CardioHEADS
Lesson Summaries
The CardioHEADS program was a three-year NIH/SEPA-funded, middle school health science program
created by a partnership of faculty and staff from the Denver Public Schools and the University of
Colorado. The CardioHEADS program had two central goals:
1) Provide new and culturally appropriate educational opportunities for urban middle school students
that improve their science inquiry skills, increase their interest in science, increase their exposure to
and facility with technology,
increase their interest in health science careers, and assist them in
making healthy lifestyle choices;
2) Provide opportunities for middle school and university faculty to learn and grow together
professionally to become better science educators, particularly in the area of inquiry science.
Lesson Plans – Level I: The Heart and Cardiovascular Fitness
Unit Summary:
The theme of this unit centers on the structure and function of the heart as well as the effects of exercise
on the heart. The unit incorporates computer-based technology (as well as alternatives to using the
technology), grade-appropriate math skills, and a project to achieve greater cardiovascular fitness.
Time: This unit is intended to take between two and three weeks to complete, depending on how much
time is spent on each activity.
NOTE: These lessons do not attempt to cover every concept related to cardiovascular health. Rather,
they include a series of structured and inquiry-based activities that build upon one another—a spiraled
curriculum—with the early activities being more structured and the later activities being more openended).
Level I Unit Activity Summary:
Unit Introduction:
Students are asked to complete heart related questions that assess their prior knowledge regarding the content of
the unit. Students then read introductory text about the heart and learn more about heart rate.
Time: One 45-minute period.
Activity 1: "Organ Donation"
Students are introduced to the heart through discussion about organ donation. The students express their
opinions about organ donation by completing a survey. Students then chart and graph the results of the survey.
Alternatively, students may be introduced to organ donation by watching the video "Flow." This video tells the
story of a young man who receives a heart transplant and then meets the brother of the donor. It is an emotional
story and serves to engage students in the multifaceted issue of organ donation. After watching the video,
students discuss their reactions as a class. Students assemble data on opinions of all class members and graph it.
Time: One or two 45-minute periods or one 90-minute block; depending upon whether the Flow video is
shown.
Activity 2: "Heart Parts – Heart Game”
This is a structured activity in which students research and label the various heart structures. They identify the
chambers, valves, and major blood vessels of the heart as well as the pathway of blood through the heart. After
multiple opportunities to identify these key structures, students participate in an interactive game that allows
them to demonstrate their knowledge in a fun competition with their classmates.
Time: Two 45-minute periods (at least one 45-minute period to cover the heart parts and flow of blood through
the heart; plus one to reinforce heart structures and flow for application of playing the game) or one 90-minute
block.
Activity 3: "A Measure of the Heart"
Funded by a Science Education Partnership Award from the National Center for Research Resources of
the National Institutes of Health
In this structured inquiry activity, students take measurements of various animal hearts to answer the question,
“How does the size of the animal relate to the size of the heart?” Students measure mass, volume, circumference
in metric units, and make conversions in the context of beginning the process of inquiry by forming a
hypothesis, gathering data, analyzing the data, and forming conclusions.
Time: Two 45-minute periods or one 90-minute block.
Activity 4: "Pump It Up"
Students are guided through the scientific inquiry process by responding to questions about a hypothetical
experimental design. This hypothetical experiment walks students through the formulation of a question, the
corresponding hypothesis, gathering data, analyzing the data, and forming conclusions. Using this experimental
design example, students will use the scientific inquiry process in designing their own experiment to determine
the affect of exercise on heart rate.
Time: One-two 45-minute periods.
Activity 5: "Are You In Shape?"
Students are guided through the four categories of physical fitness and perform steps of different exercises as
well as mathematical operations to discover their own cardiac fitness by determining their personal heart rate
recovery.
Time: One-two 45-minute periods.
Activity 6: "Under Pressure"
Students gain a working knowledge of the measurement of blood pressure and continue building the process
skills of scientific inquiry by designing their own experiment to determine the affect of exercise on blood
pressure.
Time: One or two 45-minute periods.
Activity 7: "Open Heart Inquiry"
In this open inquiry exercise, students use the scientific process to design an experiment. Students select both
the dependent and independent variables and design their own experiments. Students can choose to measure
either heart rate or blood pressure for the dependent variable and are open to choose an independent variable
that might affect their dependent variable. For the independent variable students may choose to investigate the
affects of lying down versus standing; ingestion of caffeine, sugar, chili peppers, etc.; different intensities of
exercise; meditation; etc.
Time: Two 45-minute periods (one to design the experiment and one to do the experiment) or one 90-minute
block.
Activity 5: "Shaping Up” – Optional Activity
Students plan a long-term physical activity project to see how they can affect their own cardiovascular fitness.
Students will use inquiry process skills to design a fitness-related experiment.
Time: Two-seven 45-minute periods (this project requires several weeks to complete– students should spend at
least three to four weeks doing their fitness program to see any affect on their cardiovascular fitness. Two class
periods are necessary for introduction, checking students’ experimental designs and wrap-up).
Activity 9: "Community Connection"
Students apply their learning to create a message for their community. Students have the choice of making a
poster encouraging organ donation or a poster describing cardiovascular fitness – what it means to be and get
“in shape.”
Time: One-two 45-minute periods or one 90-minute block.
Level I Assessment:
Students apply their learning gains of this unit to questions associated with the experimental design process.
Students are asked to identify the variables, form a question and corresponding hypothesis, decide what is kept
constant in the experiment, why it is important to use more than a couple subjects, and analyze the data.
Time: One 45-minute period.
Funded by a Science Education Partnership Award from the National Center for Research Resources of the
National Institutes of Health
Lesson Plans – Level II: Blood, Breath, and Nutrition
Unit Summary:
The theme of this unit centers on the structure and function of blood as well as drawing relationships to
health and nutrition. The units incorporate computer-based technology (as well as alternatives to using the
technology), grade-appropriate math skills, and practical nutrition project applications.
Time: This unit is intended to take between two and three weeks to complete, depending on how much
time is spent on each activity.
NOTE: These lessons do not attempt to cover every concept related to cardiovascular health. Rather,
they include a series of structured and inquiry-based activities that build upon one another—a spiraled
curriculum—with the early activities being more structured and the later activities being more openended).
Level II Unit Activity Summary:
Unit Introduction:
Students are asked to complete blood related questions that assess their prior knowledge regarding the content
of the unit.
Time: One 45-minute period or less.
Activity 1: "Spun Blood"
Students are introduced to the components of blood as well as normal and abnormal blood by participating in a
hands-on simulated blood centrifuging activity. Students begin to make predictions about what happens to
components of the blood when disease or disorder causes abnormal conditions in the blood.
Time: One to two 45-minute periods or one 90-minute block.
Activity 2: "High Cholesterol – Not Just an Adult Problem"
Students read about a young woman who has high cholesterol and other risk factors for diabetes. She is not
overweight, but because of risk factors, it is important that she is careful about what she eats. Students are asked
about what they know about cholesterol. Then, they conduct a WebQuest — an Internet research effort — to
determine what they would advise the young woman to do about her high cholesterol and other diabetic risk
factor conditions. An extension reviews spun blood and allows students to experience another hands-on
simulation of normal blood versus blood with cholesterol.
Time: One or two 45-minute periods, depending upon whether the extension lesson is included.
Activity 3: "Raiders vs. Broncos"
In this structured inquiry activity, students use the scientific process to pose a question and corresponding
hypothesis about whether athletes who train at high altitude have more red blood cells compared to those who
train at low altitude. Students use prepared images of blood at 400x magnification to count red blood cells in
"samples" from Denver Broncos and Oakland Raiders. Each student will count the red blood cells in their
image. They will compile all the data from the class to answer the question and see if their hypothesis is
supported and speculate about whether training at high altitude may give athletes an advantage.
Time: One to two 45-minute periods or one 90-minute block.
Activity 4: "Heavy Breathing"
In this activity, students are guided to create an experimental design to address the question and corresponding
hypothesis they formulate about the affects of exercise on respiration rate. Hands-on methodologies are used to
determine how exercise affects respiration rate.
Time: One to two 45-minute periods or one 90-minute block.
Activity 5: “Waiting to Exhale”
In this activity, students delve deeper into the respiration process. Students create an experimental design to
address the question and corresponding hypothesis they formulate about the affects of physical activity on the
amount of carbon dioxide (CO2) that is expired through the respiration. Hands-on methodologies are used to
determine how CO2 concentration is affected by exercise.
Time: One to two 45-minute periods or one 90-minute block.
Funded by a Science Education Partnership Award from the National Center for Research Resources of the
National Institutes of Health
Activity 6a: "Bread and Breath: Do Yeast Respire?"
Students are introduced to yeast respiration and measure the amount of CO2 given off as a by-product from a
mixture of known quantities of yeast, sugar, and warm water under anaerobic conditions. Students will collect
data to determine the concentration of CO2 over time and graph their data or use alternative methods to
determine a relative amount of CO2. The data collected in this part of the activity will be used as the standard to
which other mixtures are compared in Activity 6b.
Activity 6b: "It's the Yeast You Can Do"
Students identify variables that could be changed in the standard yeast mixture and design multiple experiments
that predict how the change will affect the amount of CO2 in the yeast respiration process. Students might
choose to change the amount of yeast, the amount or type of sugar, or the temperature of the water.
Time (Combined – 6a and 6b): One to three 45-minute periods or one and a half 90-minute blocks.
Activity 7: “You Are What You Eat”
The introduction of the activity reviews how the function of the blood, respiration, and other processes in our
bodies are affected by what we eat, drink, and how much we exercise. Students choose a food item to research
and then perform an activity to determine how many (walking) steps it will take to “burn” the calories of that
food item. In addition, students determine how many calories they need per day and form conclusions about the
class data.
Time: One to three 45-minute periods or one and a half 90-minute blocks (depending on whether the
assessments and extensions are done).
Activity 8: “Building a Better Diet”
Students begin this activity with a warm up which asks them to describe what types of foods and exercise might
constitute a healthy lifestyle. Students are then introduced to the new food pyramid that includes both exercise
and diet and compare it with the former food pyramid. Next, students are asked to journal about their food they
eat and the exercise they do each day. Students are asked to compare their actual diet and lifestyle with the
suggestions from the new food pyramid.
Time: One to two 45-minute periods or one 90-minute block (students will need a week to journal about what
they eat and what kind of exercise they do).
Activity 9: "Community Connection"
Students apply their learning to create a message for their community. Students have the choice of making a
poster to educate people about blood or to encourage people to donate blood.
Time: One to two 45-minute periods or one 90-minute block.
Level II Assessment:
Students apply their learning in this unit to questions associated with the experimental design process. Students
are asked to identify the variables, present the question that the researchers may be trying to answer, what the
corresponding hypothesis may be, and why specific aspects of the experimental design are necessary. Students
are also asked to analyze and graph the data as well as make a prediction.
Time: One 45-minute period.
Funded by a Science Education Partnership Award from the National Center for Research Resources of the
National Institutes of Health
Lesson Plans – Level III: Cardiovascular Disease
Unit Summary:
The theme of this unit centers on cardiovascular disease (CVD) and the risk factors that lead to CVD. It
does not attempt to cover every concept related to CVD. . These lessons are designed to prepare students
for the culminating role-play activity that incorporates the process skills and knowledge gains of the
previous activities. The unit incorporates computer-based technology, grade-appropriate math skills, and
critical thinking application skills for role-playing an Emergency Medical Technician whose primary
purpose is to differentiate CVD (and CVD risk factor symptoms) from symptoms associated with other
medical conditions.
Time: This unit is intended to take between two and three weeks to complete, depending on how much
time is spent on each activity.
NOTE: These lessons do not attempt to cover every concept related to cardiovascular health. Rather,
they include a series of structured and inquiry-based activities that build upon one another—a spiraled
curriculum—with the early activities being more structured and the later activities being more openended).
Level III Unit Activity Summary:
Unit Introduction:
Students are asked questions to assess their prior knowledge regarding the heart, blood, heart disease and heart
health, and health careers.
Time: One 45-minute period.
Activity 1: "Drugged Out Daphnia"
In this activity, students are guided through the inquiry experimental design process to investigate the affect of
various substances on the heart rate of Daphnia. Student groups select an independent variable (tobacco,
alcohol, sleeping aids, etc.) and hypothesize how the variable will affect the heart rate of Daphnia.
Time: One-two 45-minute periods.
Activity 2: "Blue Genes"
Students look at how genetics can contribute to risk factors for CVD. Students use a hands-on model which
illustrates how genetic material is passed from generation to generation. The genetic model introduces the
inheritance of high cholesterol, high blood pressure, and diabetes. Students are asked about their own medical
family history and then formulate ideas about their own risk factors for developing CVD.
Time: One or two 45-minute periods.
Activity 3: "All Clogged Up"
Students explore atherosclerosis (plaque) by doing a hands-on activity to measure how clogged arteries may
affect the flow of blood. Students make predictions about how various percentages of blockage may affect the
flow of a fluid through a vessel. If no pre-made blocked artery models are available, students will develop their
own clogged artery models to determine if their hypotheses are supported.
Time: One to two 45-minute periods (depending on whether students construct their own artery models).
Activity 4: "Lethal Dose"
Students conduct an experiment to investigate the affects of tobacco on Drosophila. An assessment is included
at the end of the activity that reviews material from this and previous activities. Students are asked questions
about what they know about the heart, blood, and risk factors associated with CVD before moving on to the
next activity.
Time: One or two 45-minute periods.
Activity 5: "Heart Bypass Surgery”
This is a structured heart dissection in which students review the parts of the heart. After students have
reviewed the heart structures, they are given information about cardiologists and then perform a mock "bypass
surgery" to correct blockage to the coronary artery.
Time: One or two 45-minute periods.
Activity 6: "Rhythm of the Beat"
Funded by a Science Education Partnership Award from the National Center for Research Resources of the
National Institutes of Health
Students review the nodes of electrical conductivity in the heart and then are introduced to electrocardiograms
(EKGs). Students either research or take their own EKG. During the course of this activity, students are
introduced to abnormal patterns of the EKG and the corresponding conditions those patterns represent. They are
also introduced to the career of the electrocardiogram technician.
Time: Two 45-minute periods or one 90-minute block.
Activity 7: “EMT Training Day”
In this structured activity, students are led through the rudiments of basic First Aid procedures and First
Responder protocols that include checking the vital signs of a patient and determining the cause of their
medical condition. Students learn about the health career of the Emergency Medical Technician (EMT) and are
prepared to role-play an EMT for the next activity.
Time: Three to four 45-minute periods or less than two 90-minute blocks.
Activity 8: "EMT For a Day"
This activity is designed as a station activity in which students role-play EMTs and patients in hypothetical
scenarios. Students in the patient role act out specific medical symptoms that the students in the EMT role use
to determine the patient’s medical condition. There are six patient scenarios (a diabetic, a smoker, a stroke
victim, a heart burn victim, and two heart attack victims). The activity promotes a systematic problem-solving
process with emphasis on risk factors for CVD.
Time: Two or three 45-minute periods.
Activity 9: "Community Connection"
Students apply their learning to create a message for their community or to further connect with members of
their community who are afflicted with risk factors associated with CVD. In this activity, students have the
choice to design a poster to create awareness and of and suggest ways that people can control their risk factors
for CVD or to interview a family member, neighbor, etc. who has CVD or any risk factor associated with CVD.
Time: One or two 45-minute periods or one 90-minute block.
Level III Assessment:
Students apply what they have learned from this unit to form questions associated with the experimental design
process. Students are introduced to a scenario and asked to describe what question the researchers in the
scenario are trying to answer, why it is important to keep the characteristics of each experimental group the
same, identifying the variables, analyzing the data, graphing the data, drawing conclusions, and forming
predictions.
Time: One 45-minute period.
Funded by a Science Education Partnership Award from the National Center for Research Resources of the
National Institutes of Health
CardioHEADS National Science Content Standards
Elaboration on each standard is available at http://newton.nap.edu/html/nses/6d.html#csa58
Content Standards
As a result of activities in grades 5-8, all
and Benchmarks
students should develop
Content Standards
• Abilities necessary to do scientific
A: Science as
inquiry
Inquiry
• Understandings about scientific
inquiry
Content Standard
B: Physical
Science
• Properties and changes of properties
in matter
• Motions and forces
• Transfer of energy
Content Standard
C: Life Science
• Structure and function in living
systems
• Reproduction and heredity
• Regulation and behavior
• Populations and ecosystems
• Diversity and adaptations of
organisms
Content Standard
E: Science and
Technology
• Abilities of technological design
• Understandings about science and
technology
Content Standard
F:
Science in
Personal and
Social Perspectives
• Personal health
• Populations, resources, and
environments
• Natural hazards
• Risks and benefits
• Science and technology in society
Content Standard
E:
Science and
Technology
• Abilities of technological design
• Understandings about science and
technology
Content Standard
G:
History and
Nature of Science
• Science as a human endeavor
• Nature of science
• History of science
Level I
materials
4,5,6,7,8
Level II
materials
1,3,4,5,
6,7,8
Level III
materials
1,2,3,4,
2,3,4,6
1,2,3,4,
6,7,8
1,2,3,8
1,5,6,7,8,9
1,2,3,7,8,9
1,2,3,8,9
Funded by a Science Education Partnership Award from the National Center for Research Resources of the
National Institutes of Health
CardioHEADS
Experimental Design Background Information
This document was designed to provide background information on the way the
curriculum was designed and offer additional support. The following topics are
discussed:
1.) The “sticky note” approach
2.) A presentation of our experimental design methodology in the context of data
collection with human subjects
3.) The order of the scientific method that we selected for our experimental process
4.) Background Information - Experimental Design Concepts including vocabulary
terms that are used in the scientific process and the variations of that vocabulary
that may be encountered in different science texts
5.) Making the language of science explicit
6.) Blank CardioHEADS Experimental Design Worksheets A and B
1.)
