiration.” Habits of the Heart. Science Museum of Minnesota. 2000.
http://www.smm.org/heart/lessons/lesson8.htm
2. William J. Germann, Cindy L. Stanfield. Principles of Human Physiology, 2nd Edition. Published
by Addison-Wesley, 2004.
Performance Objectives
Students will be able to:
1. Utilize the Spark Computer Learning System in order to determine heart rate after different
intensities of exercise.
2. Relate the different levels of intensity of an activity to its associated change in heart rate.
3. Graph the results and interpret both bar graphs (showing heart rate after different exercises)
and heart rate vs. time graphs to provide meaningful analysis of data.
4. Define the term homeostasis.
Florida Sunshine State Standards:
Science Process
Benchmark Number
SC.L.14.5
Identify and investigate the general functions of the major systems of
the human body (digestive, respiratory, circulatory, reproductive,
Benchmark Description
excretory, immune, nervous, and musculoskeletal) and describe ways
these systems interact with each other to maintain homeostasis.
Materials List and Student Handouts
For a class of 22 students:
Students will form 8 groups of 2 students and 2 groups of three students:
• 3 Tennis balls
• 22 calculators (one per student)
• 10 Spark Computer Learning Systems (one per group)
• 10 Spark Hand Grips (one per group)
• Projector/ computer/ spark-computer connection cord
• Power point
• 22 student worksheets (one per student)
• 1 Timer (one timer for the teacher/timer)
• 22 Pre-Tests and 22 Post-Tests (one per student)
Advance Preparations
• Check with mentor teacher to ensure there will be a projector/computer in the room
• Send mentor teacher power point show to make sure it is compatible with school computer
• Revise student worksheet from AIMS book to include only needed sections
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Step 2: Inquiry-based Lesson Design in Science
ENGAGEMENT
What the Teacher Will Do
•
•
•
Probing Questions
Time: 5 min
Student Responses and Potential
Misconceptions
•
ke copies of the student worksheets, Pre-Tests, and Post-Tests
Email mentor teacher the pre-test and ask her to administer it one day prior to our lesson
Work with the Sparks to ensure correct handling and that all Sparks work
Make detailed directions for use of the spark apparatuses
Safety
·
·
·
·
During engagement: Ensure that students are aware that the tennis balls are for holding only,
not throwing or bouncing.
Throughout whole lesson: Students must stay in their own seats during discussion and
calculations and only move outside their seats during the physical activity portion of the
experiment.
During activity: Students should move only to the space beside their classroom chairs. Make
sure students are spaced enough during the physical activities as to not come in contact with
another student or any classroom object.
During activity: Tell students to handle the Spark hand grips with care and do not twirl them
on their wires.
On the Day of the Lesson
1. Teachers should arrive at the classroom approximately 20 minutes early in order to hand out
papers and name-tags as the students arrive. Graphs and tables need to be drawn on the board and
all Sparks need to be turned on and set to the heart rate activity. Ensure that all students come up
and sit at the desks at the front of the class, not at the lab stations in the back so that everyone
hears directions clearly and is engaged.
2. Pre-tests will be placed on the student desks and the class will be given approximately 5 minutes to
complete the quiz before the lesson begins.
Prior to the first part of the lesson
Teacher will administer the Pre-Test to the students, giving them approximately five minutes to
complete it.
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M
a
Step 2: Inquiry-based Lesson Design in Science
Teachers will introduce
themselves and give the students
the title of the lesson, “How does
your heart rate?”.
Today we will be studying
overall heart strength and
different factors that
contribute to this.
With the first question, show the We are going to begin this
power point slide with the
lesson with a question. Take
correlating pictures.
a look at this picture and
let’s see a show of hands for
the answer.
Who do you think has a
Students will most likely answer
stronger heart: Tim Tebow based on the popularity of the
or Lebron James?
athletes. Some will choose Tebow
while others will choose Lebron.
Pick a student who has
guessed and ask, Why do
you think ____ has a
stronger heart?
