The Heart and Its Functions
Biology Partnership
Identifying Information:
(Group Members and Schools, Title of Lesson, Length in Minutes, Course Level)
David Woods, Janece Campbell, Travis Moore; The heart and its functions;52 minutes;
Biology I Honors
Motivation:
1. After observing a stressful situation (suggestion: have students play maze game
in link provided) students will explain how they feel in terms of their heart.
2. Students will be given the following questions as a diagnostic
I.
Judy was measuring her heart rate and it went from 120 beats per minute
and measured it again 1 hr. later at 65 beats per minute. Propose what
could have possibly caused this change using the information provided in
class.
II. What is the relationship between the atrium and the ventricle
III. Explain which portion of the heart has a harder job; the atrium or the
ventricle
Needed Materials & Set-Up:
Have students/teacher as class demo do:
http://www.maniacworld.com/maze_game.htm
Keys to the Cardiovascular system
article “The artificial heart” from popular science
Lab sheet “Heart Rate and Fitness”
Heart Diagram Worksheet
Supplies for “Heart Rate and Fitness” should be 1 per group:
stepping stool, 45 cm (18 inches) high
saline solution (only for use with the Exercise HRM):
Prepare by
 1 Teaspoon Salt
 8oz. Warm Water
 2 Teaspoons Baking Soda (Optional)
1. Start by bringing the water to a rolling boil, for 10 minutes. After boiling, leave
the water to stand until it is cool enough to rinse with, but warm enough to
completely dissolve the next two ingredients.
2. When cooled accordingly, place the salt in the water while gently siring until
he salt has been completely dissolved.
3. As an option, dissolve the baking soda in the water along with the salt.
4. Use the saline solution as directed, and discard any leftover solution.
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The Heart and Its Functions
Biology Partnership
computer
Vernier computer interface
Logger Pro
Vernier Hand-Grip Heart Rate Monitor or Vernier Exercise Heart Rate Monitor
Students will work in groups of 2-3
Outcomes
Dimensions of K-12 Science Education Standards:
Scientific and engineering practices: 8. Obtaining, evaluating, and communicating
information.
Crosscutting concepts: 2. Cause and effect: Mechanism and explanation; 6. Structure
and function.
Disciplinary core ideas: LS1: From molecules to organisms: Structures and processes
Next Generation Sunshine State Standards:
SC.912.L.14.36: Describe the factors affecting blood flow through the cardiovascular
system.
LA.910.2.2.3: The student will organize information to show understanding or
relationships among facts, ideas, and events (e.g., representing key points within text
through charting, mapping, paraphrasing, summarizing, comparing, contrasting, or
outlining);
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The Heart and Its Functions
Biology Partnership
Content Literacy Standards:
Reading Standards: Analyze a complex set of ideas or sequence of events and explain
how specific individuals, ideas, or events interact and develop over the course of the
text.
Specific Learning Outcomes:
Students will be able to label a diagram provided of the heart with 80% accuracy.
Using a Venn diagram, students will be able to compare and contrast the atrium with
respect to the ventricles with 80% accuracy.
Presentation and Participation:
Behavior: Lecture
Deoxygenated blood:
Discuss with students the blood flows through the heart.
Blood flows into the right atrium of the heart via the inferi/sup vena cava.
From the right atrium blood goes throu the triceps valve to the right ventricle
Then through the right ventricle through the pulmonary valve to the pulmonary valve to
the pulmonary artery to the lungs.
Discuss oxygenated blood and how it enters the lungs.
Vocabulary to discuss:
Inferi vena cava
Sup vena cava
Left/right Atrium/ventricle
Cognitive: Summarizing and note taking.
Teacher will hand out Keys to the Cardiovascular system. Students will take notes on
lecture.
Application/Process: Inquiry based.
Teacher will hand out Lab sheet “Heart Rate and fitness” Students will do Lab sheet as
instructed on lab sheet
Behavior: Modeling
Students will label the Heart Diagram worksheet
Other: Homework
Students will be handed the article “The artificial heart” from popular science. Students
will be asked to read the article and write a brief comparison paragraph comparing the
artificial heart described in the article, versus the biological human heart.
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The Heart and Its Functions
Biology Partnership
Questions:
(3 higher order—analysis, synthesis, evaluation)
1. Judy was measuring her heart rate and it went from 120 beats per minute and
measured it again 1 hr later at 65 beats per minute. Propose what could have
possibly caused this change using the information provided in class and justify
your answer.
2. What is the relationship between the atrium and the ventricle?
3. Explain which portion of the heart has a harder job; the atrium or the ventricle
Reflection:
Students will turn in the keys to the cardiovascular system notes and turn in the next
day during a round robin exercise. The lab sheet Heart Rate: Resting versus at work”
will be turned in at the end of the day and graded and handed back out.
Answers to questions:
1. Answers may vary; anything involving resting would be good.
2. The atrium and ventricle are used for pumping blood to and from heart
3. The ventricle has a tougher job
Students and teacher will discuss the homework assignment of the mechanical heart
Safety:
Students will be reminded of ongoing safety procedures at the beginning of the heart
lab.
Students should not eat or drink anything in the lab.
Students should be careful of electrical equipment.
Students should be made aware they should go to an area that is free of foot traffic so
that the lab does not cause anyone to trip.
Students with heart conditions should avoid the heart lab sheet and only observe the
lab.
Teacher will distribute materials and chemicals to group.
Teacher should note saline solution is not hazardous but students should be careful
with anything wet around electrical equipment.
Transformative:
(Accommodations for at least 2 special needs students)
There is 1 ESE student in the class having learning disabilities, he will be provided a
longer time to complete the Keys to cardiovascular note sheet. Any students with ESOL
will be provided the handouts in digital form to translate to their native language.
Students with hearing and visual disabilities will be provided digital forms of the lesson
to read to them as well as show bigger print respectively.
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The Heart and Its Functions
Biology Partnership
Utilize:
If more than 10% of the students fail to correctly label the heart diagram I will reteach
this concept by providing a detailed diagram and having the students label the heart on
another diagram.
If more than 10% of the students fail to understand the relationships in the heart the
teacher will re instruct the heart parts and re do the heart diagram but have a race
amongst groups to make it interactive activity
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