The “Sticky Note” Approach
During the curriculum development process of CardioHEADS, our partnership teachers
and University of Colorado faculty reviewed and offered critical input on our efforts to
develop an inquiry-based health science curriculum. One of the recommendations for the
curriculum revolved around the presentation of the scientific process. Several program
teachers suggested a student-centered scientific investigation method that has been
referred to as “the sticky note method” (Mears, Morris, Morris & Schiff, 1999). This
method guides students through the scientific process by having students write the
variables on sticky notes and move them through the various parts of the scientific
process (i.e. the question, hypothesis, conclusion etc.). Students then are acutely aware of
the variables and the role of the variables in the process.
During the two pilot years, CardioHEADS teachers in the partnership schools tried
various approaches to teach students the scientific investigation process. Teachers
initially found the “sticky note” process confusing and many of them abandoned the
process for a more traditional approach. However, teachers reported that the more
traditional approach reduced the students’ role in the inquiry process. The final consensus
among teachers was that the “sticky note” process worked best, but students and teachers
need to build up to the process in smaller increments. As a result of teacher input, the
finalized CardioHEADS curriculum reflects an incremental approach toward a studentcentered scientific investigative process that includes the “sticky note” methodology.
Anecdotal pilot data from the implementation of the finalized curriculum suggests that
the incremental approach to the “sticky note” methodology was the most successful of
the various approaches attempted over the last three years. Teachers reported that the
students were more successful forming their own scientific questions and final student
assessments showed the identification of variables increased over previous years.
2.)
Experimental Design Collection of Involving Human Subjects
The experimental design presented in the CardioHEADS activities was selected to allow
students to opportunity to develop the skills necessary for doing science experiments,
gain an understanding of the need for keeping things constant, and answer the scientific
question of the experiments.
In our experimental design, the control groups/subjects/objects are those that are
measured or observed under constant conditions and do not undergo the change of
condition or “treatment” (independent variable) of the experiment. Thus, the control
group serves as the standard for comparison to the experimental groups/subjects/objects
to see whether the change of condition or “treatment” that the experimental group
underwent had an affect.
Typically in experiments involving human subjects, it is more common that all subjects
undergo all conditions or "treatments.” Using the CardioHEADS curricula, this can be
accomplished by extending the lesson over more class periods to allow all students to be
both the control and experimental subjects, so that ALL students undergo ALL conditions
or “treatments” of the experiment. In the first class period, the control data should be
collected first. This would ensure that, each measurement (heart rate, CO2, etc.) is a
baseline measurement where the conditions are held constant (i.e., students did not
inadvertently exercise before getting their resting heart rate). This initial measurement of
the dependent variable will serve as the control data point against which the values
measured after the “treatment” (independent variable) are compared. This adaptation will
enhance scientific accuracy, as all subjects will have undergone all conditions of the
experiment. Further enhancements to these activities include exposing subjects to
intermediary conditions (for example, subjects could begin by resting, then walking, then
running) and grouping subjects according to gender, weight, ethnicity, age, etc.
Regardless of experimental design methodology that you choose to use with your
students, the greatest statistical significance will be obtained through the
compilation of all of the class data.
3.)
Scientific Method
Observations in many classrooms have shown that teachers know the scientific method,
but the order of the steps and the wording varies from classroom to classroom.. The order
of the scientific method process used in the CardioHEADS curriculum is provided below.
Teachers are encouraged to use their own series of steps.
Step One: Formulate a question
Step Two: Formulate a corresponding hypothesis
Step Three: Identify variables
Step Four: Design procedure
Step Five: Collect data
Step Six: Analyze data (make graphs, compute averages)
Step Seven: Draw conclusions
Funded by a Science Education Partnership Award from the National Center for Research
Resources of the National Institutes of Health
2
4.)
Science as an Inquiry Process
The activities are structured to help students with inquiry process skills that include:
forming and writing the scientific question, forming and writing a hypothesis, lab
procedural steps, gathering data, and drawing conclusions. The steps in all three levels
take an incremental approach that guide the student toward the question and, eventually,
allow the students to develop their own question and even design the method of their
experiment in Level III. If teachers already have a standard inquiry process, they can use
their own methods in combination with the CardioHEADS inquiry process.
Scientific Question: The scientific question in an experiment requires a level of
background knowledge to be able to come up with a question. In the experimental
design process, students are led to consider questions when given the variables,
after background information is presented. These are the lab activities that are the
prescribed experiments. After students gain these process skills, they are then
given the freedom of identifying the variables on their own, then formulating their
question.
Hypothesis: In the context of the experimental design, the hypothesis is the
prediction of what effect, if any, the independent variable will have on the
dependent variable that is based on prior knowledge. It is helpful that the
experimenter determines the independent and dependent variables so that he/she
may use knowledge about the variables to make the prediction.
Independent Variable (the variable that is changed): An independent variable is a
factor that is intentionally varied by the person conducting the experiment. In
other texts, it is also known as the treatment, manipulated variable, or the change
of condition. Communicate to your students that it is the thing you change or vary
in the experiment between the control subject/object and the experimental
subject/object.
Dependent Variable (the variable that is measure or observed): The dependent
variable is the factor that you predict will change as a result of variation in your
independent variable. It is easier for students to grasp if you describe the
dependent variable as the thing they will measure or observe in the experiment.
You can go further with your students by describing that it is the thing they will
measure to see if the independent variable, or the thing that they change, causes
an affect. The dependent variable relies on the parameters set by the independent
variable that is why it is the “dependent” variable (i.e., the heart rate is dependent
upon the amount of exercise). In other textbooks, this is also known as the
responding variable or the variable that responds to the change.
Control Group, Subjects, or Object(s): In a scientific experiment, the control is
the group, subject, or object(s) that serves as a standard of comparison. It is
exposed to the same conditions as the experimental group, except for the one
condition that is different for the experimental group: the independent variable.
Funded by a Science Education Partnership Award from the National Center for Research
Resources of the National Institutes of Health
3
Experimental Group, Subjects, or Object(s): In a scientific experiment, the
experimental group, subject, or object(s) will undergo the factor that is
intentionally varied, changed, or experience the “treatment” (independent
variable).
Number of Trials: In the context of a science experiment, a trial is the number of
times you run or repeat the experiment to give it statistical significance. Students
should repeat the experiment as many number of times that is practically possible.
Keeping Things the Same or Fair: In a scientific experiment, the “things that are
the same or fair” are what is held constant in an experiment. Such items include
various lengths of time that are included in the experiment, the number of trials to
have more accuracy in the data, the amount of substance in a given mixture or
what a student may consume to see if it increases heart rate or blood pressure,
may include gender, age, etc., and all other conditions that are held constant
between the control and the experimental subjects/objects.
5.)
Making the Language of Science Explicit
The “Valentines Day Rose Experiment Example” was created to help make the language
of science more transparent to students and facilitate their understanding of the scientific
process and experimental design.
Procedure:
A simple explanation of this experiment in both everyday and scientific language was
placed on the overhead projector (see Transparency: Everyday versus Scientific
Language below.) The students were asked to read both ways of describing the
experiment and then, on their worksheet (below), students were to come up with their
own ideas for a science experiment or just describe a science experiment that they did in
class – in both their own words and using science words. Students struggled with this
process, but Project teachers felt it offered students a good insight into the differences
and similarities in everyday and scientific language.
Students’ Examples: Juan, a sixth grader, wondered whether a bike tire kept
inside would remain fully inflated longer than one kept outside.
Clara, a sixth grader, asked, “Would students in my class behave better if they
held class outside instead of inside?” These types of results indicated that the
students were now thinking more critically about the world around them, after
having gone through the inquiry process of the Level I curriculum.
Funded by a Science Education Partnership Award from the National Center for Research
Resources of the National Institutes of Health
4
Transparency: Everyday versus Scientific Language
Using Your Own Words – Rose Example:
I wonder whether keeping roses in the refrigerator will make the roses last longer. I think
that keeping the roses in the refrigerator will probably help them last longer. To be
certain, I am going to do an experiment with roses to see if keeping roses in the
refrigerator will keep them from wilting too fast. I am going to use 24 roses to see if my
guess is correct. After I look at all the roses and make notes about the condition of each
rose, I am going to put 12 roses in a vase with water and place them in the refrigerator.
Then, I am going to put the other 12 roses in another vase with water and just leave them
on the table. I will make sure that the vase of water stays full by adding more water to
each vase every day. I will also make sure that the room temperature and the temperature
of the refrigerator stays the same throughout the experiment.
I’m going to take a look at each rose at a specific time every day for a week, and write
down a description about what each rose looks like. My descriptions will be placed in
two categories: 1. Roses Kept at Room Temperature, and 2. Roses Kept in the
Refrigerator.
After a week, I will take a final look at each rose and decide if my guess was correct:
that roses will last longer if they are kept in the refrigerator.
Using Words That A Scientist Would Use – Rose Example:
My scientific question: Will the roses last longer if I store them in the refrigerator than
roses that are kept at room temperature?
My hypothesis: If the roses are stored in the refrigerator, then they will last longer than
roses that are not stored in the refrigerator.
I will design and perform an experiment to see if my hypothesis is correct. In my
experiment, I will use a total of 24 roses. 12 roses will be my control subjects and 12
roses will be my experimental subjects. I will label each control rose with numbers (112) and each experimental rose (1-12), to keep things fair.
The dependent variable is what I observe or measure. For this experiment, I will
observe each control rose and each experimental rose every day for 1 week at 3 o’clock
in the afternoon and write down my observations (collecting data) for each set of roses.
The independent variable is the condition that is different between my control subjects
and experimental subjects. The independent variable is temperature because that is the
thing I am changing or doing differently to experimental roses. I will not change the
temperature or do anything special to keep my control roses from wilting.
After 7 days of recording my observations, I will analyze my data from my observations,
form conclusions, and report whether my hypothesis was supported.
Funded by a Science Education Partnership Award from the National Center for Research
Resources of the National Institutes of Health
5
Student Worksheet – How to Design a Science Experiment
In the spaces below, tell a simple story about how you would do a specific
science experiment. For example, you may describe any experiment that we
conducted in class or you may create your own idea for an experiment that
you would like to conduct (except for the rose example on the overhead
projector).
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________________________________________________________________________
________________________________________________________________________
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________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
In the spaces below, use language that a scientist would use to describe the
steps of the same experiment that you wrote about above (i.e., independent
variable, etc.). You may use a format where you list your question, then
your hypothesis, discuss the difference between the control subject and the
experimental subject, the variables, the experimental procedures, and how
you would form your conclusions. Remember to be detailed and specific!
________________________________________________________________________
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6.)
Blank Experimental Design Templates
This document contains worksheets that reflect the general format of the CardioHEADS
version of the “sticky note” process. Worksheet A is the general format that is used when
students have enough information to begin asking a question that leads to the hypothesis
and corresponding experimental design. Worksheet B is the same general format, but
identifies the variables first because as one considers ideas for an experiment, the
variables are what, naturally, come to mind first. The experimental design process is
therefore, circular between the identification of variables and forming the question.
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CardioHEADS Experimental Design Worksheet A.
I. Formulating Your Scientific Question:
To formulate your question below, it is important to recall what you have already learned
about the topic under investigation. In the spaces below, write a scientific question that
includes these facts. This question will set the stage for your investigation, helping you
form a hypothesis, and design an experiment to answer the question. It might be helpful
to look at your questions from the last couple experiments.
________________________________________________________________________
________________________________________________________________________
_______________________________________________________________________.
II. Hypothesis:
A hypothesis brings together what you already know about the topic and the scientific
question into a prediction about what will happen when you manipulate the independent
variable. In the space below, write your hypothesis.
________________________________________________________________________
________________________________________________________________________
III. Identifying Variables:
An important component of designing an experiment is identifying variables. The
independent variable is the thing that we will change in our experiment. The dependent
variable is the thing that we will measure or observe that responds to the independent
variable. What are the independent and dependent variables in this experiment?
Independent Variable:
We will change
Dependent Variable:
We will measure
IV. Defining the Control in the Investigation:
The control and experimental will vary between investigations. Refer to the activity to
help you determine the control and experimental for this investigation.
Control Group/Subjects/Data Point:
_______________________________________________________________________
_______________________________________________________________________
Experimental Group/Subjects/Data Point:
_______________________________________________________________________
_______________________________________________________________________
V. Finishing the Experimental Design:
Keeping Things Fair: To be fair, you will need to keep everything the same in your
experiment except for your independent variable. What things will you keep the same in
your experiment?
We will keep the same:
The teacher has approved this experimental design.
CardioHEADS Experimental Design Worksheet B.
I. Selecting Your Dependent Variable:
In some activities, you began by asking your scientific question that contained both
independent and dependent variables. Scientists do not always think of their question
first, sometimes scientists begin by identifying variables. The independent variable is the
thing that we will change in our experiment. The dependent variable is the thing that we
will measure or observe that responds to the independent variable. After brainstorming
the possible variables for your experiment, what are the independent and dependent
variables that you have selected for this experiment?
Independent Variable:
We will change
Dependent Variable:
We will measure
II. Scientific Question:
In this experiment, you have already selected the variable you will measure and the
variable you are choosing to change. In the spaces below, write a scientific question that
includes the two variables you selected. This question will set the stage for your
investigation, helping you form a hypothesis, and design an experiment to answer the
question. It might be helpful to look at your questions from the last couple experiments.
____________________________________________________________________
___________________________________________________________________?
III. Hypothesis:
Based on what you know about the topic and your question above, what do you think will
happen when you make the change? In a complete sentence, state your hypothesis.
________________________________________________________________________
_______________________________________________________________________.
IV. Defining the Control in the Investigation:
The control and experimental will vary between investigations. Refer to the activity to
help you determine the control and experimental for this investigation.
Control Group/Subjects/Data Point:
_______________________________________________________________________
_______________________________________________________________________
Experimental Group/Subjects/Data Point:
_______________________________________________________________________
_______________________________________________________________________
V. Finishing the Experimental Design:
Keeping Things Fair: To be fair, you will need to keep everything the same in your
experiment except for your independent variable. What things will you keep the same in
your experiment?
We will keep the same:
The teacher has approved this experimental design.
Bibliography
Mears, C., Morris, L., Morris, M. & Schiff, S. (1999). Science Inquiry Toolkit. Consortia
Addressing Statewide Systemic Issues for Leaders in Learning and the Colorado Science
Cadre.
CardioHEADS
Pasco Scientific Equipment - Teacher Guidelines
CardioHEADS has a strong technology component which serves to increase student
engagement and expose student to authentic technology use. Pasco Scientific probeware1
and Apple laptops were used during the course of the pilot program, however, Pasco
GLX Xplorers—a device like a graphing calculator which eliminates the need for
computers—are recommended over the laptops due to their lower cost and maintenance.
However, if you already have computers in a lab or your classroom, you simply need the
appropriate Pasco sensors.
The purpose of this document is to provide instructions for using the Pasco Sensors (heart
rate sensor, CO2 sensor, and the EKG sensor) and their bundled software, Data studio
within the context of the CardioHEADS curriculum (we had the best results modeling the
sensor use for students with a data projector; however, clear and explicit instructions
should suffice). The instructions below cover the use of Pasco Scientific sensors with
both the computer and the GLX Xplorer.
Measuring Heart Rate with the Pasco Sensor:
The heart rate sensor is a light sensor that measures the pulse of the capillaries. The data
the sensor collects is in the form of the “heart beat” and it averages the signal strength
and the variation of the data to get the heart rate values. To get the best possible data for
this classroom activity, it is best to set up a workbook within Pasco’s software:
DataStudio. You will save the workbook and place it on computers in which you have
loaded the Pasco software. To access the program and the activity, the students will only
need to open the workbook file and you can begin walking them through the activity
procedures.
DataStudio Workbook Setup for Heart Rate Lab
• Start the computer.
1
•
Connect the USB Link into a USB port of the computer – the icon on the link,
generally, faces upward.
•
Connect heart rate sensor into USB link.
•
A window will appear on the computer display that says, “I found a new heart rate
sensor. How would you like to use it?”
•
Click “Launch Data Studio.”
•
Remove the digits window by clicking on the red dot in the upper corner of the
window. Click “ok” in the message dialog box.
Probeware refers to all the Pasco equipment used for data collection
•
Look in the “Data” window in the upper left corner of DataStudio. Grab the
“heart rate (beats per minute)” with your cursor and drag it into the graph. You
will get a split graph: 1 w/ “heart beat” and 1 w/ “heart rate.”