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Students will probably answer
based on their understanding of
the athletes abilities/duties. For
example, he runs more, jumps
higher, or he has to tackle people
are all possibilities.
Step 2: Inquiry-based Lesson Design in Science
SAY: The truth is that heart
strength depends on several
things.
The truth is that heart
strength depends on several
things.
What do you think are 2
main factors that go into
determining how strong
someone’s heart is?
Correct Answer: How often it
pumps, and the force with which it
pumps.
-Students may be confused about
this question and may need
(HINT: If you are pumping probing to steer them in the right
water from a well, what
direction. (Can use the HINTS to
determines how much water the left.)
you can get in 1 minute?) HINT1: Students may say that the
Relate this back to blood. amount of water is affected by
how big the bucket is, how often
you bring up the bucket, etc.
ADDITIONAL HINT:
What kind of tissue is the
heart made out of? It is a
HINT2: Students may know that
specialized type of tissue
the heart is a muscle, but not that it
found only in the heart.
is called cardiac tissue
Think of the work that the specifically. Key is to get them to
heart must do -- it beats or understand that he heart is a
contracts.
working muscle.
What other types of tissue
work like the heart?
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Arms, abdominals, legs- all
muscles.
Step 2: Inquiry-based Lesson Design in Science
So, just like your arm is
stronger when you have a
strong, healthy muscle, your
heart works the same way.
We are going to start with a
short activity to see how
strong the heart muscle
actually is.
Take three (3) student volunteers Who in here thinks they
to the front of the classroom and have a pretty strong heart?
give each a tennis ball.
I want you to come to the
front of the classroom and
each take a tennis ball.
Squeeze the ball once.
Is that pretty hard to do or
easy?
Students will raise their hands;
some students may even volunteer
others because of the activities
they do in school, such as sports.
Some students will say it is hard
but most will say it is pretty easy
to squeeze it once.
How many times do you
70 bpm.
think that your heart pumps Students may not know a
in one minute?
reasonable range, so the teacher
may need to prompt them with
possible values and ask which
sound right. The average is around
70 beats/min for this age group.
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Step 2: Inquiry-based Lesson Design in Science
Now we are going to time
you for a minute. Try to
squeeze the tennis ball
completely 70 times in the
minute.
Is this easy?
Students will hopefully say that
no, this is actually very difficult.
The force required to
squeeze these tennis balls
is comparable to the force
that your heart produces
each time that it beats.
How does your hand feel? Most will say their hand is tired. It
Can you imagine doing that would be very difficult to do this
24/7/365 like your heart
24/7/365!
does?
So would you say that your Yes.
heart is pretty strong?
TRANSITION: “Now, we are going to look at the other way at which we can measure heart
strength. We just said a moment ago that the heart is a muscle. Like any muscle, the heart responds to
exercise. In this next experiment, we will see what happens to the heart as we perform various
exercises. What did we say were the 2 ways to determine heart strength? (ANSWER: Rate of heart
beat and force of the heart muscle.) During this part of the experiment, we will examine the second
factor that goes in to measuring heart strength: heart rate.”
EXPLORATION
What the Teacher Will Do/Say Probing/Eliciting Questions
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Time: 15 min
Student Responses and
Misconceptions
Step 2: Inquiry-based Lesson Design in Science
EXPLORATION
Time: 15 min
Someone remind me what the Heart rate.
second measure of overall heart Students may need reminding of
strength is.
this.
Teacher will first give the
transition.
Good. Now we are going to do
Teacher will inform students of
an activity to study this factor of
what the activity will be, and
heart rate. In our activity, we are
what the main question is.
going to study how the heart
rate, or beats of the heart per
Student teachers will presome unit of time, changes as we
program the spark machines to
change our level of physical
be set to the heart rate option.
activity.
Who can tell me what heart rate The rate at which your heart
is?
beats, measured as the number of
times your heart beats per unit
time.
So what are the normal units of Beats per minute.
heart rate again?
Have the students make a
prediction about the results of
the experiment.
