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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 Page 2 of 19 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. Page 3 of 19 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? Page 4 of 19 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? Page 5 of 19 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. Page 6 of 19 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 Page 7 of 19 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. Page 8 of 19 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. Page 9 of 19 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? Page 11 of 19 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? Page 12 of 19 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. Page 13 of 19 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. Page 15 of 19 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 Page 19 of 19