•
Delete the top graph by placing the cursor on the top graph and then delete. Now,
you have the “heart rate” graph for your students to view.
•
Click on the sigma (Σ) button to open up the statistics window.
•
Click on the “setup” button (located near the top menu bar, next to “Start”).
Change the sample rate from 50 Hz to 100 Hz and then close the window by
clicking on the red dot (don’t hit the “change” button). If you hit the “change”
button in the window, reopen the window and reset the sampling rate again
without hitting the change button.
•
Connect data points which creates a continuous line graph instead of just data
points by double clicking anywhere on each graph.
•
Click on “experiment” in the top menu, then “sampling options,” and then
“automatic stop.” Set the automatic stop to 60 seconds.
•
Save the activity as ”heart rate lab” or some other file name that students can
easily recognize to the “Desktop” of the computers they will use.
Activity Procedures - Heart Rate Sensor
1. Have the students will double click on the saved workbook file, located on the
desktop, to begin the heart rate measurement portion of this lab activity. Again, if
you have a data projector, it will be easier to show the below procedures on a
screen. If you do not have a workbook created (see above), you will need to
guide students through steps 1-10 listed above. Then, skip to step #4 below.
2. After the students have opened the workbook, have students plug in the USB
Link. Note: If you are familiar with using Pasco equipment, creation of this
workbook eliminates the step where plugging in the sensor opens the DataStudio
program because opening the workbook file opens DataStudio. Additionally, it
saves going through the steps described above.
3. There are four possible places to place the clip-on heart rate sensor on the body to
get a heart rate reading:
1. at the end of a forefinger,
2. the webbing of the hand between the thumb and forefinger,
3. an earlobe, or
4. the top of the ear.
4. Have the students place the sensor on one of those locations.
5. Direct the students to hit the “Start” button to begin measuring their heart rate.
6. If the mean or average heart rate data shown in the statistics window is between
50-90 beats per minute, the sensor is detecting the heart rate well in that location.
Have the students, who are getting a reading within this range, continue to
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measure their heart rate. The workbook is set up with an automatic “Stop” after
one minute.
7. Have the students record their mean (average) heart rate on the data table for the
activity.
8. If the mean heart rate is below or above the range above, then have the student
place the sensor on one of the other above-mentioned locations. Then, repeat
steps 5-7.
9. When all students in each group are finished with their data collection, have them
click on: “Quit DataStudio.”
10. A window will appear that asks if you want to save the data – click on: “no.”
11. Have the students disconnect the sensors and place them back in their plastic
bags.
12. If a laptop MacIntosh computer is being used, the screen must be allowed to
completely go blank, before shutting the lid; otherwise, it will not completely shut
down.
GLX Xplorer (GLX) Method Using Pasco Heart Rate Sensors
1. Turn on the GLX – button in lower right corner. Plug in the heart rate sensor into
one of the sensor ports of the GLX. If the battery is not charged, you will have to
connect it to the AC Adaptor. The GLX will automatically recognize the sensor
and go to the “heart beat” graph.
2. For more accurate data collection, press the “home” button icon for the main
menu. Press F4 and you will be taken into the specific settings associated with
the heart rate sensor.
3. Skip the “Sample Rate Unit” (it should read: “samples/s”) and use the arrow keys
to highlight: “sample rate.” Press “√” and scroll to 100 (this is a sampling rate of
100 HZ as described in the computer methods above) and press “√” again. Leave
the “Reduce/Smooth Averaging” on “Off.”
4. Scroll past the “Reduce/Smooth Averaging.” It should read: “Off.”
5. Scroll down to “Heart Beat” and press “√” so that it reads: “Not Visible.” Leave
the “Heart Rate” “Visible.”
6. Press the “home” button again and press F1 to go “Graph.”
7. Press F3 and scroll down to #4 “Σ Statistics” and press “√.” The statistics will
appear at the bottom of the graph.
8. Have students place the heart rate sensor in one of the locations described in #4 of
“Activity Procedures” above.
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9. Have the students push the start/stop button (f) to begin measuring their heart
rates. The statistics window will not appear on the GLX while students are
measuring their heart rates. After about 20 seconds, you may want to have
students push the start/stop button (f) to view the statistics. If their mean
(average) heart rate is between 50-90 beats per minute, then have them start the
program again and measure their heart rate for a full minute. Note: The sensor
does not show the line graph immediately. Inform the students to be patient – the
line graph will eventually appear.
10. After one minute, have the students press the start/stop button (f) and then record
their mean (average) heart rate on the data table for the activity.
11. Repeat steps 9 & 10 for additional data collection runs (i.e., before and after -control and experimental subjects). A new graph will appear for each data run, so
students will have to record their data before the next person takes their
measurement. If the GLX shuts down (which it does automatically to conserve
the battery), all of the steps will have to be repeated for the next data to be
collected.
12. Have students shut down the GLX by pressing the on/off button in the lower right
hand corner. When the question comes up about saving the file, have students
press F2 – “no.”
Computer Method Using the DataStudio Program and Pasco CO2 Sensors:
The CO2 sensors offer an easy way for students to measure CO2 for the Level II activities.
Procedures for Level II Activity 5
1. Have the students start the computers while you show the students the equipment
they will using for the activity.
2. Have students connect the USB link to the computer.
3. Connect the CO2 sensor to the USB link.
4. A window will appear on the computer display that says, “I found a new CO2
sensor. How would you like to use it?”
5. Click “Launch Data Studio.”
6. Close the “Digits” window by clicking the red circle in the upper left corner.
7. Click “OK” in the message dialog box.
8. Click on “Graph” in the “Display” window on the left.
9. Double click your cursor anywhere inside the graph. You’ll get a window that
allows you to “connect the data points,” so you can see a line graph. Click that
box and then click “OK.”
If you use four re-sealable plastic bags for this activity, use the permanent marker to
label the plastic bags as shown below. If you choose to conserve resources, then use two
re-sealable bags and label them: “control” and “experimental.” You will have to keep
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track to make sure the control and experimental subjects each use their bag twice for
“before” and “after” measurements.
“control before”
“control after”
“experimental before”
“experimental after”
10. Model how to inflate the re-sealable plastic bag with your exhaled breath.
11. Model how to open a small corner of the bag; keeping the majority of the bag
sealed and insert the end of the CO2 sensor.
12. While modeling keeping the bag sealed around the sensor, have a student click on
the “Start” in DataStudio on your computer or one of the computers the students
are using.
13. Measure the amount of CO2 for one minute and have your student assistant click
on “Stop.”
14. This is your “before” measurement. Discuss how ALL students will be gathering
the data for their “before” measurements.
15. Have students hit the “scale graph” button, after they’ve hit the “start” button.
This will help them see the graph on the best scale.
16. Click on the sigma button (Σ), on the lower menu, to get the statistics window to
appear in your graph.
17. Instruct students that they will record the maximum amount of CO2 shown in the
statistics window on their data tables – make sure they enter it as the “before”
value.
18. Now, model how the control subject will rest while the experimental subject
exercises for the duration specified in their experimental designs. Then, each
subject will exhale air into the bag again, or use the “after” bag.
19. Have students repeat the above process and record their data on the data tables.
To close DataStudio:
1. Click on: “Quit DataStudio.”
2. When asked if you want to save the data, click “no.”
3. Disconnect your CO2 sensor and shut down the computer
Procedures for Level II Activity 6a and 6b
Show your students how to place the sensor in the bottle that contains the yeast, sugar,
and water mixture. Emphasize how the sensors cannot get wet and model wiping off the
top of the bottle, after shaking up the mixture. Demonstrate keeping your hands on the
bottle, while the sensor is in the bottle, so that students know to keep their hands on the
bottle to prevent it from spilling. Because it is top heavy, students might easily knock it
over if they are not careful.
1. Go through steps 1-9 above.
2. Have the students gather the materials for the yeast, sugar, and water mixture (50
ml of warm water, one vial or gram of yeast, and one vial or gram of sugar).
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3. Have the student pour the sugar into the container with the warm water and swirl
the mixture until the sugar is dissolve, then add the yeast.
4. When the yeast is mixed enough, bubbles will begin to appear. Have students
wipe off the mouth of the bottle to make certain it is not wet.
5. Instruct students to place the sensor in the bottle. MODEL how they should hold
the bottle, steady, on the table – not the sensor because it must not tip over and get
the sensor wet.
6. Click on “Start” in DataStudio and have students measure CO2 for two minutes.
7. Follow steps 15 –17 above, but students are also required to record the amount of
CO2 on a data table in their worksheets EVERY 15 SECONDS up to two minutes.
They will also have to record the maximum amount (step 17 above).
For Activity 6b, have students follow the same procedures and record their data on the
data table in the student worksheet for Activity 6b. Have students rinse out the bottles
after each experiment.
CO2 Sensor Troubleshooting
You may need to troubleshoot why students are not getting a CO2 line graph appearing
on their screen. Troubleshooting is best done in the following order:
1. See if the students have hit the “scale graph” button, after they have hit the “start”
button.
2. Make sure they have double-clicked on the graph to connect the data points.
3. Take the sensor out of the bottle and blow directly on the sensor to see if you get a
CO2 concentration reading.
4. If you got a CO2 reading with your exhaled breath, then hit “stop” and make
certain that the mixture has been mixed enough (cover bottle and really shake the
mixture and make sure the mouth of the bottle is wiped off before placing the
sensor back in the bottle).
5. If you did not get a CO2concentration reading from your exhaled breath, close
down DataStudio and then restart DataStudio using the same process where you
connect the sensor to open the program. Starting from scratch is sometimes best,
when all other troubleshooting doesn’t seem to work.
6. Restart the computer.
7. Restart DataStudio using the above guidelines for troubleshooting once again.
GLX Xplorer (GLX) Method Using Pasco Heart CO2 Sensors
The GLX can be used as is for collection of CO2 data. However, it would be easier for
all CardioHEADS activities that measure CO2 to get a cord that extends the CO2 sensor
away from the GLX – see your Pasco representative for pricing. If the sensor is extended
away from the GLX, students will have an easier time doing their measurements and are
less likely to have accidents getting the CO2 sensor wet (see guidelines for Activities 6a
and 6b above) when doing the yeast respiration activities.
1. Turn on the GLX – button in lower right corner. Plug in the CO2 sensor into one
of the sensor ports of the GLX. If the battery is not charged, you will have to
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connect it to the AC Adaptor. The GLX will automatically recognize the sensor
and go to the “CO2” graph.
2. The set up for the CO2 data collection is fine for the purpose of all Level II
activities, but students will need the statistics for their data recording. Press F3
and scroll down to #4 “Σ Statistics” and press “√.” The statistics will appear at
the bottom of the graph.
3. Have students place the CO2 sensor in the corner of the Ziplock baggie for the
exhale breath activity; or in the bottle for the yeast respiration activities.
4. Have the students push the start/stop button (f) to begin measuring the CO2. The
statistics window will not appear on the GLX while students are measuring CO2.
Let the sensor collect data for the time length provided in the activity (see above)
or according to student experimental design.
5. Press the start/stop button (f), after the designated time and have students record
the “maximum” amount of CO2 on the data table for the activity.
6. Repeat steps 4 & 5 for additional data collection runs (i.e., before and after -control and experimental subjects). A new graph will appear for each data run, so
students will have to record their data before the next person takes their
measurement. If the GLX shuts down (which it does automatically to conserve
the battery), all of the steps will have to be repeated for the next data to be
collected.
7. Have students shut down the GLX by pressing the on/off button in the lower right
hand corner. When the question comes up about saving the file, have students
press F2 – “no.”
Computer Method Using the DataStudio Program and Pasco EKG Sensors:
An EKG workbook can be created to eliminate student procedure steps. If you choose
not to do the workbook set-up, it will be best for you to walk the students through the
following steps before doing the EKG measurements because you will get clearer EKG
patterns.
1. Start the computer.
2. Connect the USB link into a USB port of the computer. Generally, the USB icon
on the USB link faces upward.
3. Connect the EKG sensor to the USB link (green Pasco lettering is aligned).
4. A window will appear on the computer display that says, “I found a new EKG
sensor. How would you like to use it?”
5. Click “Launch Data Studio.”
6. Close the “Digits” window by clicking the red circle in the upper left corner.
7. Click “OK” in the message dialog box.
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8. Click on “Graph” in the “Display” window on the left.
9. Double click your cursor anywhere inside the graph. You will get a window that
will open entitled: “Appearance” - - click on “connect data points”, and also
unclick “show data points” to see a continuous line graph.
10. Click on: “Axis Settings.” On the bottom lower left, click on “sliding fixed
range” and unclick the other two options in the “automatic scaling” part of this
window.
11. Next, set the Y & X scales both from 0 to 5 for the minimum and maximum,
respectively.
12. Click “OK.”
Save the workbook as EKG Activity and place it on the desktops of the computers your
students will be using for the activity.
Procedures for Level III Activity 6
Guide students through the EKG procedures below:
1.) Start the computer.
2.) If a workbook is created, the students will double click on the workbook file
located on the desktop. Otherwise, follow steps 2-12 above.
3.) Instruct the students to do the following for each member of the group:
a.) Stick three EKG electrode tabs to your skin. Stick one on the inside of your left arm
just below the elbow. Stick one on the inside of your right arm just below the elbow.
Stick one to the inside of your right wrist. There is a diagram on the sensor itself to help
guide students.
Green (negative)
Red (positive)
Black (ground)
b.) Using the diagram above to match the colors to the right locations, connect the EKG
electrode clips to the tabs.
Instruct students to SIT STILL TO COLLECT DATA
c.) Click the “Start” button (see below). The start button is in the top left corner and has
a green triangle.
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d.) When you begin to get a regular pattern like the one below), record for about 10-20
seconds, then click the “Stop” button.
“Start” button
Regular pattern
e.) If you want to make your EKG pattern appear larger, place the cursor on the x-axis
where you want to expand the graph. When you see a double arrow, click and hold as you
drag the cursor to expand your graph.
f.) Print your EKG if you have access to a printer.
9.) Repeat Step 8 for each member of the group.
GLX Xplorer (GLX) Method Using Pasco Heart EKG Sensors
1. Turn on the GLX – button in lower right corner. Plug in the EKG sensor into one
of the sensor ports of the GLX. If the battery is not charged, you will have to
connect it to the AC Adaptor. The GLX will automatically recognize the sensor
and go to the “CO2” graph.
2. The set up for the EKG data collection is fine for the purpose of Activity 6 –
Level III. Students will merely look at their EKG patterns and not collect
statistics.
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3. Instruct the students to do the following for each member of the group:
a.) Stick three EKG electrode tabs to your skin. Stick one on the inside of your left arm
just below the elbow. Stick one on the inside of your right arm just below the elbow.
Stick one to the inside of your right wrist. There is a diagram on the sensor itself to help
guide students.
Green (negative)
Red (positive)
Black (ground)
b.) Using the diagram above to match the colors to the right locations, connect the EKG
electrode clips to the tabs.
Instruct students to SIT STILL TO COLLECT DATA
c.) Click the “Start” button (see below). The start button is in the top left corner and has
a green triangle.
d.) When you begin to get a regular pattern like the one below), record for about 10-20
seconds, then click the “Stop” button.
4. Have the students push the start/stop button (f) to begin measuring the EKG.
Let the sensor collect data for about 10-20 seconds.
5. Press the start/stop button (f). Students will only be able to see a basic EKG
pattern. If a printer is available, you can hook the GLX to the printer to allow
students to have a print out of their EKG patterns. Note: There is no way to
expand the graph to have the appearance of the EKG patterns become more
spread out and visible as on the computer.
6. Have students shut down the GLX by pressing the on/off button in the lower right
hand corner. When the question comes up about saving the file, have students
press F2 – “no.”
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CardioHEADS Level I: The Heart and Exercise
Teacher Information -- Unit Introduction: “The Heart – What Do You Know?”
Grade Level: 6-9
National Science Content Standards: N/A
Purpose:
The student prior knowledge assessment (PKA) is designed to elicit students’ existing
knowledge related to the material that will be covered in this unit. Use this PKA to see
where you can leverage students’ background knowledge when you introduce topics and
to determine the level of coverage needed to introduce the various topics in the unit.
Using the PKA as a pre- and post-test is a useful assessment tool and can help illustrate to
students how much they have learned throughout the course of the unit.
Objectives:
After completing this exercise students will be able to:
• Assess whether their pre-existing ideas about the heart agree with current
scientific understanding.
• Calculate various heart rates.
Suggested Time Period:
One 45-minute period
Materials:
Drawing paper
Crayons, colored pencils, or color markers
Computers (to do an internet search for more heart information) Optional
Tennis balls (enough for each group of students to have 1)
Transparency – The Heart Introduction
Vocabulary: List vocabulary on a writing board or “word walls.” You may also
consider having students record the vocabulary in a “CardioHEADS” unit journal.
Blood Vessel – \Blud VES • sel\ A flexible tube that carries blood throughout the body.
Arteries, veins, and capillaries are all blood vessels.
Breastbone - \BREST • bohn\ See sternum.