Today we are going to measure
how much our own heart is
working by taking our heart rate
under different conditions.
Let’s make a prediction. What
do you think will be the effect of
increased activity on heart rate?
Separate the students into groups Let’s now test our prediction!
of 2-3 depending on how many
are in the classroom. Try to get Everyone needs to get into
as many groups of 2 as possible. groups of two or three peoples.
If you are at an adjoining desk,
work with the student next to
you. We are going to pass out
the Sparks, which we will be
using to measure heart rate. Do
not touch them until we direct
you to do so.
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Heart rate will increase with
increased physical activity.
Some students may not know the
relationship between exercise
and heart rate yet and will not
readily answer.
Step 2: Inquiry-based Lesson Design in Science
EXPLORATION
Time: 15 min
Teachers will pass out the
Does everyone have a Spark and If yes, continue. If not, get
Sparks, the hand grips with
a set of hand grips?
students necessary materials.
cords, and the student
worksheets. Make sure each
group of students has a Spark.
Teachers will explain to students Everyone look to the front of the
how to connect the hand grips to room. I will show you how to
the Spark.
connect the hand grip cord to the
Spark. Watch me, then do this on
your own Spark.
Walk around and make sure all
students are on the same step.
Does everyone have their Sparks Some students may need help
connected? If you cannot
connecting the cords.
connect them, raise your hand.
Now, you should see a screen
Make sure all students are on the
with a girl crouched down. There correct screen for measuring
should be a green arrow at the heart rate. Some Sparks may
bottom of the screen. Does
have gone to sleep and will need
everyone see this? If not, raise to be turned back on and back
your hand.
put on the correct program.
Now, the person on the right in
your group will be Partner A,
and on the left will be Partner B.
In the first round of each
exercise, Partner A will be the
subject, and Partner B will be the
recorder. In the second rounds,
the two roles will switch.
This is to make sure that students
Partner A, raise your hand.
understand what role they will
Partner B, raise your hand.
play.
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Step 2: Inquiry-based Lesson Design in Science
EXPLORATION
Give students directions for the Now, each of you will be
activity. Make sure that students measuring your heart rate after
know how to work the Sparks doing three physical activities
and also make sure that students for thirty (30) seconds each.
are adequately spaced have good These activities will be sitting,
behavior while doing the
walking in place, and doing
physical activities.
jumping jacks. After thirty
seconds is up, the partner that is
not doing the activity will push
the play button on the spark
(green arrow) and the other
partner will hold the hand grips
firmly until a reading comes up.
Write down the first reading on
your worksheets under sitting.
Once activity begins, teacher
Switch places with your partner,
should facilitate students
and now the person that was
switching roles effectively.
measuring will now be doing the
Make sure there is minimal
activity, and vice versa.
talking and disturbance when the
heart rate is being measured.
Time: 15 min
Someone tell me what the first First step (for each partner) is for
step in the activity will be? And one partner to do the activity.
the second and third?
Second is to take a measurement
of the heart rate with help from
the other partner.
Third is to record the value on
the worksheet.
Now the class will complete the Who thinks they have a high
Students, knowing now that
first trial with each partner
reading? A low one? Let’s
70bpm is average will probably
having sat for 30 seconds each. continue and see what happens. compare their readings to this.
Have Partner A sit and record
the data, then switch roles.
Allow students to give their
reactions to the readings.
Next, each person will walk in
place for thirty seconds and
record their data. Then switch
and do the same thing.
What happened to your heart
rate? Did anyone have any
interesting results?
Page 10 of 19
Students will probably say that
their heart rates rose. Some may
be surprised that their rates were
the same or were even lower.
Step 2: Inquiry-based Lesson Design in Science
EXPLORATION
For the last activity, each student Now that we have collected data
will do jumping jacks for thirty for three different intensities of
seconds and each record their
exercise, I want everyone to
own data.
graph their heart rate at each
activity on the graph on the
worksheet.
