Jessie Gier

Jennifer McNett

Lesson Title: Your Heart & Its Functions

Standards:

- Science: Product: Function of the human heart

Process: Label and color chambers of human heart

- Math: Product: Counting number if individual's heartbeats

Process: Counting number of heartbeats

Learning Style: Gardner (Bodily-Kinesthetic, Intrapersonal, Logical-Mathematical, Visual-Spatial, Musical-Rhythmic, Verbal-Linguistic)

Goal:

• The students will learn how to take their own resting heart rate.
• The students will learn to take their heart rate after exercise.
• The students will learn to calculate their heart rate for a minute timing.
• The students will learn the four chambers of the heart and their function.
• The students will learn the functions of arteries and veins.

Grade Level: Third Grade

Time: 3 Hours (1 hour each day. The other two days will be spent learning the relationship and function of the lungs and muscles to the rest of the human body.)

Background Information:

• The human heart is a hollow organ made of muscle.
• The human heart is the size of a closed fist.
• The human heart sets behind the lower part of the breastbone, more to the left.
• The human heart has four major chambers: Left & Right Atrium and Left & Right Ventricle.
• Arteries carry blood away from the heart.
• Veins carry blood back to the heart.
• The blue color of some arteries and veins indicates blood that is deoxygenated or lacking oxygen; the red color of some arteries and veins indicates oxygenated blood, or blood containing oxygen.
• The heart works by filling up with blood, then it squeezes the blood into the blood vessels. The squeezing is called a heartbeat.
• Oxygen rich blood enters the left atrium, then goes to the left ventricle. Next it goes to the body and gives oxygen to body cells.
• Low oxygen blood enters the heart into the right atrium. It then moves to the right ventricle and goes to the lungs to get oxygen.
• The human heart beats 60-80 times a minute when resting.
• The human heart beats faster when moving or working harder.
• When taking a pulse, use the index and middle fingers. Place them on the neck, under the ear.

Prerequisite Information:

Science:

1. Exploration Phase
   1. Objectives
   2. The students will be asked simple questions about the heart to see what they know and do not know.
   3. The questions will range from if they know they have a heart to different aspects of the heart.
   4. Materials: Piece of notebook paper and pen/pencil.
   5. Introduction of Lesson: Start out by telling the student the title of the lesson they are about to learn about.
   6. Procedure:
   7. First the students will be asked to take out a piece of paper. On this piece of paper, each student will draw and color what he/she thinks the human heart looks like.
   8. The students will be asked simple questions about the heart. We will discuss some of the answers giver, but they will be answered by the book, The Heart.
   9. The book, The Heart, will be read aloud to the class.
   10. The same questions will be repeated and the answers will be discussed in class.
   11. Evaluation: As a teacher, we will be able to see what the students' previous knowledge is when discussing the questions before reading the book. They will learn some important factors which will be reinforced in the other two phases of this unit.

1. Invention Phase
   1. Objectives
   2. The students will take two pulses, one of their resting heart rate and one after the exercise activity. The two pulses that were taken will be compared.
   3. The students will label and color their heart. This heart will demonstrate how the actual human heart works.
   4. Materials:
   5. Model Worksheet
   6. Teacher's Model
   7. Crayons
   8. Procedure:
   9. The students will be shown how to take a pulse correctly.
   10. The students will then take their pulse for 10 seconds and then multiply it by 6 to get their pulse in a one minute time frame. This pulse will be their resting heart rate.
   11. The student s will participate in the activity. The activity will be to walk around the square two to three times.
   12. The students will repeat the process of taking a pulse. The pulse taken will be their ending heart rate after the activity.
   13. The following questions will be asked:
       • How do the two pulses taken compare?
       • How did exercise affect the pulse?
       • What causes a pulse/heart rate?
       • How does your pulse compare with others in the classroom?
   14. The students will learn how the heart works using their model.
   15. The students will fill in their model along with the teacher.
   16. Evaluation: The students will have a model which will be complete with labeled parts, arrows showing how the blood flows, and where it flows to. They will also figure their pulse at rest and after exercise during a one minute time frame.

1. Expansion Phase
   1. Objectives
   2. The teacher will dissect a heart.
   3. The students will watch as the teacher dissects.
   4. During the dissection process, the teacher and the students will discuss the many different parts of the heart.
   5. Materials
   6. Pan for the dissection to take place in.
   7. Sharp knife or scalpel to cut into the heart.
   8. Procedure
   9. The teacher will dissect the heart and the students will watch.
   10. During the dissection process, the students along with teacher will identify the four chambers of the heart, how the blood flows, and other complicated parts that the students will not be expected to know.
   11. Evaluation:
   12. The students will write a page summary over how the heart works, how the blood flows, and give their opinion of the dissection.