Chamber – \CHAYM• bur\ One of the walled, empty spaces in the heart. The atria and
ventricles are chambers. Chamber is also another word for “room”.
Extremities – \eks• TREM • i • teez\ Parts of the body furthest from the center of the
body, such as arms, hands and feet.
Heart Rate – \hart rayt\ The number of times the heart beats in one minute
(beats/minute).
Ribcage – \rib • kayj\ The group of bones in the human skeleton that surrounds the upper
middle part of the body and protects the heart and lungs.
Sternum – \STIR • num\ AKA- Breastbone – The flat bone right in the middle of your
chest.
Misconceptions:
• The heart is heart shaped as one sees on jewelry, Valentines, and other objects.
•
•
The heart is one complete object, not composed of parts.
The heart is a solid red color.
Prior Knowledge Questions
Have the students respond to the PKA questions provided in the student activity. Remind
them that this activity is intended to help them express what they already know. Their
first attempt will not be graded for accuracy. (Most of the answers to the questions are
contained in the short section entitled, “Heart Information.” Further information on the
heart is available in this Unit in Activity 2).
Introduction:
The introduction to this unit begins with the famous phrase, “You gotta have heart.” To
get students thinking about the heart have them think of other phrases or lyrics from their
favorite songs that reference the heart. Ask them why they think the heart is commonly
referred to as the center of one’s emotions/feelings.
Have the students read the “Heart Information” (The SAME information is on the
Transparency –The Heart Introduction, which you can put on the overhead and read
along with the students.) To help your students research more information, you may
want to add some information from the websites below and place them in transparent
notebook sleeves on the tables for your students to access.
Activity Procedures:
The Squeeze
To help introduce the concept of heart rate and increase the understanding that the heart
is a muscle that does “work,” have the students pump a tennis ball for 60 times or even
just squeeze their fists 60 times in a minute.
Heart Rate
Discuss with students what a heart rate is and then have them do the various calculations
of beats per minute/hour/day/year/lifetime.
Extensions and Optional Substitutions:
• Post pictures on the walls around the classroom.
• Have students use computers to search for images of hearts on the Internet.
• Have students complete this activity in small groups.
• Have students assess each other’s drawings.
• Supplement activity with library research, Internet research, reading from the
textbook or note-taking on the basic structure of the heart.
Additional Resources:
“The Heart: An Online Investigation” from the Franklin Institute Online:
http://sln.fi.edu/biosci/heart.html
Amazing heart facts from PBS NOVA episode “Cut to the Heart”:
http://www.pbs.org/wgbh/nova/heart/heartfacts.html
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Transparency – Heart Introduction
Aorta
Left atrium
Left
coronary
artery
Right
coronary
artery
Right
atrium
Cardiac
vein
Left
ventricle
Right
ventricle
The heart is an organ made of muscle tissue. Most of the cells of the
heart are muscle cells. The heart’s function is to pump blood
throughout the body. It is located in the center of chest, behind the
breastbone or sternum. This location allows the heart to be protected
by both the sternum and the ribcage. The center of the chest is also a
good location for the heart because it is located near the middle of the
body. Thus, the blood does not have to travel as far to get to body’s
extremities like the hands and feet. The heart sits slightly above the
center of the body. This is a good location because it is harder to pump
the blood up than to pump the blood down.
The human heart is about the size of a clenched fist. It has four
chambers and is attached to several major blood vessels, which carry
blood to and from the body. On average, the human heart beats about
60-80 times per minute. This is called the heart rate. Every time the
heart beats, it has to generate enough force to move blood through the
entire body.
CardioHEADS Level I: The Heart and Exercise
Teacher Materials -- Activity 1: “Organ Donation”
Grade Level: 6-9
Purpose:
To introduce this unit about the heart by stressing the importance of the heart through
discussion about organ donation. The students are able to express their opinions about
organ donation by completing a survey, interpreting a chart, and making a graph.
Objectives:
After completing this exercise students will:
• Know some key facts regarding organ donation.
• Express their opinions about organ donation.
• Construct and interpret graph or histogram from data.
Suggested Time:
One or two 45-minute periods
Note: Students who need extra help with the math skills/graphing portion of the activity
will likely require more than one 45-minute period.
Prerequisite Math Skills:
Collecting data
Making a double bar graph
Vocabulary and Suggestions:
List vocabulary on a writing board or “word walls.” You may also consider having
students record the vocabulary in a “CardioHEADS” unit journal.
Evidence - \ EV• i •dens \ A thing or things helpful in forming a conclusion or judgment.
Transplant - \trans • PLANT\ To transfer (tissue or an organ) from one body or body
part to another.
Opinion – \oh • PIN • yun\ A statement based on beliefs and values rather than on fact.
Organ - \OR • gan\ Grouped tissues that form a structural unit that carries out a specific
function (e.g. stomach).
Misconceptions:
• Students may believe a person may need to die before they can donate an organ.
Have students research the kinds of organs that can be donated and which organs
can be donated from a living donor.
• Students might think anyone can get an organ at any time.
Emphasize how there is often a wait list to receive a specific organ
Materials:
Graph paper or (Optional) computers with Excel or Appleworks programs
Transparency - Class Opinions About Organ Donation
Transparency - Organ Donation Bar Graph Example
Optional Materials (if Flow video is purchased and viewed):
VHS videotape “Flow” (16 minutes) (Ordering Information:
http://www.shareyourlife.org/gift_orderform_flow.html)
TV and VCR
Student worksheet – questions about Flow video
Special Needs Considerations:
You may have students draw pictures or use graphic organizers for the new vocabulary.
Background:
Organ donation is a good way to introduce students to the importance of the heart. This
activity addresses facts surrounding organ donation, misconceptions, and also opinions.
Students will provide their opinions about organ donation and be introduced to the
opinions of others, including religious organizations. There are two websites listed in the
“Additional Resources” that discuss the various religious perspectives regarding organ
donation. You may want to print out these resources as well as the Internet articles about
people who have donated and received organs (to provide real life examples to present to
your students). Additionally, students will have the opportunity to explore details about
being a donor in their research for Activity 9 – “Community Connection.”
Because understanding the word “organ” is vital in this lesson, pictures or posters of the
body’s organs and pictures of analogous parts from car engines will enable student
understanding.
Alternatively, this activity can be introduced using “Flow,” a video about organ donation.
The video, however, is not necessary for successful completion of this activity.
Information about presenting the movie as part of this lesson is provided in the
Extensions and Optional Substitutions section.
Introduction and Warm Up:
Try to engage students in the activity by playing the sound of a heart beating for them
(either via a recording—see below—or through the use of a drum. You can also use this
time to assess students’ pre-existing knowledge about hearts, heart health and organ
donation).
Lub-Dub, lub-Dub, lub-Dub (derived from the following website:
http://www.pbs.org/wgbh/nova/heart/heartfacts.html which describes lub-Dub as the
sound of the heart valves opening and closing (students will be introduced to the valves
later in the unit). Lub-Dub, Lub-Dub, Lub-Dub - Have you ever heard that sound before?
It is the sound of your heart beating. Like the fuel pump on a car that pumps gasoline to
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the carburetor, the heart pumps blood throughout the body. What would happen to a car
if the fuel pump became damaged? How could the pump be repaired? One option would
be replacing the fuel pump. Similarly, damaged hearts can sometimes be replaced with
healthy hearts. This is called a heart transplant. In this activity you will learn more about
donating hearts and other organs. You will discuss what you learn with your class and
have an opportunity to form your own opinions about organ donation.
Do you happen to know anyone who’s needed an organ transplant? Do you know if your
parent or parents have volunteered to be organ donor on their driver’s license?
•
Use the above questions as a “warm-up” to determine pre-existing knowledge.
Write the questions on a board or transparency or prepare student handouts.
Allow the students two minutes of “think time” to answer the questions in
complete sentences. Then, share students’ answers and place them in a web or
other graphic organizer.
•
Using the analogy of a car engine helps students start thinking about internal parts
(organs) of the body. Repairing or replacing the engine leads to ideas about organ
donation. Using the illustration in the student materials, point out car parts versus
organs in the body. Have students discuss or journal their thoughts about
replacing or repairing a dysfunctional organ.
•
Before directing students to read the Organ Donation Facts (In CardioHEADS
Activity 9), use the following questions to determine students prior knowledge:
Do people have to die to be a donor? Are organs easily found when someone
needs a transplant? Based on the car pictures versus the body parts, what types of
organs can be donated? What organs cannot be donated? Does a person have to
be a certain age to be a donor? What does a donor card look like? If students do
not know how to answer these questions, they will have an opportunity to explore
more about donor issues and facts in their research for Activity 9.
•
Finally, have students read or read as a class the Organ Donation Facts (Activity
9).
Activity Procedures:
Organ Donation – Your Opinions
Have your students circle a response (agree or disagree) to the statements about organ
donation on the student worksheet. It is best to have the students do this on their own (so
they are less likely to be influenced by the answers/opinions of their peers).
Transparency – Class Opinions About Organ Donation
Tally the results of your students’ opinions by completing the following table (by
counting how many students agree and disagree with each statement). You may do this
by taking a quick poll with the class about each statement. Emphasize that no answer is
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right or wrong because they are giving their opinions and it is important to listen to
different opinions.
Graphing Your Opinions
Transparency - Organ Donation Bar Graph Example
Use the transparency example to guide your students into graphing the results of the class
opinions. This example may be used as a guide to graphing manually or in a spreadsheet
format.
Examine the students’ graph for proper formatting. Check for title, labels, correct scale
and plot of data.
Conclusions
The following are the conclusion questions on the student worksheets (and what you
might expect from their responses). To assess the conclusion question responses, look for
students to make conclusions from the graph and chart. You may also want to have the
students define organ and organ donation.
As an activity wrap-up question, you might want to ask, “If you were old enough, would
you become an organ donor?”
1) With which statement did the largest number of people agree?
Answers will vary with class data.
2) With which statement did the largest number of people disagree?
Answers will vary with class data.
3) Is the data from the graph based on opinion or fact? Give two reasons to support your
answer.
The survey questions gathered opinions from the class.
The tally of student responses is factual data. The data is evidence to support the fact of
which statement had the highest number of responses.
The length of each bar in the graph is based on the total number of responses of those
who agreed or disagreed with each statement or question.
4) List two organs a person could donate. Using data from the graph, would most people
donate these organs? Support your answer.
Students may use the Organ Donation Fact Sheet or recall what organs or tissues are
listed on the sheet for their responses. Responses include any two of the following: liver,
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heart, skin, bone and cartilage, ligaments and tendons, bone marrow, cornea, kidney,
lung, small intestine, and pancreas.
The responses will vary, depending upon class responses, about whether most people
would donate organs.
Extensions and Optional Substitutions:
• As a homework option, students may ask family members or students outside of
class to answer the five survey questions and make a chart and graph from this
data.
• Show the movie Flow and follow the lesson plan included in the Resources
section of this document
• Show a movie clip from John Q with Denzel Washington playing the father of a
child who needs a heart transplant.
• Invite a guest speaker from the local speakers bureau of the Donor Alliance.
http://www.donoralliance.org/
Resources:
United States government website on organ and tissue transplants and donation:
http://www.organdonor.gov
Donor Alliance – Colorado-based organization that can provide guest speakers in the
Denver area:
http://www.donoralliance.org/
Donor Awareness Council – Colorado-based organization that holds student poster
contest:
http://www.donor-awareness.org/index.html
Religious perspectives on organ donation:
http://www.donor-awareness.org/info.religious.html
http://www.life-source.org/gift/religion.html
Lesson plan using the movie “Flow” as an introduction to organ donation:
Below is a description of the Flow video from the James Redford Institute website.
Although the video is targeted toward high school students, it can be effective at the
middle school level.
Note: The audio of the video needs to be set at a relatively high volume. The jargon
used in the conversation between the heart recipient and the brother of the donor tends to
come out somewhat muffled. Student engagement may be lost if the video is not loud
enough.
Flow and Educational Outreach Kit [excerpt from the James Redford Institute:
http://www.jrifilms.org/flow.htm]
Flow, a short drama targeted to high school students is a touching depiction of an
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encounter between a donor family member and a recipient—a young man who receives a
heart transplant and then meets the brother of the donor. The emotional story
helps young people understand the life and death struggle experienced by those in need of
transplants and families faced with the decision to donate organs. Signing or not signing
a donor card is one of the first adult decisions a teenager must make after passing his/her
driver's test. Too often this critical decision is made without full understanding of the
issue and without family discussion.
The Flow Educational Outreach Kit addresses organ and tissue donation in a way that
contributes to ongoing dialogue and satisfies curriculum requirements. Our goal is to
motivate students to make an informed decision to be organ and tissue donors and discuss
their decision with their families.
Procedure: “Flow” A Story About Organ Donation
Have your students watch the video “Flow.” During the video, have your students fill out
the student worksheet to keep your students on task of watching the video for its content.
You will need to copy the below student sheet because it’s not included in the student
information (excerpted from the “Flow Education Kit” produced by the James Redford
Institute). After viewing the film, students may have questions or issues about organ
donation. Discuss their reactions to the video as a class.
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CardioHEADS Level I: The Heart and Exercise
Extension -- Activity 1: “Organ Donation”
Name:__________________________ Date: ____________Period: _____
Student Worksheet
“Flow” is a video that tells a story about organ donation. A young man is able to live
because he received a heart from an organ donor, but the brother of the donor struggles
with the idea of someone having his deceased brother’s heart. Listen carefully to this
story and answer the following questions by writing your answers in the space below
each question.
1.
Why is the film called “Flow”?
2. What is the symbolism of Jason handing his jacket to Damon in Damon’s dream?
3. Why was Jason’s brother so troubled by donation?
4. Why did Marcus want to meet Damon?
5. Why did Damon agree to meet Marcus?
6. What objections might a family have towards donating the organs/tissues of a
loved one?
7. What if it had been their parent or sibling?
8. What if the student had been the recipient?
9. Has anyone in the class had a transplant? Does anyone know anyone who has had
an organ transplant? Is there anything you can tell the class based on your
experience?
10. How might medical experts decide who should get organs if there are not enough?
11. Why should a teenager care about this issue?
Transparency - Class Opinions About Organ Donation
Statement
Number of
students who
agree
Number of
students who
disagree
Being an organ donor is a good way to help other
people, even after you die.
If a person has agreed to be an organ donor, doctors
will not try as hard to save that person’s life if they are
injured.
To have a proper burial, a person’s body needs to be
buried intact (with all of their organs).
The people who should be first on the list to get an
organ transplant should be the people who are the
sickest.
A person who is 80 years old should have the same
chance of having a transplant as someone who is 8
years old.
Transparency - Organ Donation Bar Graph Example
Class Opinions - "Organ Donation"
30
25
20
Agree
15
Disagree
10
5
0
1
2
3
Statement
4
5
CardioHEADS Level I: The Heart and Exercise
Teacher Information -- Activity 2: “Heart Parts” Heart Game
Grade Level: 6-9
National Science Content Standards: C
Purpose:
To enable students to identify the chambers, valves, and major blood vessels of the heart
by researching and labeling heart parts. Students are offered multiple opportunities to
learn the key structures or the heart and the pathway of blood through the circulatory
system.
Objectives:
After completing this exercise students will be able to:
• Identify the central structures of the heart.
• Accurately describe the flow of blood through the heart.
Suggested Time:
Two 45-minute periods [At least one 45-minute period to cover the flow of blood through
the heart and one to learn the game. Reinforcement of the game can be done in 10
minutes as a sponge.]
Materials:
• Answer key for student worksheets
• Transparency: Heart Parts and Flow of Blood Through the Heart
Heart Game
1. Transparency of heart diagram (Power Point file).
2. Heart anatomy labels for each team laminated
3. Two 5-inch laminated paper disks with red on one side and blue on the
other used to represent a blood cell with and without oxygen.
4. Stopwatch.
Vocabulary:
List vocabulary on word walls for students. You may also consider having students
record the vocabulary in a “CardioHEADS” unit journal.
Aorta – \ay• OR • tuh\, The large artery that carries the blood from the left ventricle to
all parts of the body except the lungs.
Blood vessel – \Blud VES • sel\ A flexible tube that carries blood throughout the body.
Arteries, veins, and capillaries are all blood vessels.
Chamber – \CHAYM• bur\ One of the walled, empty spaces in the heart. The atria and
ventricles are chambers. Chamber is also another word for “room”.
Inferior vena cava -- \inferior VEE • nuh KAY • vuh\ The largest vein in the human
body that returns blood to the right atrium of the heart from the lower part of the body.
Left atrium – \left AY • tree • um\ One of the four chambers of the heart. Blood enters
the left atrium from the pulmonary vein and exits the left atrium into the left ventricle.
Left ventricle – \left VEN • tri • cul\ One of the four chambers of the heart. Blood
enters the left ventricle from the left atrium and exits the left ventricle into the aorta.
Mitral valve – \MY• trul valv\ The “one way door” that controls the flow of blood
between the left atrium and the left ventricle of the heart.
Pulmonary – \PUL • muh • nair • ee\ Having to do with the lungs.