Time: 15 min
This will be a bar graph, so you Make sure to emphasize this, as
are filling in a bar up to the point some students will try to plot
of your heart rate at each
points on the graph and connect
activity.
them.
TRANSITION: So now we have gathered a good deal of data. First, I want for us to post some class
data so that we can all look at it together. Let’s find the person with the lowest heart rate. We are
going to put their data on the board in this table.
NOTE: We will have a table prepared ahead of time similar to the one below:
Lowest HR During Sitting
Lowest HR During Walking Lowest HR During Jumping
Jacks
Student Name:
Student Name:
Student Name:
EXPLANATION
Time: 15 min
Student Responses and
What the Teacher Will Do
Probing/Eliciting Questions
Misconceptions
Find the student with the lowest Great. Now, I want someone to Again, make sure students do not
heart rate at the resting activity come to the board and make a confuse the bar graph with a
level. Write this data on the
graph of this student’s data
different kind.
board in the pre-drawn table.
during each of the three physical
activities.
What do these data tell us about As exercise increases, our heart
heart rate during different
rate also increases.
intensities of exercise?
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Step 2: Inquiry-based Lesson Design in Science
EXPLANATION
Time: 15 min
Why does heart rate increase as The HR increases because the
we perform more exercise?
body needs to pump more blood.
HINT: What does the heart do
for the body?
Students may not be able to
pinpoint the reason heart rate
increases, so use the hint to the
left.
So when we start out resting, we
have certain needs for blood.
Increase
When we start exercising, those
needs for blood increase or
decrease?
In order to meet those needs,
what happens to the heart rate?
HR goes up.
Does anybody know what we
Homeostasis.
call it when the body tries to
maintain a certain value (blood
pressure, oxygen levels, food
levels) with a certain range?
Can someone explain how the
heart is maintaining homeostasis
with blood?
Let’s think of this in terms of
time now.
How would a HR vs. time graph
look if we were exercising more
and more as time went on?
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When the needs for blood go up,
the heart beats more, bringing
more blood to the tissues.
It would show an increasing line.
Students may not be able to
relate the activity to time yet, so
it can be helpful to relate it to the
whole activity’s timespam.
Step 2: Inquiry-based Lesson Design in Science
EXPLANATION
There will be 4 different preThink about these different
drawn lines on the board of heart situations and try to match each
rate vs. time, showing different with one of the lines graphs we
shapes and slopes.
have on the board.
Now, which line (A-D) shows a
HR vs. time graph of a person
that is resting?
And what does this flat line
mean?
Time: 15 min
The students will select the line
that is approximately horizontal.
Students may mistake the
linearly increasing lines for
‘constant’ lines.
There is no change in the heart
rate.
Nice work. Now, what does the The student will select the graph
heart rate vs. time graph look
with a slightly positive slope
like when we look at someone (not too great a slope, though).
going from rest to moderate
This differentiation may throw
physical activity?
them off.
How about during extreme
physical exertion?
The student will select a graph
with a greater slope than the one
during moderate physical
activity.
Explain why a move from rest to
extreme exercise would give a The heart rate is making a much
graph with a large slope (or that greater change in the same
is very steep).
amount of time.
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Step 2: Inquiry-based Lesson Design in Science
EXPLANATION
Time: 15 min
Now, someone explain to me
what happens when a person is
cooling down in exercise. (in
terms of heart rate)
Their heart rate will be
decreasing. May need to explain
‘cool down’ and relate it to
intensity of exercise.
So what should a line graph of
heart rate vs. time look like in
this situation?
It should show a decreasing line.
To summarize these ideas, first
think of these questions in your
head, then raise your hand to
share with the class.
When the intensity of physical Increases.
activity increases, heart rate
___________. If someone’s
Decreasing.
heart rate is decreasing, it is
most likely signaling a
decreasing or increasing
intensity of exercise?
How would you show the
increasing heart rate on a heart
rate vs. time graph?
ELABORATION
What the Teacher Will Do
Probing/Eliciting Questions
Page 14 of 19
With a line with a positive slope.
