LaSIP Science@Nicholls-Year 7 Heart Smart

HEART SMART

Louisiana Curriculum Framework Content Strand / Life Science:
Science as an Inquiry / Grade Level / 7 and 8
  • Objective: Students will graph and compare their heart rate before, during, and after activities utilizing the TI-83 plus graphing calculator.

Teacher Information

Benchmarks :
SI-M-A1, SI-M-A2, SI-M-A3, SI-M-A4, SI-M-A5, SI-M-A6, SI-M-A7, SI-M-B3, SI-M-B4, SI-M-B5,
LS-M-A5, LS-M-A6
/ Time Frame
One 90 minute or two 50 minute classes.
Curriculum Integration
Math: Graphing and computation skills
P.E.: Health awareness
Language Arts: Writing Skills / Materials
A watch with a second hand, TI-83 plus graphing calculator.
Applications
Exercise routines: (monitoring of heart rate)
Lifetime applications: One can check heart recovery rate, at any age, as an indicator of total fitness.
Career applications: business, engineering, teaching
Doctor, scientist, health worker, social worker, lawyer. / Student Groupings
Cooperative groups or individual student work.
Possible Obstacles to Student Learning
Prior experience using TI-83-plus graphing calculator. Students would have been taught how to work the calculator, enter items into a list, construct graphs and print graphs. Teacher will be conducting an example on the overhead for students who still have questions or who are unsure of the exact steps.
NOTE: It is important for the teacher to fully understand the working of the TI-83 Plus graphing calculator before beginning the project.
Opportunities for Assessment
  1. Students will be assessed on their individual work and on group work through graphing.
  2. Students will be held accountable for this material as an activity grade, on their mid-term and final exam.
  3. Teacher will do observational assessment during the activity.
  4. Group assessment by individual members of the group assessing each others work.
  5. Louisiana LEAP exam results as compared to previous results.

Lesson Procedure
Exploration: Before class the teacher will set up a TI-83 Plus graphing calculator at each station or table. (One per group) Students will be given a set of instructions on how to take their heart rate using the carotid artery and a watch with a second hand. Materials: graph paper, student group assessment rubric and student worksheet. Students will be asked to take their initial heart rate, heart rate after a period of activity, and their heart rate each minute for five minutes after exercise. Students will record data and answer questions on the worksheet to be followed by a graphing activity.
Concept Development Questions with anticipated responses:
  • Did your heart rate return to the normal resting heart rate within the five minute period?
Student responses will vary.
  • How can you relate the results of this exercise to the overall health of an individual?
The greater the fitness of a person the faster the heart rate recovery time will be.
  • What other factors could affect the rate at which an individual’s heart rate returns to normal?
Students responses will vary, some examples may be that some students are athletic, sedentary or physically handicapped..
Integration of Technology: Throughout this activity the students utilize the TI-83 Plus graphing calculator to compute and graph their results.
Extension: Students may go to the computer lab and print results.
Extension: Students may research the heart rate recovery rate of individuals of different ages.
Concept Application: Students will discuss in their cooperative groups the results of their data and can further compare results based on gender, race, and country of origin. They will average the group rates, class rates, and any extra data they may have collected. (Students may have data they took outside school on older or younger individuals.)
Attachments
  1. Student Worksheet
  2. Graph Sheet
  3. Group assessment participation rubic
  4. References
  5. Extensions of this lesson. (Remediation or Enrichment)

NAME______DATE____PERIOD___GROUP#___

Student Handout for Heart Smart Activity

Heart Rate / Individual / Group Avg / Class 1 Avg / Class 2 Avg / Class 3 Avg
Resting heart rate
After exercise
After 1 minute
After 2 minutes
After 3 minutes
After 4 minutes
After 5 minutes

Analysis Questions:

  1. Did your heart rate return to your resting heart rate within the 5-minute period? Explain your results.
  1. How can you relate this exercise to the overall health of an individual?
  1. What other factors could affect the time it takes an individual’s heart rate to return to normal?

LESSON EXTENSIONS:

  1. Teacher and students can graph the heart rate of the girls and the boys to figure out average heart rates of boys and girls at a given age.
  1. Math relation: Students can figure out the percent decrease after each minute. If initial heart rate was not achieved after 5 minutes, estimate how long it would take to achieve their initial heart rate.
  1. Make a bar graph of your classes: compare classes to one another to see if there are any significant differences.
  1. Using histograms, figure out percents of the class falling between given heart rates.
  1. Research the data from other cities, states and countries. Compare your average results to their average results. What factors may account for the differences shown?
  1. Compare heart rates of humans and other animals, have students come up with reasons for the differences.
  1. Have students predict who would have a faster heart rate: an athlete or their favorite actor or musician. Give reasons as to why.
  1. Students can compare their individual results to their group results, accounting for any significant differences. Have groups compare their results and record their graphs on a classroom graph, determine a class average, compare the class average to group averages. Have them predict what a histogram would look like for the entire grade level or school.

Scoring rubric for each group or pair:

Group #_____ Activity ______Date_____

NAME

/ % Contribution

Scoring rubric by individual

Name ______
Group #_____Activity ______Date______

Write a summary of the activity and explain your role in detail.

References
  1. Louisiana Department of Education (1997). Louisiana Science Framework, Retrieved December 13, 2001, from the Louisiana Department of Education website.
  1. Calculator experience and ideas were obtained through participation in the LaSIP workshop headed by Dr. Judy Chauvin at Nicholls State University during the spring and summer of 2002.

Acknowledgements: This activity is based on one developed by Sonja Dowling and Anthony Rodrigue, Raceland Middle School, Lafourche Parish, LA, as part of the LaSIP Science (2001-2002) @ Nicholls – Year 5 Project.

LaSIP website address:

Web page of activity:

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