Pulmonary artery – \PUL • muh • nair • ee AR • ter • ee\ The blood vessel that
carriesblood from the right ventricle to the lungs.
Pulmonary valve – \PUL • muh • nair • ee valv\ The “one way door” that controls the
flow of blood from the right ventricle to the pulmonary artery.
Pulmonary vein – \PUL • muh • nair • ee vayn\ The blood vessel that carries blood
from the lungs to the left atrium.
Right atrium – \ryt AY • tree • um\ One of the four chambers of the heart. Blood enters
the right atrium through the inferior and superior vena cava and exits the right atrium into
the right ventricle.
Right ventricle – \ryt VEN • tri • kul\ One of the four chambers of the heart. Blood
enters the right ventricle from the right atrium and exits the right ventricle into the
pulmonary artery.
Superior vena cava -- \superior VEE • nuh KAY • vuh\ The second largest vein in the
human body that returns blood to the right atrium of the heart from the upper half of the
body
Sternum – \STIR • num\ AKA- Breastbone – The flat bone located in the middle of
your chest.
Tricuspid valve – \TRY • kus • pid valv\ The “one way door” that controls the flow of
blood from the right atrium to the right ventricle.
Valve – \valv\ A flap of connective tissue that acts like a one-way door to control the
flow of blood and that makes sure that blood can only flow in one direction.
Special Needs Considerations:
• For students who need more time to complete tasks, provide the student sheet,
Figure 3 with the boxes already filled in and have them draw the lines to the
appropriate structures.
• English language learners who know Spanish might be very familiar with many of
these science terms. Encourage them to share the cognates with the class.
Introduction and Warm-Up:
As a warm-up, encourage students to think of the places in their home that receive water
(the kitchen sink, the bath or shower, toilets, washing machine). They could draw the
rooms in the home. The rooms would be like chambers in the heart and the pipes would
be like the vessels.
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Discuss analogies for chambers, vessels, and valves. Harry Potter’s “Chamber of
Secrets” book may be mentioned plus other ways to describe various sections, rooms, or
compartments. Vessels can be related to pipes, tubes, a straw, or hoses (anything that
allows a fluid to run through it). Valves can be described with analogies such as faucets,
dams, one-way doors, etc.
The analogy of the fuel pump could also be incorporated into the warm-up discussion.
As the fuel pump sends fuel to an automobile’s engine, the engine has valves that allow
the gasoline to flow toward the engine and not backward. As the fuel flows through the
engine, the carburetor oxygenates the fuel just as the lungs add oxygen to the blood
before it returns back to the heart.
Heart Parts - Preparation for Playing the Heart Game:
Review the students’ PKA about the heart from the Unit Introduction. Remind students
to be thinking about the heart game as they do additional research about the specific heart
parts and the flow of blood through the heart. If they know there is going to be a
competition with their classmates, they may be motivated to learn the locations of the
chambers, valves, and major blood vessels of the heart. You may also inform your
students that correct labeling of the heart allow teams to gain points and incorrect
labeling causes points to be deducted.
The student materials have text and diagrams that illustrate the heart structures and
describe how blood flows through these various parts. While you and/or your students
read each section, you may want students to use their listening and reading
comprehension skills to place arrows in the direction of blood flow on one of the heart
diagrams and have students underline new vocabulary words. Explain that paying
attention will prove very useful for—the “Heart Game.”
Additional learning gains were observed in classrooms that allowed exploratory research
about the heart when directed to the websites in the “Additional Resources” section.
These sites also prepared students to do heart dissections that teachers added to this unit,
borrowing from the Level III unit. A good animated representation of the flow of blood
is available at: http://www.pbs.org/wgbh/nova/heart/heartmap.html and
http://science.howstuffworks.com/heart3.htm .
For students requiring more reinforcement on labeling the heart diagram and drawing
arrows representing the flow of blood an additional large heart diagram is provided at the
end of the student activity.
As stated in the misconceptions, students may not completely grasp how and why blood
carries oxygen back to the heart from the lungs. Details about the blood are covered in
the Level II unit. Students do not, however, have to know details about the function of
the blood to learn about the flow of blood through the heart and the heart parts.
Post-Reading/Internet Research Wrap-Up Questions
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As students are memorizing or researching the heart parts, check for understanding by
asking:
• What do the chambers in the heart do? What do the valves in the heart do?
• What do the vessels around the heart do?
• How would you describe a chamber (room)? A valve (door)? A vessel (pipe)?
Heart Diagrams:
1. The diagram labeled figure 4 is designed to assist student learning of both
the anatomical structures of the heart as well as the flow of blood through
the heart. Students are asked to draw arrows to label the heart parts and
provide the sequential flow of blood through the heart.
2. The final preparation for the game is the last diagram on the student page
labeled figure 5. This may also function as an assessment of the students’
learning gains. If students can successfully label the heart parts and trace
the flow of blood through the heart, they are ready for the heart game.
However, the heart game in and of itself is helpful for student learning, so
you may want to have students fill out the diagram once again (after
you’ve played the heart game a few times). The reading materials, student
worksheets, and the heart game can be repeated at any time to review the
heart function and parts.
The “Heart Parts and Blood Flow” transparency may be used as a key or as a guide to
reinforce your students’ reading and research. Directions for the Heart Game are
provided after the transparency.
Activity Procedures:
Directions for the Heart Game
The students will demonstrate their knowledge of the flow of blood through the heart by
participating in the “Heart Game.” As with anything, the more the students practice and
play the game, the better and faster they will become at completing the game course. The
students might make a few mistakes when they first begin, but if you reinforce the
activity, even as a time-filler, they’ll get better. It is beneficial to do the warm-ups and
the extensions listed below. The warm-up worksheets provide a good reference for the
scorekeeper when the Heart Game is played. It reinforces the concepts to have the
students take turns being the scorekeeper because they will observe whether the heart
anatomy labels are placed correctly, whether the blood cell is being flipped over after the
blood goes through the lungs, etc. Students find it engaging and fun to keep track of their
times, to beat the other team, and demonstrate their knowledge to those who visit their
classroom.
The Game:
Directions:
1. Split the class in to two teams. Select a scorekeeper and timekeeper for each
team. The scorekeepers will monitor the opposing team to ensure that they follow
the "rules." The scorekeeper will keep track of any rule violations and penalties,
and make sure the heart is labeled correctly. The timekeeper will use the
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stopwatch to record the team's time to complete their turn in the game and help to
monitor whether the rules are being followed.
2. Each team will have a full set of laminated heart part labels to play the game.
Each set has one differing heart part.
3. Place the transparency of the unlabeled heart on the overhead projector.
Review the flow of blood through the heart using the Superior Vena Cava (at the
top of the heart) as the starting point. While you are tracing the flow of blood
through the heart, explain that each team member will draw a heart label to place
onto the projected image of the heart on the floor. The objective of each team
member is to place the label onto the correct location of the heart structure by
walking the path of the flow of blood through the heart. Additionally, explain that
they will also carry a blood cell that needs to be flipped from the blue side to the
red side as they re-enter the heart from the lungs to represent oxygenated blood.
Points will be deducted for not turning the blood cell over.
4. To make the game a little easier, you may choose to hand out the labels to each
team member and have them line up behind each other at the Vena Cava. To
make the game more challenging, place the heart part labels (for that team) into a
container face down and place it at the starting point - the Vena Cava.
They will still line up, but they will draw labels from the container just before it is
their turn.
5. The first student in line on each team will be given a blood cell and they will
draw the first label. They are to hold the cell with the blue side up until they
reach the lungs. The next student will draw a label from the container, as the first
student is walking through the heart as the blood flows through the heart and
placing their label onto the correct location.
6. The blood cell is like a relay baton that students must hand to their teammate
who is next in line. After a student goes through the entire route of the blood
flow, the student will then hand off the blood cell to the next teammate to do the
same process. The next student must begin with the blood cell facing blue side
up.
7. The students will take turns walking through the heart following the flow of
the blood and placing their heart anatomy label on the correct location on the
heart until all the labels are place on the heart.
8. The timekeeper of each team will use a stopwatch or clock with a second
hand to record the time it takes each team to place their labels onto the heart.
Scorekeepers will observe whether the "rules" are followed as each team plays the
game. Observations of the correct placement of the labels will be made after the
team has finished and before the next team begins to tally a correct score.
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Note: The team who goes last has an advantage of observing where the labels were
placed from the first team. Flip a coin to see who starts the first time and then switch the
starting order of the teams as they play the game multiple times. If you have the space
and two overhead projectors, you may have each team play the game, simultaneously, to
make the game completely fair.
Rules: (Allow all students one run through before initiating the rules.)
1. Students are not allowed to receive help from their teammates. If they
do receive help, their team will receive a ten second penalty.
2. If a student places an anatomy card in the wrong position, his/her team
will receive a 30 second penalty.
3. Students must walk through the entire heart from the vena cava to the
lungs and out the aorta or their team will receive a ten second penalty.
4. If a student forgets to turn the blood cell over to the red side facing up
after they walk through the lungs then the team will receive a 15
second penalty.
5. The team with the fastest time wins!
Wrap Up:
Use the opportunity to correct students who forget to flip the blood cell from blue to red
to remind students that the blood carries oxygen to all places in the body. After the
game, talk about what the students mislabeled and how it could be corrected. Scores can
be logged to demonstrate student progress.
Assessments:
- Student Worksheets of the pathway and labeling the heart.
- Participation in the Heart Game.
Extensions and Optional Substitutions:
• Have students construct model hearts out of clay.
• If available, use heart models to compare the human, pig and/or sheep hearts.
• Instead of or in addition to having students fill out the pathway in writing, write
each word on a sheet of paper. Have students physically arrange labels in a circle.
As an option, break into two teams and race to see who can complete their circle
first.
Resources:
Flow of blood through the heart:
http://www.pbs.org/wgbh/nova/heart/heartmap.html
http://science.howstuffworks.com/heart3.htm
“The Heart: An Online Investigation” from the Franklin Institute Online:
http://sln.fi.edu/biosci/heart.html
Amazing heart facts from PBS NOVA episode “Cut to the Heart”:
http://www.pbs.org/wgbh/nova/heart/heartfacts.html
Online sheep heart anatomy:
http://www.gwc.maricopa.edu/class/bio202/heart/anthrt.htm
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6
Step by step pig heart dissection with color photos (even though students will not be
doing the dissection, the online observations will aid in student identification of heart
parts): http://www.heartlab.robarts.ca/dissect/dissection.html
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Heart Parts Game Pieces
Directions: Cut out the game pieces and glue to construction paper. Each SET of game
pieces should be glued to a different color construction paper. Laminate.
Team #1 heart parts game pieces
Left Atrium Right
Atrium
Left
Right
Ventricle
Ventricle
Pulmonary Inferior
Artery
Vena Cava
Lungs
Superior
Vena Cava
Pulmonary
Valve
Mitral Valve
Aortic Valve
Aorta
Team #2 heart parts game pieces
Left Atrium Right
Atrium
Left
Right
Ventricle
Ventricle
Tricuspid
Inferior
Valve
Vena Cava
Lungs
Superior
Vena Cava
Pulmonary
Valve
Mitral Valve
Aortic Valve
Aorta
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Transparency - Heart Parts and Blood Flow
CardioHEADS Level I: The Heart and Exercise
Teacher Information -- Activity 3: “A Measure of the Heart”
Grade Level: 6-9
National Science Content Standards: A, C
Purpose:
To reinforce measuring skills and the metric system in the context of exploring sizes of
various animal hearts. Introduces the inquiry process of forming a hypothesis, gathering
data, and making conclusions.
Objectives:
After completing this exercise students will be able to:
• Use common metric measurements for circumference, mass, and volume.
• Perform basic metric unit conversion.
• Draw relationships between the size of an animal and the corresponding size of
the animal’s heart.
Suggested Time:
Two 45-minute periods
Vocabulary:
List vocabulary on word walls for students. You may also consider having students
record the vocabulary in a “CardioHEADS” unit journal.
Control Subject - \con • TROLL SUB • ject\ In an experiment, the group or subject that
does not receive any treatment or change.
Circumference – \sir• KUM • fur • ens\ The distance around the outside of a circle.
Mass - \mass\ property of a physical object that quantifies the amount of matter and
energy it contains.
Hypothesis – \hy • PAHTH • eh • sis\ An educated guess. A prediction or possible
explanation based on known facts or observations.
Volume - \VOL• yume\ How much space an object occupies.
Weight - \wayt\ the force of gravity pulling down on an object.
Prerequisite Skills:
• Metric system
• Unit Conversions
• Measurement – use of measuring tapes, balance, and graduated cylinders to find
length, mass, and volume
Materials:
Transparency: Metric System Examples/ Class Data in Comparison to Average Mass of
Animals and the Human Heart
Hearts (Pig, Sheep, Cow, Chicken) – see below for how to obtain hearts
Volumetric containers3 – see below (i.e., graduated cylinders and additional volumetric
glassware)
Trays for holding the hearts
Metric measuring tape
Container of water
Miscellaneous containers for students to create their own water displacement volume
measurements (gallon milk containers, 2-liter soda containers, old plastic storage
containers (Tupperware, etc.)
Straws or plastic tubing to make spouts
Balance (If there are not enough balances, students may need to share)
Ordering Information - Hearts
Typically, you may obtain chicken hearts from the butcher at the grocery store or use the
heart in the giblets packaged with whole chickens. Fresh cow, pig, and sheep hearts can
often be obtained from local slaughterhouses with advanced notice. $5 is a typical price
for a fresh cow heart with aorta intact. Alternatively, preserved hearts may be ordered in
advance from Carolina Biological Supply Company. Allow at least 2-3 weeks for
delivery.
• Pig Heart cat# ER-22-8560 $5.00 ea/ $4.25 ea for ten or more
• Sheep Heart cat # ER-22-8770 $3.25 ea/ $2.40 ea for ten or more
• Cow Heart cat # ER-22-8910 $18.50 ea/ $15.35 ea for ten or more
Optional Materials:
The following materials, though optional, positively affect the overall success of the
lesson by reducing students’ reluctance to work with animal hearts. These materials help
teachers and students deal with the odors and general mess of the preserved hearts.
• Eucalyptus essential oil (may be purchased at any health food store) or Vick’s
Vapor Rub to mask odors from the hearts. Apply one to two drops of oil to the
surgical mask.
• Masks for dissection (inexpensive surgical masks or masks like those used in
dentist’s offices). Home Depot paint department also stock masks – plain particle
mesh – N95 - padding.
• Rubber gloves – search Internet or check local medical supply distributors for
competitive prices. Dishwashing gloves may suffice.
• Lab coats or aprons – search Internet or check local medical supply distributors
for competitive prices. (Old shirts work well for this too.)
Misconceptions:
• Students often confuse the word weight with the word mass.
• Students often think that everyone, including scientists, use the English system of
measurements such as inch and foot.
Background Information:
The adult human heart is about the size of that person’s fist. The size and weight of the
heart varies directly with the size and weight of the person. The heart of a professional
athlete is heavier because it has more muscle; yet there is a very slight change in volume.
The approximate weight of the human heart is 0.5% of a person's weight. A person with
heart or cardiovascular disease can also have a larger than average heart because it has to
work harder than a healthy, more efficient heart.
2
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Introduction and Warm up
As a warm up for this activity, have students describe how they would measure the
circumference, mass, and volume of a heart. Review and discuss these procedures as a
class.
I. Introduction to Asking a Scientific Question
The students play the role of a scientist to measure and compare animal hearts to the
human heart. Students are asked to consider a series of questions designed to help them
consider questions related to the investigation. Emphasize the role of questioning in the
scientific process. In this activity, students are provided with the scientific question—
How does the size of an animal relate to the size of the animal’s heart?—however,
subsequent activities will require students to formulate the scientific question as well.
II. Investigating Animal Hearts - Forming a Hypothesis Using The Scientific Question
Students are led to a structured hypothesis that corresponds to the scientific question.
Students are not yet introduced to variables. The objective of the activity is to allow
students to become accustomed to formulating a hypothesis. Inform students that the
hypothesis may also be called a prediction of the answer to the question.
III. Making Comparisons When Doing Science Experiments:
How will one know if the size of the animal relates to the size of the animal’s heart? The
only way to know the answer to the question is to compare hearts of various animals. In
this case, the human heart can serve as the standard against which the other animal hearts
are compared.
IV. Determining If Your Hypothesis is Supported - How Would You Measure the “Size”
of the Animal’s Heart?
How will students measure the hearts to see if their hypotheses are supported? There are
many ways to measure the heart. Directions for measuring mass, volume, and
circumference are provided below. If your students are unfamiliar with the terms mass,
volume, and circumference, be prepared to demonstrate each measurement using the
guidelines provided at the end of this teacher information.
Activity Procedures:
Heart Measurements
Divide students into groups of three or four to select and measure one type of heart. If
you would like students to get measurements for all of the types of hearts, you may
choose to set up stations for the students to rotate through. Refer to “Measuring
Guidelines” for suggestions on measuring the various hearts.
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Measuring Guidelines
Measure the circumference (a circle around an object) of the heart. The circumference is
the distance around an object. You will need to wrap the measuring tape around the heart.