Students may respond with a line
tilted up or an increasing line.
Time: 5 min
Student Responses and
Misconceptions
Step 2: Inquiry-based Lesson Design in Science
ELABORATION
IMPORTANT: If the students
are struggling with any of the
concepts, graphing included, DO
NOT DO THIS
ELABORATION. Use the time
during the elaboration to
summarize main points using the
summary power point slides and
do further explanation. Also, if
there is not enough time
remaining, skip this section, do a
quick summary and move onto
the post test.
Provide critical thinking
questions that will force the
student to think in-depth about
the activity
Time: 5 min
Who here has had their heart rate Mostly everyone will say that
taken before? (Not by a
they have.
machine.)
Who took it?
A doctor/nurse.
Well today, we are going to
learn how to take our own heart
rate and the heart rate of others.
Where do you think are some
Neck, wrist, ankle, anywhere
places on your body that you can you can feel a pulse.
measure your heart rate from? Students may be short of
answers at first, but with the first
idea will give more much
quicker.
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Step 2: Inquiry-based Lesson Design in Science
ELABORATION
Time: 5 min
What are you feeling when you Your pulse.
touch those places?
Students may say: blood
pumping through.
Give the students directions on You are going to count the
how to measure their own heart number of beats, or pulses, you
rate.
can feel on either your wrist or
neck in ten seconds. I will be the
timer.
Watch carefully as we
demonstrate where to feel for a
pulse.
Does anyone not feel your
pulse?
Go around and help students that
don’t feel their pulse.
Someone tell me what we will
have to do to our value in
beats/10seconds to get
beats/minute.
We will have to multiply by six.
If students don’t get this right
away, emphasize the fact that
there are sixty seconds in one
minute, and that is what we
want.
When I say start, begin counting.
When I say stop, stop counting
and record the number you left
off with on your worksheet.
Multiply this number by six.
What value is this heart rate
closest to?
Why do you think that is?
The sitting value (most likely)
This could be because we are
sitting now and not doing any
intense physical exercise.
Are there any questions about
anything that we have done
today?
EVALUATION
What the Teacher Will Do
Probing/Eliciting Questions
Page 16 of 19
Time: 5 min
Student Responses and
Misconceptions
Step 2: Inquiry-based Lesson Design in Science
Administer the post-test to the
students.
Pre-Lesson Assessment
Now that we have finished
the lesson, we are going to
have everyone fill out a
Post-Test. Raise your hand
if you have any questions
before you begin.
Name:
Page 17 of 19
Step 2: Inquiry-based Lesson Design in Science
Directions: Please write your name on the top of the paper. Circle the correct answer. Good luck!
1. Using the graph above, please determine the person’s heart rate at 20 seconds.
a. 110 beats per minute
b. 62 beats per minute
c. 92 beats per minute
d. 70 beats per minute
2. During the time interval 0 seconds to 20 seconds, the person whose heart rate vs. time graph is
shown above is likely...
a. Cooling down after exercise
b. Warming up for exercise
c. In the middle of an intense exercise
d. Relaxing
3. What is it called when the body tries to maintain a certain value (for example, body temperature or
oxygen levels) within a set range?
a. Metabolism
b. Homeostasis
c. Evolution
d. Cytokinesis
Post-Lesson Assessment
Name:
Page 18 of 19
Step 2: Inquiry-based Lesson Design in Science
Directions: Please write your name on the top of the paper. Circle the correct answer. Good luck!
1. Using the graph above, please determine the person’s heart rate at time = 10 minutes.
a. 120 beats per minute
b. 110 beats per second
c. 110 beats per minute
d. 108 beats
2. During the time AFTER 10 minutes, the person whose heart rate vs. time graph is shown above is
likely...
e. Cooling down after exercise
f. Warming up for exercise
g. In the middle of an intense exercise
3. What is it called when the body tries to maintain a certain value (for example, body temperature or
oxygen levels) within a set range?
a. Metabolism
b. Homeostasis
c. Respiration
d. Heart Rate
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