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Science Topic/Content Area:

Life Science

Operation: Heartthrobs! Lesson 1


By: Emma Barnett
Grade Level:
GLEs to be Addressed:
5th

SC5.3.1 students will investigate the characteristics of living things

1. What concepts/big
ideas do you intend
students to learn?

Club Big idea: We can build an artificial heart


Lesson Bid idea: We can take our own heart rate or use an EKG to see how hard our heart is working

2. What do you
expect students to
understand about this
concept and be able
to do as a result?

The students will be able to describe what a heart rate is. They will be able to describe what is
happening in our bodies with each pulse. They will also be able to describe what causes our heart rate
to get faster and slower and why it does that. At the end of the lesson they will also be able to
take/measure their own heart rate.

3. Why is it important
for students to learn
this concept?
(Rationale)

By learning about the heart and heart rate, students will better understand their own body and how it
works. In this lesson, students will learn the skills necessary to take their own heart rate and interpret
what that means. These skills will be useful throughout their life and establish and importance of taking
care of our bodies.

4. Provide an
overview/ explain
what teachers should
know about this topic.
What miscon-ceptions
do students typically
have about this
concept? (Lesson
Background Info)

Teachers should know


-the heart is a powerful muscles that works like a pump, with each beat it pushes blood that carries
oxygen and nutrients into the bodys cells. After blood moves through the body, it returns to the heart.
-heart is located in the located in the center of your chest-right between your lungs-it is the size of a
fist.
-the heart is a muscles, like all muscles it needs to be exercised
-to work out your heart you should be active 30 mins a day
-monitoring your heart rate will help you monitor your fitness and can help spot developing health
problems
-your heart rate is also your pulse-it is the number of times you heart beats per minute.
-normal heart rates vary from person to person
-the best places to find your pulse is in your: wrist, inside elbow, side of neck, top of foot
-count the number of beats in 60 seconds to find heart rate
-resting heart rate: the heart pumping the lowest amount of blood you need because youre not

Adapted from the Content Representation Tool (Loughran, Mulhall, & Berry, 2004)

exercising. Normally between 60-100 beats per minute.


-as you get into better shape, your resting heart rate will go down because your heart is more efficient.
-Many things affect your heart rate: exercise, air temperature, body position, body size, medication
Common Misconceptions:
-many people believe the heart is located on the left side of your chest, due to the fact that we place
our hand over our hearts in the pledge of allegiance. It really is in the center. This is the first
misconception we will discuss and correct in this lesson.

Adapted from the Content Representation Tool (Loughran, Mulhall, & Berry, 2004)

5. What specific
activities might be
useful for helping
students develop an
understanding of the
concept in each
phase of the Learning
Cycle?

Engage:
We will ask students what they know about the heart.
-ask about location, function, health, etc.
-we will have student volunteer what they know/any guesses they may have (encourage them to speak
up even if theyre not quite sure of something)
-we will make a chart of our ideas on the board
Exploration: Ask students some of the ways doctors check our hearts? Ask students if they know of
anyway that they can check their own hearts (without any medical tools)? We will demonstrate trying to
find our pulse and then let children explore finding their own pulse.
After a few minutes, ask students what they found?
If no one noticed it getting faster or slower, ask everyone to stand up and sit down ten times and then
feel for their pulse.
Ask what they found?
Explanation: Explain the function of the heart, how it works, what it is (muscle), and how we take care
of it. Introduce heart rate and why it is important to know how to take your heart rate. Explain resting
heart rate.
Explain what can affect your heart rate.
Describe how to take your heart way using just your fingers.
Extension:
(Possibly moving outside or to the gym if possible) We will have students take their resting heart rate
and record their number. Then we will have them do a variety of activities that could potentially affect
their heart rate. Each student will measure his or her heart rate after each activity.
Activities=running, fast walk, lay down, listening to the Husker tunnel walk song loudly, listening to
classical music, skipping, jumping jacks, yoga, etc.
Students will also be given the opportunity to measure their heart rate using the ekg during this portion.

Adapted from the Content Representation Tool (Loughran, Mulhall, & Berry, 2004)

6. In what ways would


you assess students
understanding or
confusion about this
concept?

Formative Assessment:
Listen to the students discussion and answers to evaluate how they student are understanding and
developing knowledge about the heart. I will be asking assessment questions throughout the lesson for
example, What does our heart rate tell us?, Why do you think your heart rate went up/down after
that activity?, How do you think your heart rate will be affected with the next activity?
Summative Evaluation:
Use record sheet to evaluate:
-Do the students know how to find their resting heart rate?
-Do the students understand what our heart rate tells us?
-Did the students learn anything new about the heart from this lesson?
During the extension activity, students will be given a record sheet with each activity listed. They will
have to write down their prediction of what the heart rate will do with each activity as well as record
their heart rate after completing the activity. After each activity they will write a few words down as to
why they think their heart rate acted as it did compared to the others.
Example record sheet:
Name: _____________
My resting heart rate is_________
Activity 1:___________
Prediction:
Heart rate:
(will continue same format for all activities that student completed.

7. What materials/
equipment are
needed to teach the
lesson?
8. References (Please
list all resources
consulted in
developing this form)

(at the bottom of the record sheet)


Pick two activities and explain why your body reacted the way it did compared to the other activity._____
Tell me 2 new things you learned about the heart today. ______
-EKG (still determining if we can check these out from the lab)
-clock or watch
-record sheet and writing utensils
-poster of the heart (full body) and close up of heart
LPS Standards
The American Heart Association
http://www.heart.org/HEARTORG/Educator/FortheClassroom/ElementaryLessonPlans/Elementary-LessonPlans_UCM_001258_Article.jsp
http://www.heart.org/HEARTORG/Conditions/Top-10-Myths-about-CardiovascularDisease_UCM_430164_Article.jsp

Adapted from the Content Representation Tool (Loughran, Mulhall, & Berry, 2004)

Adapted from the Content Representation Tool (Loughran, Mulhall, & Berry, 2004)

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