Make your measurement in the middle of the heart. Note that the unit of measure on the
metric ruler is the centimeter, abbreviated cm.
Measure the mass or weight of the heart. Use the balance to measure the mass of the heart
in grams. As stated in the Additional Background Information below, mass and weight
may be perceived as synonymous, so it’s not necessary to go into great detail about the
differences with your students unless you decide it is necessary.
Measure the volume of the heart. This measurement is a little trickier because the heart
does not have a regular shape. If an object has a regular shape such as a box, the volume
is measured by multiplying the length x width x height (V = L x W x H). With an object
that does not have a regular shape, the only way to measure its volume is to use a water
displacement method. The story of Archimedes is a famous example of using the water
displacement. It is provided for you on the following page. The following procedures
may be used for the smaller hearts.
Measuring Volume Using Water Displacement
If you are examining a small heart (such as a chicken heart) it is convenient to use a large
graduated cylinder partially filled with water to measure its volume. Use the following
steps to measure the volume of the heart using the graduated cylinder method:
1. First, look at the water level in the graduated cylinder before placing the chicken
heart in the cylinder. Record water level measurement as Volume 1 on a
worksheet.
2. Now, place the chicken heart in the cylinder and record your measurement as
Volume 2 on a worksheet.
3. Subtract Volume 1 from Volume 2 to get the volume of the heart and record the
difference on a worksheet. For example: if the graduated cylinder contains 75 mL
of water before you add the heart, and 90 mL after, the heart has a volume of 15
mL. Because one milliliter is equal to one cubic centimeter, the volume of this
object can also be expressed as 15 cm3.
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Other Methods for Measuring Volume Using Water Displacement
You can still use the displacement of water method to measure the volume, but you’ll
need a container with a spout. These are relatively easy to create.
Take a two-liter soda bottle (or gallon container if cow hearts are available) and cut off
the top of the container. Create a “chute,” using a straw or anything you might construct
to allow the displaced water to flow out of the container and into another container to
measure the volume of the heart.
Fill the container to a level above its “spout” or “chute.” Place it on a level surface and
allow the excess water to run out. Slowly, lower the object into the water and collect all
of the water that overflows into another container. (If the heart has any buoyancy
(slightly floats), push it just below the surface of the water and hold it there until the flow
of water stops). Now, take the water that overflowed into the container and pour it into a
graduated cylinder to determine (in millimeters) the volume of water the object has
displaced. Remember, that one cubic centimeter represents the same volume as one
millimeter.
You may choose to have students construct their own volumetric containers and use the
story of Archimedes, provided below, to introduce measuring volume using
displacement. You may use blocks or other classroom objects to demonstrate the
procedure for finding volume by having a ready made cube of blocks and show students
how to count the blocks.
Story of Archimedes and King Heiro’s Crown
More than 2,000 years ago, there lived a Greek man named Archimedes who is one of the
greatest mathematicians of all time. He solved a lot of problems for a king named Heiro.
Archimedes’ most famous solution was involved with King Heiro’s new crown. King
Heiro gave a goldsmith the exact amount of gold needed to make his new crown, but the
King suspected that the blacksmith didn’t put all the gold into the crown. Just like a crime
scene investigation, the King asked Archimedes to figure out a way to determine if the
goldsmith used the entire amount of gold in the crown. Confused by the problem,
Archimedes decided to take a bath. When he got into his full bathtub, it occurred to him
that the volume of water that spilled out of the tub was equal to the volume of his body.
Immediately, Archimedes jumped out of the tub and ran down the street yelling,
“Eureka!” because he figured out a way to solve the King’s problem. The next day,
Archimedes used the water volume displacement method to see if the crown displaced
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more water than the same weight of gold. The crown displaced more water because it
contained a different metal that turned out to be silver. Because the crown didn’t contain
all the gold the King gave the goldsmith, the goldsmith was beheaded.
How are weight and mass different? The answer to this has become controversial. In
common language, some authorities such as the National Institute for Standards and
Technology (NIST), argue that they are the same. However, standard physical science
definitions of mass and weight do make distinctions.
Standard Physical Science Definitions:
• Mass is a unified body of matter with no specific shape and is a property of matter
equal to the measure of an object's resistance to changes in either the speed or
direction of its motion. The mass of an object is not dependent on gravity and
therefore is different from but proportional to its weight.
• Weight is a measure of the heaviness of an object and the measurement of the pull
of gravity on an object where the force with which a body is attracted to Earth or
another celestial body, equal to the product of the object's mass and the
acceleration of gravity.
• Mass is measured by using a balance comparing a known amount of matter to an
unknown amount of matter. A balance is a weighing device, especially one
consisting of a rigid beam horizontally suspended by a low-friction support at its
center, with identical weighing pans hung at either end, one of which holds an
unknown weight while the effective weight in the other is increased by known
amounts until the beam is level and motionless.
• Weight is measured on a scale. A scale is a system of ordered marks or a device
bearing such marks at fixed intervals used as a reference standard in measurement
such as a ruler with scales in inches and centimeters.
• The mass of an object doesn't change when an object's location changes. Weight
does change with location.
Use of the Metric System in Science
By far the most common system of measurement used by scientists is called the Metric
System. However, the United States has been reluctant to change its measuring system to
the Metric System. Currently, the U.S. is the only industrialized country in the world that
does not use the metric system as its predominant system of measurement.
Because scientists in the United States can choose to use either the Metric System or the
English System measurement, errors sometimes occur due to measurement differences.
For example, NASA lost a $125 million Mars orbiter because an engineering team used
English units of measurement while NASA’s team used the more conventional metric
system for an important spacecraft operation. See the following article for details:
“Metric mishap caused loss of NASA orbiter”
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(http://www.cnn.com/TECH/space/9909/30/mars.metric.02/index.html#2
The metric system is based on multiples of the number ten. Prefixes (the beginning part
of a word) are added to the basic unit of measure to show what to multiply the unit by.
Milli (m)= 1/1000
Centi (c) = 1/100
Deci (d) = 1/10
Kilo (k) = 1000
1 millimeter = 1/1000 meter or 1 meter ÷ 1000
1 centimeter = 1/100 meter or 1 meter ÷ 100
1 decimeter = 1/10 meter or 1 meter ÷ 10
1 kilometer = 1000 meters
Volumetric Containers - Suggestions for Materials and Construction
For volumetric containers use beakers with metric graduations. Alternatively, you or the
students could construct your own cheap volumetric containers by using gallon milk jugs
or two liter bottles with the tops cut off. Fill the milk jug with 100 ml of water and mark
the height of the liquid on the outside. Repeat with 100 ml additional volume each time
until to get to the top. NOTE: Cow hearts are BIG. You will probably need a gallon
container to measure its volume. You may also have the students construct different
containers to measure the volume and test different ways to measure the water
displacement. For example, have the students create a container with a “spout” or a
“chute” and brainstorm other methods to measure each heart’s volume; taking into
consideration the size of each heart.
Wrap-Up:
Compiling Measurement Data
You may want to tally the class data as you wrap-up to see the variation of measurements
of the hearts that are from the same animal. There will also be variation in the
measurement of the same heart because of general error and uncertainty in measurement
– especially with irregular shaped objects such as hearts.
A transparency is provided to collect the class data. Differences in students’ findings can
be a good opportunity to talk about the need for standardization in scientific measurement
as well as a chance to talk about and demonstrate proper measurement techniques.
Assessments:
Evaluate the following to assess students’ learning gains.
- Beginning Inquiry Question
- Completion of Chart
- Conclusion Questions
Extensions and Optional Substitutions:
• Have students do a metric system scavenger hunt, where they collect
measurements of items in the classroom.
• Have students construct their own volumetric containers as a preceding exercise.
• Do activities from the websites listed in the “Additional Resources” section
below.
• Obtain a human heart model for students to measure.
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Resources:
Metric System information and lesson plans for teachers:
http://lamar.colostate.edu/~hillger/#education
Metric education guide from NIST – the National Institute of Standards and Technology:
http://ts.nist.gov/ts/htdocs/200/202/lc1136a.htm
The Metric System and Brief History of the Metric System in the United States:
http://ts.nist.gov/ts/htdocs/200/202/lc1136a.htm
Online activity that calculates the mass and weight of different objects on different
planets:
http://www.nyu.edu/pages/mathmol/textbook/weightvmass.html
The story of Archimedes is presented as a cartoon:
http://www.thewalters.org/archimedes/archimedes4.html
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Transparency - Metric System Examples
Circumference
(Circle around an
object)
Mass (Amount
of matter an
object contains)
Volume
(Amount of
liquid)
Metric Unit of
Measure
centimeter
Abbreviation
cm
gram
g
liter
L or l
Similar Size Objects or
Measurement
An American football is 56 cm
in circumference at the center.
A soccer ball is 68-70 cm in
circumference.
Large paperclip (1.2 g)
1/2 2-liter (large plastic bottle)
of soda pop or approximately
1/4 gallon (a quart) (0.26 l)
Class Data in Comparison to Average Mass of Animals and the Human Heart
Type of
Animal Heart
Human
(Control
Object)
Sheep
Mass of
Animal (kg)
70
Cow
650
Pig
140-200
Chicken
1
100
Circumference
(cm)
29.5
Mass of Heart
(kg)
0.35
Volume (ml)
296
CardioHEADS Level I: The Heart and Exercise
Teacher Information -- Activity 4: “Pump it Up”
Grade Level: 6-9
National Science Content Standards: A, C, E
Purpose:
Students will be guided through the scientific process using an ordinary, everyday
example of science. Students will then design their own experiment to determine the
effect of exercise on heart rate.
Objectives:
After completing this exercise students will be able to:
• Respond to questions about designing experiments.
• Participate in a scientific experiment led by the teacher.
• Describe how the heart rate increases with exercise because of the need to pump
more blood to the active muscles.
If using Pasco sensors:
• Demonstrate the process skills of operating the computer, determining best
location for heart rate sensor, collecting and recording heart rate data, computing
averages, and forming conclusions.
Suggested Time:
One-two 45-minute periods
Prerequisite Skills:
• Heart anatomy
• Starting up the computer, opening applications, and using the mouse
• Finding the mean or average
Materials:
1 ½ x 2 inch “sticky notes” (five notes per group)
If using Pasco sensors:
• Pasco Equip Teach Guidelines.doc – file with equipment directions
• Computers
• Heart rate sensors
• USB Links
• Student Worksheets
DataStudio “heart rate lab” Workbook File saved on the desktop of each computer (an
electronic copy of this workbook file is included in curriculum).
If using manual method:
• Clock or watch with a second hand
Vocabulary:
List vocabulary on word walls for students. You may also consider having students
record the vocabulary in a “CardioHEADS” unit journal.
Constant - \KON • stant\ Something that is kept the same.
Controlled Experiment – \kahn• TROHLD ex • PEER • i • ment\ A scientific way of
testing a hypothesis that compares an experimental group or subject to a control group or
subject. The control group is a group in which the scientist does not change anything.
The experimental group is a group in which the scientist makes one change to see what
will happen.
Control Subject - \con • TROLL SUB • ject\ In an experiment, the group or subject that
does not receive any treatment or change.
Dependent variable – \DEE• pen • dent VAIR • ee • ah • bul\ The thing that we
measure and/or observe in our experiment to see if it was affected.
Experimental Subject - \ecks • PERI • ment • al SUB • ject\ In an experiment, the
group or subject that will undergo a change.
Hypothesis – \hy• PAHTH • eh • sis\ An educated guess. A prediction or possible
explanation based on known facts or observations.
Independent variable – \in • dee • PEN • dent VAIR • ee • ah • bul\ The thing that
we change in an experiment or the thing that differs between the control and experimental
group.
Scientific Question - \SI • en • tif • ik KWES • chun\ A scientific inquiry about a topic
that can be researched or answered by doing a science experiment.
Trial - \TRI • all\ The process of testing something in an experiment more than once.
Introduction and Warm Up:
Students are introduced to this lesson with a short recap of the activity and a preview of
this lesson. Students are briefly introduced to the concept of heart rate and the fact that
the average adult resting heart rate is 70-80 times every minute. Students are asked to the
driving questions of the lesson, “What if a person is not resting? What if a person is
exercising?” Students then are asked to answer some warm up questions which review
conceptual aspects of designing an experiment and also begin to think about forming a
scientific question about how exercise may affect heart rate. Allow students time to
answer the warm up questions and then discuss their responses as a class.
Activity Procedures:
Valentine’s Day Rose Experiment Example
In this part of the lesson, a two-column approach is used to lead students through the
process of designing an experiment using an example of an everyday science problem.
The students are directed to read the story of the Rose Experiment Example in the left
hand column below. Then, they are directed to write a response to the questions in the
right hand column that correspond to the story.
Have students fill out the right column and check their responses to assess their
comprehension of the process.
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If students successfully fill in their responses for the questions of the rose experiment in
less than the time of the first class period, proceed on to part III below.
Background Information – Formulating Your Scientific Question:
Practice posing questions to get students to think about the process of forming scientific
questions. Have students pose questions about anything. Remind them to pay attention to
the structure of their questions and the kinds of words they can use like “how” or will” to
begin the question; also, encourage them to use the words “affect,” “make,” or “cause”
to inquire about something that might have a causal relationship. Scientific questions
may include comparisons to prompt the idea of the need for the control subject or object.
Other questions may not include a comparison, but may lead to the idea of comparison
for the hypothesis. The following are examples:
Will someone who eats chocolate get more acne than someone who doesn’t eat
chocolate?
Will herbal shampoo make my hair shinier than regular shampoo?
How does keeping my bike outside affect the air in my tires?
Will eating more vegetables affect my health?
If class is held outside, will the students pay more attention?
How does fertilizer affect plant growth?
* Please note that scientific questions contain “variables.” The scientific method
begins with the questions, but the process is circular because the scientific question
must consider variables. For example, in the first question above, the thing that would
be the independent variable (what is changed) in the experiment would be “eating
chocolate” and the thing that would be the dependent variable (what is measured)
would be the “amount of acne.” Some science programs require students to select
variables first.
For this experiment, students are given information about the importance of blood to the
body (because it carries both oxygen and food to the cells). Remind the students that the
blood flows toward the lungs to bring oxygen into the body (review heart game, etc.).
This unit does not discuss the respiration process (see Level II unit), but you may also
want to mention how one breathes faster during exercise and why this happens and how it
relates to the blood and circulation.
Check students’ questions to see if more guidance is needed to formulate the
corresponding hypothesis.
IV. Hypothesis
Again, have your students formulate a hypothesis or a prediction of the answer to their
question.
V. Identifying the Variables
The students have written their question and have formed a hypothesis that should
contain variables. Evaluating the student responses to the question and hypothesis will
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inform you of their readiness to identify the variables. Regular reinforcement of what
they will change or manipulate (independent variable) and what they will measure
(dependent variable) is necessary throughout these activities.
IV. Defining the Control and Experimental Group/Subjects
Guide your students through this process by reminding them that the control group of
roses was used for comparison in the rose experiment. Point out the observations of the
control roses before and after and also what is different with the experimental group of
roses before and after. Check your students written responses before proceeding to the
next section.
VII. Finishing Your Experimental Design – Keeping Things the Same or Fair:
The students are guided through a series of questions to help them decide what needs to
be kept the same or fair in their experiments. Again, it may be necessary to guide
students through this process. Guide students through this process and evaluate their
responses to check for understanding. The responses in the squares will indicate student
comprehension. Possible student responses include: the amount of time students will
spend exercising or resting (must be the same for each group); each subject will be
measured before and after the activity; the number of trials (times they will repeat the
experiment); what type of exercise will be done by all the experimental subjects. After
checking all responses, initial the box to indicate your approval of the experimental
design.
Experimental Procedures:
I.
Demonstrate how to measure heart rate (manually, with the Pasco heart rate
sensors, or both). Place the control subject and experimental subject table
onto the overhead. Using a student volunteer, you can play the role of the
control subject while the volunteer student plays the role of the experimental
subject or visa versa. Fill in the table before and after resting for the control
subject and before and after exercising for the experimental subject. This gets
quite confusing, so if your students observe the role of each subject, it can
eliminate confusion as they collect their own data.
II.
Each group or the entire class will conduct the experiment and record the
results on the data tables. Check your students during the activity to make sure
the process is understood.
III.
Evaluate conclusions and verbally wrap-up the conclusive aspects of the
activity by tallying class results.
Extensions and Optional Substitutions:
• Have students test different durations and intensities of exercise to see how it
affects their heart rate.
• Have students research how to calculate their target exercise heart rate and
calculate their own.
• After completing the activity, work with a physical education teacher to have
students design an exercise program to increase their fitness. Test recovery rate
after one month on the fitness program to see if their recovery rate improved.
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CardioHEADS Level I: The Heart and Exercise
Teacher Information -- Activity 5: “Are You In Shape?”
Grade Level: 6-9
National Science Content Standards: A, F
Purpose:
To illustrate to students how exercise affects the heart and which types of exercise
promote cardiovascular fitness.
Objectives:
After completing this exercise students will be able to:
• Describe the different parts of physical fitness.
• Describe the relationship between cardiovascular fitness and recovery of heart
rate.
