Title – How Does Your Heart Rate?

By – Jamie Rettke

Subject – Science

Grade Level – 2-4

Direct Instruction Lesson

Title:



How Does Your Heart Rate?

Topic:



Circulatory System – Exploration
of the effects of physical activity on the heart rate, measured by pulse.

Science
Standards:

           

Illinois
Learning Standards

·

       



State Goal 11: Understand the
process of scientific inquiry and technology designed to investigate questions,
conduct experiments and solve problems.

12.0pt;”>
Learning Standard A: Know and apply the concepts, principles and processes
of scientific inquiry.

n

     



Learning Benchmark 11.A.2b: Collect data for investigations
using scientific process skills including observing, estimating and measuring
(p. 32).

·

       



State Goal 20: Achieve and maintain
a health-enhancing level of physical fitness based upon continual self-assessment.

12.0pt;”>
Learning Standard B: Assess individual fitness levels.

n

     



Benchmark 20.B.1: Describe immediate effects of physical
activity on the body (e.g., faster heartbeat, increased pulse rate, increased
breathing rate) (p. 66).

Grade
level:



2

^nd

grade

Student
objectives:



1.

     



Correctly measure their heartbeats
(pulse), within a “10 point” range, during performance of physical activity

2.

     



Demonstrate an understanding of
the effects of exercise on the heart through accurately recorded data and multiple
descriptions of the effects on the body

3.

     



Identify one reason why the heartbeat
increases with different activities

Process
Skills:

·

       



Observation – the students will
observe the changes in the body, specifically the heart, while performing physical
activities.

·

       



Communication/Recording – the
students will record the observations as well as actual pulse rate on a worksheet

·

       



Measuring – the students will
measure their heart rate, pulse, in beats per 15 seconds.

Materials:

           

For
the teacher:

·

       



Watch with second hand

·

       



A bell

·

       



Transparency of data processing
sheet “How Does Your Heart Rate?”

For
students:

·

       



Basketball (1 for each group of
2 students)

·

       



Student data collection sheets
“How Does Your Heart Rate?”

Material
preparation before the activity:

¨

Make sure exercise
materials and a large area are available for student use.  If area to be used
is the classroom, students should move desks to the sides of the room.

¨



Motivation
component:

Begin doing jumping jacks for a
long enough period to where your heart beat increases.  Begin to take your pulse
and say to the students, “Boy, that really tired me out!  What do you think
that did to my heart?”

Leaning
activities:

           

Presentation:


(~10 minutes)

1.

     


Demonstration: “Look carefully as I show you how to measure your
heart rate, also called your pulse, by using only my two fingers.”  Identify
the pointer finger and middle fingers as those to be used to measure pulse. 
Explain that the thumb cannot be used.  Show area on wrist to measure pulse.

2.

     



Walk around room to
be sure all students can see the area on the wrist where the pulse can be taken.

3.

     



Pulse should be taken
by counting the beats for 15 seconds. Tell the students they should take their
pulse two times to make sure it is accurate.

Guided
Practice:



(~10 minutes)

1.

     


Ask class what fingers we should use to find our pulse.  [pointer
and middle]

2.

     


Ask a student to come to the front of the classroom to demonstrate
how to find his or her heart rate.  Allow a variety of students to demonstrate
how to find their pulse.  This will enable them to help others if they are having
difficulty.  Some students may wish to place a small pen marking on their wrist
so they can easily find the area again.

3.

     



After the last student has taken
his/her pulse, ask the class, “Do you think your pulse would be different if
you were to exercise?”

4.

     



Go over directions of data collection
sheet with students.

·

       



Put your name on your paper

·

       



Predict what you think your resting
heart rate will be and write it down.

·

       



Measure your resting pulse rate,
then write down you actual pulse rate.

·

       



Write down your partner’s resting
pulse rate.

·

       



Predict what you think your pulse
rate will be for each activity and write it down.

·

       



Tell students that after measuring
their pulse rate, they should write down some observations they made about their
body when they were exercising. [heart beats faster, breathing harder/faster,
sweat] They should also write down one reason why they think their heart rate
increases during exercise.

Independent
Practice:



1.

     


Distribute data collection sheet to each student. 

2.

     


Have students predict then measure their resting pulse rate. 
You may wish to do this twice to get an accurate reading.

3.

     



Have students fill
in their predicted pulse rates for each activity.

4.

     


Explain to students that each partner will do an activity until
the bell has rung, measure their pulse rate then write down their findings. 
The partners will then switch activities.  {*Note to teacher: time students
to do the activity for one minute.  After the one-minute bell, tell students
to get ready to take their pulse.  Time them for a 15-second interval.  Allow
the students at least one minute before beginning the next activity to ensure
an accurate reading}

5.

     



During the one minute
wait time between activities, the student should be recording observations they
have made on the effects the activity has had on the body

6.

     



Circulate among the
room, assessing students and providing help as needed.

           

Closure:

At the prearranged signal,
students are to prepare to share their findings in a class discussion.  Discuss
the students’ predictions and observations.  Using the data sheet overhead,
record some of the students’ predictions and actual measurements.  To do this,
use the same ten students and record their predictions for each activity and
their actual pulse rate. Once all data is recorded, ask students if they felt
their predictions were accurate.  Ask them why they were correct/incorrect. 
Ask the students which activity had the highest and lowest heart rates and why
they think that is.  [Highest - running/ lowest - dribbling basketball]  Ask
students, “Why do you think our heart rate increased with the amount of activity?” 
[To bring more oxygen to the body] “How does this relate to what we have learned
about the circulatory system and the heart?” [Our heart has to work harder and
faster so that it may bring oxygen and nutrients to working parts of our body. 
It is also removing waste such as carbon dioxide] {*Note to teacher: You may
ask students about their breathing while exercising.  This can lead into a tie-in
for a lesson on the respiratory system}

Assessment:

1.

     



Informal observations during independent
practice (Formative)

2.

     



Collection of data sheet (Formative)

How Does Your Heart Rate?