• Measure heart rate by checking one’s pulse or using Pasco sensors to determine
recovery rate.
Suggested Time:
One or two 45-minute periods
Materials:
If using sensors:
• Computers
• Heart rate sensors
If using manual method:
• Clock/watch with a second hand
Vocabulary:
List vocabulary on word walls for students. You may also consider having students
record the vocabulary in a “CardioHEADS” unit journal.
Cardiovascular Fitness – \KAR• dee • oh • VAS • kyoo • lar FIT • nes\ Describes
how well your heart and lungs function to supply oxygen to your body during exercise,
such as how long and how hard you can exercise without feeling “out of breath”.
Flexibility – \fleks• i • BIL • i • tee\ The ability to move the muscles and joints through
a full range of motion, such as stretching down to reach your toes.
Muscle Endurance – \MUS • sel en • DUR • ens\ The ability of muscles to keep
exerting force, such as lifting a weight many times in a row.
Muscle Strength – \MUS • sel strayngth\ The ability of the muscles to exert force on a
load, such as lifting a weight.
Peak-Intensity Heart Rate - \peek in • TEN • sit • ee hart rayt\Heart rate after
performing exercise or an activity that elevates your heart rate.
Post-Exercise Heart Rate - \post ecks • ER • size hart rayt\ The heart rate following
exercise.
Recovery of Heart Rate – \ree • KUV• er • ee uv hart rayt\ A measure of how fast a
person’s heart rate goes down after exercise.
Resting Heart Rate—Rate at which the heart beats at full rest.
Introduction and Warm up:
Allow students time to answer the warm up questions and then discuss the answers as a
class. The questions are designed to get students to think about what it means for the
heart to recover from exercise or increased heart rate.
Introduction
Ask students if they have had any experiences similar to the story about the grandfather
in the warm-up questions. If the students can give similar examples, it will help them
with the concept of the recovery of the heart rate. If they understand that a healthy heart
returns to a normal rate more quickly than a less healthy heart, then they will be better
able to understand why, when doing their own activity, the higher the recovery of the
heart rate, the healthier the heart.
Activity Procedures:
Four Categories of Physical Fitness
Have students spend about 5-10 minutes on examples of sports or activities that represent
each category of fitness. You may want to do a mini wrap-up before moving on to the
main part of the activity because students will be asked to recall these categories in the
conclusions of the activity. Possible responses are provided below.
Cardiovascular fitness: running, bicycling, cross-country skiing, aerobic classes,
swimming, etc.
Muscle strength: weight lifting, weight competitions, shot put (field event)
Muscle endurance: weight training, boxing, handball, rowing, football, tug-o-war, etc.
Flexibility: yoga, stretching, mobility training for those who have difficult with range of
motion, and many kinesthetic awareness activities which include aerobics and
combinations of the above.
Determining if You Are “In Shape”
1. Calculating the Recovery of Heart Rate: As it states in the activity, it is
very important to do all of the procedures and each step within the
procedure in the order listed. Each procedure is described below:
Procedure #1:
Have each student:
1. Walk in place for one minute.
2. Jog in place for two minutes.
3. Do jumping jacks for one minute.
4. Measure their heart rate (immediately after step #3). (This is the same
procedure as when they measured their resting heart rate above; except
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they are now calculating it after they do the above exercises.) This is
the peak intensity heart rate for this exercise.
Note: It may be easiest to have students work in teams and help each other
measure heart rate (if done manually).
Procedure #3:
To calculate the recovery of heart rate, subtract the post-exercise heart
rate from the peak intensity heart rate.
Peak intensity heart rate – Post-exercise heart rate = Recovery of heart rate
The higher the recovery of heart rate, the better the cardiovascular fitness.
Again, this is analogous to the story about the teenager and the grandfather
climbing the stairs. The teenager’s heart goes back to idling smoother,
like a well-tuned car engine that has been revved; resulting in a greater
difference in the “idle.” The grandfather’s heart stays revved longer, and
thus, there is less of a difference compared to the “idle.”
2. Conclusions: These questions wrap-up the activity; reviewing the
concepts of the activity.
Wrap Up:
Discuss students’ results as a class. Emphasize how regular exercise allows the heart to
recover more quickly and thus be more “in shape.”
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CardioHEADS Level I: The Heart and Exercise
Teacher Information -- Activity 6: “Under Pressure”
Grade Level: 6-9
National Science Content Standards: A, C, E, F
Purpose:
To have students gain a working understanding of the measurement of blood pressure and
continue building the process of inquiry through an experiment on the affect of exercise.
Objectives:
After completing this exercise students will be able to:
• Describe blood pressure.
• Explain how exercise affects blood pressure.
• Form a simple hypothesis.
• Make a conclusion based on data.
Materials:
1 ½ x 2 inch “sticky notes” (five notes per group)
Blood pressure monitors (one per group of 4)
Transparency: “Blood Pressure”
Ordering Information (search the following information on the Internet for competitive
prices):
Omron Digital Blood Pressure Monitor
Model #: HEM-712C
Omron Healthcare, Inc. Vernon Hills, IL 60061
Important Note:
This activity is optional due to the need for blood pressure monitors. If you have not
purchased a set of blood pressure monitors for your class, omit this activity.
Suggested Time:
One to two 45-minute periods
[One class period may be entirely devoted to the experimental design. Conducting the
experiment can be done the following day. Impress upon students the need to get their
design checked off before doing the experiment.]
Vocabulary:
List vocabulary on word walls for students. You may also consider having students
record the vocabulary in a “CardioHEADS” unit journal.
Use the “Blood Pressure” transparency to help define the majority of the terms.
Diastolic Blood Pressure – \dy• uh • STAHL • ik blud PRESH • ur\ The pressure in
the arteries when the heart relaxes between beats. It is the lower number in the
measurement of a person's blood pressure. For example, in the measurement 120/75, 75
is the diastolic blood pressure.
Hypertension - \hy • per • TEN • shun\ Arterial disease in which chronic high blood
pressure is the primary symptom.
Millimeters of Mercury (mm Hg) - \MILL • ee • met • ers of MER • cue • ree\ One
way to define pressure is in terms of the height of a column of fluid that may be
supported by that pressure; or the height of a column of fluid that exerts that pressure at
its base.
Pressure Gauge - \PRES • sure gayg\ An instrument used to measure the internal
pressure of an object.
Ratio – \RAY • shee • oh\ The result of one number being divided by the other. For
example, the ratio of 1 to 4 is 1/4.
Stethoscope - \ steth • OH • scope\ An instrument used by doctors that helps them hear a
persons heart.
Systolic Blood Pressure – \sis • STAHL • ik blud PRESH • ur\ Describes the surge of
pressure in the arteries as the heart pumps blood out of the left ventricle. It is the upper
number in the measurement of a person's blood pressure. For example, in the
measurement 120/75, 120 is the systolic blood pressure.
Prerequisite Skills:
• Familiarity with the scientific process (designing and carrying out an experiment)
• Anatomy of heart and blood vessels
• Finding the mean or average
• Addition and subtraction
Special Needs Considerations:
To demonstrate pressure, it may be helpful to have partially filled balloons and fully
filled balloons to help students see differences in pressure. You may squeeze the
balloons to show that when a balloon is fully inflated, one cannot apply a very large
amount of additional pressure before the balloon will burst.
Misconceptions:
• High blood pressure only affects older people.
o Truth—Age, body size and the degree of sexual maturation determine
blood pressure levels in adolescence. Heavier and more sexually mature
teenagers tend to have higher blood pressure.
• High blood pressure, generally, has symptoms that are very visible.
o Truth—High blood pressure has no symptoms and the only way to know if
you have it is to have it checked. It is sometimes called “the silent killer”
because many people don’t realize they have it.
• High blood pressure can be cured.
o Truth— It can be controlled, but not cured.
• Exercise is dangerous/bad for people with high blood pressure because it can
temporarily raise blood pressure.
o Truth—Exercise, is healthy because the blood pressure does not stay
elevated and over time, regular exercise may reduce high blood pressure,
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but typically, the long term effects of exercise on blood pressure are seen
on individuals who are borderline hypertension.
(for more misconceptions and details see the American Heart Association
Website: http://www.americanheart.org/presenter.jhtml?identifier=3008517)
Background:
The student activity offers a brief overview of blood pressure. Further information for
your background is provided below.
Each beat of the heart consists of a cycle of contractions by different chambers of the
heart. During half of each cycle, both the atria and the ventricles are relaxed. This period
is called diastole (Greek origin: “dia” = between + systellein = to contract). During the
other half of the cycle, the atria contract, followed by the ventricles. The period of
contraction is called systole (Greek origin: systellein = to contract).
Systolic blood pressure describes the surge of pressure in the arteries as the heart pumps
blood out of the left ventricle. It is the upper number in the measurement of a person's
blood pressure. For example, in the measurement 120/75, 120 is the systolic blood
pressure.
Diastolic blood pressure is the pressure in the arteries when the heart relaxes between
beats. It is the lower number in the measurement of a person's blood pressure. For
example, in the measurement 120/75, 75 is the diastolic blood pressure.
It’s important to emphasize that normal resting blood pressure is reliant upon a person’s
gender, age, and physical condition. Because the heart is like a pump, it’s important to
keep healthy so that not too much pressure is exerted on blood vessels. If a person
exercises regularly, it can help them maintain a healthy blood pressure. In general,
systolic blood pressure higher that 140 mm Hg and/or diastolic blood pressure higher that
90 mm Hg is considered above normal. Systolic blood pressure below 100 mm Hg is
generally considered below normal.
The “Blood Pressure” transparency offers details to present to your students, including
normal (healthy) and abnormal (unhealthy) ranges of blood pressure. The following table
gives the blood pressure that children in each age group should not exceed.
Blood Pressure in Children (National Institutes for Health):
Age Range
Blood Pressure Not to Exceed
3-5
116/76
6-9
122/82
10-12
126/82
13-15
136/86
Introduction and Warm Up:
Introduction
The student information continues with the analogy of an automobile’s fuel pump and its
similarities to the heart. You may think of other analogies to help your students
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understand blood pressure or just the word “pressure.” Sometimes the word “pressure”
isn’t completely understood. Using easy examples of exerting pressure on any object
(see balloon example above in “Special Needs Considerations”) help to explain blood
pushing against the walls of the arteries inside us.
Warm-Up
The warm up is intended to allow students to express their perceptions of ways to
describe blood pressure. The examples from the warm-up web may be used to connect
students’ ideas to your demonstrations and they can also serve as a ‘pre-test’ to check for
prior knowledge. If the students have difficulty, examples that may help them include:
pouring water into a balloon until it bursts, a garden hose that is bent, or a pimple that is
ready to burst.
Before proceeding to the activity, present the Transparency – Blood Pressure.
Activity Procedures:
Scientific Question:
Students are instructed to form their own question with the guidance of a few key words.
The following are the kinds of questions that students should ultimately form:
Will exercise affect blood pressure?
Will exercise cause blood pressure to increase?
How will exercise affect blood pressure?
When we change exercise, how will it affect blood pressure?
If a person exercises, will it decrease their blood pressure?
Students may need guidance and reminders of their question formed in Activity 4. It is
helpful to discuss the differences between control and experimental subjects to lead them
into considering the “change.”
Hypothesis:
Students are now asked to write a hypothesis that is based upon what they think might be
the answer to their question. A complete hypothesis will have the following structure:
If a person exercises, then their blood pressure will increase.
Experimental Design - Identifying Variables:
After completing and reviewing Activity 4 (if necessary) the students should be able to
identify the variables for this experiment. It may be necessary for you to ask, “What did
you measure in the last experiment?” and “What did you change?” Then, ask what will
be changed and measured in this experiment.
Defining the Control and Experimental Group/Subjects:
Each group must choose who will be the experimental subjects and who will be the
control subjects. The lab is designed so that four students are in each group (two control
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subjects and two experimental subjects). Assess the students’ responses to determine if
you need to provide reminders about the tasks each subject is to perform.
Finishing Your Experimental Design – Keeping Things the Same or Fair:
Again, the students are asked to respond to what they will keep the same or fair in their
experiments. Assess their responses to determine if more review is necessary.
Experiment Procedures:
Note: Watch out for students who make a game out of trying to see who can withstand the
most pressure from pumping up the cuff.
I.
Demonstrate how to measure blood pressure with the blood pressure monitor.
The hose needs to be positioned pointed down, toward the inside of the elbow
(see the picture below). It’s important to have the blood pressure cuff
positioned correctly; otherwise errors may occur. The single number that
appears in the digital window is the heart rate and the two-number reading is
the blood pressure.
Modeling the process to include both the control and experimental subjects is
an effective way to reinforce process skills. Continue to stress the need for a
control to compare results. Direct the student to: write down only the top
number, the systolic blood pressure number, in the tables below.
Blood Pressure Monitor Trouble-Shooting Tips
• Have the students wait until the heart icon appears and is not blinking
before they push start.
• Make certain the cuff has been placed on the arm correctly.
• If an error occurs, turn monitor off and back on.
• Check batteries.
II.
Instruct students to record their results on the data tables. Remind students of
the need for conducting more than one trial and using this information to
compute an average result. Check the data collection process while students
are conducting the experiment.
III.
Check and assess the students’ data and conclusions.
Wrap Up (or Assessment):
Ask students the following questions.
1.) What happened to the heart rate when you or your classmates exercised?
It increased.
2.) What happened to you or your classmate’s blood pressure when you exercised?
It increased
3.) What is the thing that you “changed” in each of those experiments? In scientific
words, what was the independent variable?
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Exercise
4.) Why is it important to have a control group/subject?
The control subject provides a comparison to the experimental subject to see if the
change had an effect.
5.) What are some other things that you could change to see if it affects heart rate or
blood pressure? Make a list of any ideas that you may have below.
The experimental subject could meditate, drink caffeine, eat something with sugar, go
stand out in the cold, eat hot chili peppers, etc.
Extensions and Optional Substitutions:
• Have students listen to sounds in the artery of the arm using a stethoscope. Have
them try to take the blood pressure by listening for when the sounds in the artery
start and stop. The pressure in the cuff when you first hear sounds in the artery is
the systolic blood pressure. The pressure in the cuff when the sounds stop is the
diastolic pressure.
• Have students research on the Internet about causes of high blood pressure
Resources:
National Institutes of Health Guide to High Blood Pressure:
http://www.nhlbi.nih.gov/hbp/
Information on high blood pressure from the American Heart Association:
http://www.americanheart.org/presenter.jhtml?identifier=2114
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Transparency-Blood Pressure
Blood Pressure
Blood pressure is measured using a stethoscope, pressure gauge,
and cuff around the patient’s arm. Two measurements are taken:
the systolic pressure and the diastolic pressure. The systolic
number is the amount of pressure your heart uses to pump blood
through the vessels. The diastolic number is the pressure exerted
when you heart is at rest.
A blood pressure reading looks like this:
Systolic
blood
pressure
120
75 mm Hg
Diastolic
blood
pressure
The higher the blood pressure, the greater the chance a person will
have serious problems such as heart attacks and strokes. High
blood pressure cannot be cured, but there are things one can do to
prevent it – or to control it if a patient has high blood pressure.
The National Institutes for Health tell us that for adults:
• Blood pressure less than 120/80 is the most desirable.
• Blood pressure from 120/80 to 129/84 is normal.
• Blood pressure from 130/85 to 139/89 is high normal.
Blood pressure of 140/90 and higher is definitely hypertension
(which simply means elevated pressure of the blood in the
arteries). It is a disease in which chronic high blood pressure is the
primary symptom.
CardioHEADS Level I: The Heart and Exercise
Teacher Information -- Activity 7: “Open Heart Inquiry”
Grade Level: 6-9
National Science Content Standards: A, E, F
Purpose:
To have students design and carry out an inquiry experiment that determines the affect of
a substance, physical activity, or other independent variables, selected by the students, on
heart rate or blood pressure.
Objectives:
After completing this exercise students should be able to:
• Design and carry out a simple experiment.
Suggested Time:
Two 45-minute periods
Materials:
1.5” x 2” sticky notes - at least 8 per group (optional)
Blood Pressure Monitors (optional)
Clock or watch with a second hand
If Pasco Scientific is used instead of doing heart rate manually:
Computers
USB Links
Heart Rate Sensors
Materials for the Independent Variable (if you do not have your students bring in items):
- Caffeinated beverages (sodas, teas, coffee, etc.) (Note: To isolate and measure
only one variable, you may want to select caffeinated beverages that do not
contain sugar.)
- Candy (various items with sugar content)
- Chili peppers
- Hot Cheetos or other chips (affects from salt and spices)
Special Needs Considerations:
Heterogeneous grouping may allow sharing of ideas for completion of the procedure
steps of a similar inquiry lab.
Misconceptions:
• Students sometimes believe that an increased heart rate and blood pressure from
exercise is unhealthy for the heart because many people are on medication to
lower their blood pressure.
Assessments:
- See rubric designed for this activity.
Introduction:
General Activity Information
This activity is the culminating “sticky note” inquiry activity of this unit. The “sticky
note” format of experimental design process was introduced to bring students to a final
activity where they will be able to design their own experiment, including the selection of
both the independent and dependent variables. You may have to review how to measure
heart rate (manually or with the Pasco Scientific sensors) as well as how to measure
blood pressure (if you have the blood pressure monitors).
It is important to allow the students to design their own experiments. It is also very
important to assess students’ progress with scientific method process skills. If necessary,
review the process at the beginning of the activity.
Guidance Through Student Introduction
The entire unit has focused on the heart being analogous to the fuel pump of an
automobile. The introduction to this activity, however, mentions how the heart keeps
beating no matter what activity we may be doing (excluding an activity that stops the
heart from beating of course!). The questions that will prompt students to begin
considering independent variables for their experiment include: “Does your heart beat at
the same rate for any activity? Does your blood pressure stay the same all the time or
will it change as you do different things?”
At this point, the students should be able to indicate the knowledge that they learned from
the last few activities – that heart rate and blood pressure may change when affected by
different activities.
Activity Procedures:
Divide your students into groups of four. Inform your students that each group will be
designing an experiment. First, however, all groups will participate in a brainstorming
session about possible independent variables for two different dependent variables (heart
rate and blood pressure).
Proceed with brainstorming a list of activities or things one could do to affect one’s heart
rate and a separate list of things one could do to affect blood pressure. Many of the items
on each list may match; but because heart rate and blood pressure are different dependent
variables that the students will have a choice to measure, it is best to keep the lists
separate.
To begin, the following questions are suggested:
- Based on your past experiments, what are some things that may increase the heart
rate or blood pressure?
- What are some things that might decrease the heart rate or blood pressure?
- What are some things that might not affect the heart rate or blood pressure at all?
Independent Variables for Experiment
• Body posture (standing, sitting, lying down)
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•
•
•
•
•
•
•
Meditation or relaxation techniques
Caffeine ingestion
Sugar ingestion
Listening to pop music versus classical or no music
Air temperature (if it is hot or cold outside)
Eating chili peppers
Salt ingestion - chips
II. Selecting Your Dependent Variable:
As students begin the experimental design process, students will select either blood
pressure or heart rate as the dependent variable. Instruct the students whether they will
use sticky notes or write in the squares.
If you do not have blood pressure monitors, you will want to skip this step and inform
your students that they will be able to choose the independent variable.
III. Determining Things You Can Change (Independent Variable) That May Affect
A Dependent Variable:
Students are now presented with four sticky note spaces or four boxes to write their top
selections of independent variables to consider. Make sure their lists are aligned with the
dependent variable they selected.
If the students design their experiments on one day and do the experiment on the next,
have them bring in the items that they will use for their independent variable. This helps
make the experiment “their own.” Have some of the materials on hand in case students
forget to bring their own!
IV. Experimental Design - Identifying Variables:
From their lists of the four top independent variables, each student group will select one
independent variable to use for the experiment and move the corresponding sticky note in
the space marked independent variable.
Instruct students to move their dependent variable from the first square above down to
this square marked dependent variable.
V. Scientific Question:
Students are requested to write their questions in complete sentences. Check to see that
their questions contain both the independent and dependent variables. Questions that
contain both variables will have the following structure:
Will meditation (independent variable) cause the heart rate (dependent variable) to
decrease [may include: relative to a normal resting heart rate]?
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VI. Hypothesis:
Students are now asked to write a hypothesis. Complete sentence hypotheses will have
the following structure:
If a person manipulates (independent variable), then the heart rate (dependent variable)
will decrease in comparison to the normal resting heart rate of a person (how it will
affect a person relative to the control subject).
VII. Defining the Control and Experimental Group/Subjects:
Each group must choose who will be the experimental subjects and who will be the
control subjects. Assess the students’ responses.
VIII. Finishing the Experimental Design:
Again, the students are asked to respond to what they will keep the same or fair in their
experiments. Assess their responses to determine if more review is necessary.
Experimental Procedures:
1. The students will gather the materials needed for their experiments. If necessary,
review and/or model how to use the heart rate sensors or measure heart rate
manually and how to use the blood pressure monitors. If the experimental designs
are assessed to be adequate and you think your students know how to do their
measurements, they are ready to gather materials and begin.
2. There are blanks in the data tables that need to be filled out so that the tables are
specific to each experiment. Check each group to make sure the blanks are filled
in with the variables of their experiment. Notice that the control table has “doing
nothing” inserted in place of “resting.”
3. Emphasize that students must follow their experimental design as they record
their data.
4. Conclusions – have the students wrap-up the sticky note process by either moving
the sticky notes or writing the variables in the blanks. The following extensions
are recommended.
Extensions and Optional Substitutions:
• Have students present their findings to the class.
• Have students make a science fair type poster about their project.
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Activity 7 Assessment Rubric
4
3
2
1
Question is clearly stated
with an independent
variable and a dependent
variable.
Hypothesis matches
question.
Question is stated
sufficiently with an
independent and
dependent variable.
Hypothesis is written.
Question is stated
poorly because it
lacks two clear
variables and does
not state what will
change or be
measured.
Question is not
stated clearly
and hypothesis
is missing.
Lab
Procedure
Steps
The procedure steps match
the question.
The steps show how the
variables change and how
they will be measured. At
least three ideas show things
that will be constant. A
control is included. The
steps are clear and arranged
to be easily replicated.
The procedure steps
reasonably match the
question. Steps show
some regulating of
variables. A control may
be included. Some steps
show constants and can
be easily replicated.
Some steps show
how to change the
independent variable
or how to measure
the dependent
variable. The
control is missing.
Few constants are
used.
The steps
show how to
use the
materials. No
mention of
how to use the
variables. No
control. Few
constants are
used.
Data
Collection
Data is accurately recorded
and presented in:
-- charts -- notes
-- graphs -- drawings
Enough data is gathered so
averages and calculations
are correct.
Data is organized in
charts and graphs. A
reasonable amount of
data is collected to make
comparisons. Minor
errors or omissions
present.
A few points of data
have been collected
in a display. Major
errors may be
present.
Data is poorly
organized and
not enough has
been collected.
Conclusion
and Analysis
Conclusion statements are
related to the question and
supported by data. Show
understanding of cause and
effect. Ideas show
connections with science
facts and reflect on possible
changes.
Conclusion statements
are related to the
question and supported
by data. The ideas are
reasonable, but, brief.
Made some connections.
Conclusion shows a
relationship to the
question with
limited support or
data. Major errors
may be present.
Little or no
connections.
Conclusion is
not related to
the question
nor supported
by data.
Points
Category
Inquiry
Question
Participation
Cooperation
Advanced Work
Proficient Work
Work in Progress
Stayed on task until
completion
Listened and shared
with others
21 – 24 points
16 – 20 points
11 – 14 points
Worked on task part
of the time
Shared/listened part
of the time
Watched others
work on task
Did not
participate
Refused/did
join in task
Caused a
disturbance
Score
CardioHEADS Level I: The Heart and Exercise
Teacher Information -- Activity 8: “Shaping Up” – Optional Project
Grade Level: 6-9
National Science Content Standards: A, F
Purpose:
To give students the opportunity to plan a long-term physical activity project to see how
they can affect their cardiovascular fitness. Students will use the inquiry process to
design an experiment to improve their cardiovascular fitness.
Objectives:
After completing this exercise students will be able to:
• Design and carry out an inquiry experiment.
• Describe how engaging in physical activity on a regular basis can affect
cardiovascular fitness.
Suggested Time:
Step 1: One 45-minute period block: Have students complete the thought questions and
design their experiments Note: Make sure a parent or guardian signs to give permission
for the student to complete their exercise plan.
Step 2: Students will carry out their experiment at home over the course of a few weeks.
You may want to schedule four days when you use part of the class period for students to
measure their recovery of heart rate.
Step 3: Allow some class time for students to analyze their data, draw conclusions, and
share.
Prerequisite Math Skills:
Collecting data
Calculating the average (mean)
Materials:
1 ½ x 2 inch “sticky notes” (seven notes per student)
If using sensors to measure heart rate:
• Computers
• Heart rate sensors
• Saline solution (if using exercise heart rate sensors)
If using manual method:
• Clock or watch with a second hand
• Blood pressure monitors
Assessments:
- Inquiry question writing
- Inquiry experiment design
- Inquiry data collection and conclusions
Special Needs Considerations:
Give students repeated opportunities to practice and apply the inquiry procedure.
Creating a mentoring/overseer relationship between adults (e.g., the school nurse,
counselor, office staff, and people from outside agencies) can encourage students to
complete the activity and monitor their well-being. Keep parents and families involved
as well. See possible substitution ideas for students who may be unable to complete a
fitness plan.
Background:
This experiment is an optional project that the students will design. You may have to
pull and electronically manipulate tables from previous experiments to fit each
participating student’s design.
Manual heart rate measurements are the easiest data to collect; but, consider having blood
pressure monitors available for classroom use or to check out.
Encourage students to stay with one form of exercise for the length of the activity (to stay
true to the science process). Completed activities are the standard rubric and should be
rewarded with extra credit, prizes or special recognition.
Introduction:
In this optional activity, students design a fitness plan during one class period and
complete that plan and log their information on their own (or at designated times in
class).
Activity Procedures;
Experimental Design - Identifying Variables
The student introduction is a warm-up to allow students time to begin to formulate ideas
for the independent and dependent variables.
When choosing their variables, students may choose changes in diet changes in addition
to changes in exercise. Encourage students to use ideas learned from previous activities
(but stress that exercise correlates most highly with better heart health). If they want to
use a diet plan, you can give them the freedom to design it, but you’ll have to decide if
other measurements (such as weight loss) are appropriate because they deviate from the
conceptual aspects of cardiovascular fitness.
Ideally, students will come up with exercise and recovery of heart rate because they
pertain, specifically, to cardiovascular fitness. However, these questions are not intended
to limit the students to using specific variables. If the variables that a student selects
work, then work with the student to finish the design!
Scientific Question
When assessing students’ questions, make sure that they contain both independent and
dependent variables. A question that contains both variables will have the following
structure: Will running affect my recovery of heart rate?
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Hypothesis
Students are now asked to write a hypothesis that is based upon what they think might
happen to the dependent variable when the change is made relative to the control
subject(s). A strong hypotheses will have the following structure:
If I run (independent variable), then the recovery of my heart rate (dependent variable)
will increase.
Experimental Design – How Fit Are You?
Students will need to do regular exercise and compare how fit they were in the beginning
(before) to how fit they are at the end (after). This before/after model has the before as
the students control data point and the after becomes their experimental data point.
Explain to students how the control works in this experiment.
Experimental Design
Using the “Resources” below, you may guide your students into new and different forms
of exercise that they might not have considered. If they have a reasonable plan,
encourage them to attempt it and initial your approval of the project design.
Additionally, parent permission will be needed for this project. Have each student take
the project design home to have it initialed by a parent.
Resources:
http://www.verbnow.com/
http://fitness.gov/funfit/funfit.html
http://www.presidentschallenge.org/
http://www.kidsrunning.com/krask.html
http://www.acefitness.org/ofk/facts.cfm
http://www.kidshealth.org/kid/stay_healthy/
Substitutions or Optional Extensions:
Collaborate with a PE teacher to help students measure recovery of heart rate and design
their exercise plans. Students could detail the fitness training of a well-known athlete in a
report or display format.
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CardioHEADS Level I: The Heart and Exercise
Teacher Information -- Activity 9: “Community Connection”
Grade Level: 6-9
National Science Content Standards: F
Purpose:
To connect learning from Activities 1-8 by making a persuasive poster for organ donation or
cardiovascular fitness.
Objectives:
After completing this exercise students will be able to:
Connect what they learned in this unit to a real-life issue.
Suggested Time:
One or two 45-minute periods or one 90-minute block.
Materials:
Supplies for making posters
Computer (Technology Lab, home, etc.) for students to find additional information.
Background:
Additional background information is provided in the student information. Websites in the
“Resources” section will help you and your students gain additional information about organ donation,
if you find it necessary.
Introduction:
Use the student introduction as a warm-up to start a discussion on the effectiveness of facts to persuade
people versus opinion. Be prepared to answer students who believe their opinion is important.
Though students may believe their opinions are valid, remind them that facts come from science
experiments and data collection similar to what they have done in the past activities. Hopefully, you
can persuade them to use facts.
Allow students at least three minutes to make a decision on whether to make a poster for organ
donation or heart fitness. The heart fitness poster should be an easy alternative for those students who
have difficulty with organ donation.
Things to Consider for Your Poster
Several sections give students questions to think about what kind of information they might want on
the poster. Give them the rubric to see how they will gain the most points for their posters.
Students may now work individually or in small groups to gather the facts and data they will use on the
poster. Use of the Internet and magazines should provide students with a source of pictures.
As you assess student progress, remind them to include a persuasive appeal in their poster design.
Assessments:
- See rubric for detailed evaluation of posters.
-
The warm-up will give feedback on students’ understanding of constructing a persuasive piece.
The poster should meet the criteria of the sample poster layout with a title, facts, and a
statement that persuades people to donate organs or do physical fitness.
The number of facts and neatness and use of original ideas learned from the unit can
differentiate between a work in progress, proficient work and advanced work.
Optional Extensions and Substitutions:
• Invite a guest speaker from the local speakers’ bureau of the Donor Alliance.
http://www.donoralliance.org/
• Have students create and conduct a survey of opinions of friends and family members on organ
donation.
• Have students interview a transplant recipient.
• Display the posters during an event where parents and community members are invited.
• Submit the best student posters to the “Donor Awareness Council's Colorado and Wyoming
Organ and Tissue Donation Awareness Creative Challenge”
Resources:
United States government website on organ and tissue transplants and donation:
http://www.organdonor.gov
Donor Alliance – Colorado-based organization that can provide guest speakers in the Denver area:
http://www.donoralliance.org/
Donor Awareness Council – Colorado-based organization that holds student poster contest:
http://www.donor-awareness.org/index.html
Assessment Rubric
Poster Scoring
Guide
Advanced Work
3 points
Proficient Work
2 points
Work in Progress
1 point
Design
of poster on
organ donation
or cardiovascular
fitness
Heading or title clearly
communicates idea,
colorful, fully
developed and detailed,
grabs attention with
pictures or drawings
6 or more facts are used
from CardioHeads
activities or research
that persuade people
who read the poster
Original student ideas
show accurate and
specific summary
learning
Heading or title is
appropriate, adequate
details, colorful,
drawings or pictures
are used
Lacking or
incomplete title,
non specific details,
lacks color or
neatness
4 to 5 facts are used
from CardioHeads or
research that
persuade people who
read the poster
Original student ideas
show generalized and
adequate summary
learning
Less than four facts
are used to
persuade people
who read the poster
Facts
on organ
donation or
cardiovascular
fitness
Original Ideas on
organ donation
or cardiovascular
fitness
Score
Original student
ideas are lacking or
show little learning
TOTAL
8 – 9 points: Advanced Work
5 – 7 points: Proficient Work
3 – 4 points: Work in Progress
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CardioHEADS Level I: The Heart and Exercise
Student Assessment Rubric
Item 1
One of the following:
• Will exercise have an effect on the length of time that a person can hold their breath?
• Will the group of students who exercise be able to hold their breath longer than the students
who rest?
• Can the group of students who rest hold their breath longer than the students who exercise?
• Any question with a hypothesis relating exercise and length of time that they can hold their
breath.
Score Points:
4 points
3 points
2 points
1 point
Two variables in a question with hypothesis
One or two variables in a question without an hypothesis
A question about holding breath
Other
Item 2
Some of the following:
Constants
• Same number of students resting and exercising
• Same time for resting and exercising
• Same measurement or location of heart rate
Control
• The students had five people continue to rest so that if the breath holding time of the people
who exercised changed, they could tell it was because of the exercise and not something else.
• Any statement indicating that the people who continued to rest served as the control group.
Score Points:
4 points
3 points
2 points
1 point
Four or more of the above ideas
Three of the above ideas
Two of the above ideas
Other
Item 3
One of the following:
• Yes. The table shows that breath-holding time decreased in the group that exercised but stayed
the same in the group who continued to rest. The muscles might be using more oxygen from
the blood.
•
•
•
Yes. The table shows that breath-holding time decreased in the group that exercised but stayed
the same in the control group.
Yes. Total breath-holding time was 163 seconds in the group that exercised after exercise but
was 224 seconds in the group that rested.
Any explanation stating that the data supports the hypothesis because breath-holding time was
shorter in the group who exercised compared to the group that rested (control group).
Score Points:
4 points
A statement that uses data from the table and makes a connection to a cardiovascular
idea.
3 points
A statement that uses data from the table.
2 points
A statement that answers the hypothesis.
1 point
Other
Item 4
One of the following:
• A bigger sample size leads to reliable, more accurate data.
• All ten students measured how long they could hold their breath to reduce errors.
• All ten students measured how long they could hold their breath to determine an average result.
• Any answer stating that larger sample sizes yield more reliable results.
Score Points:
4 points
3 points
2 points
1 point
TOTAL
A statement that includes an idea above and uses the word average
A statement that includes an idea above.
A statement that shows a reason .
Other
Advanced Work
Proficient Work
Work in Progress
14 – 16 points
10 – 13 points
6 - 9 points
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2