Lesson Plan Template

Duquesne University

Name Emma Trudgeon

Topic Predicting and Recording Heart Rates

RATIONALE

In order to conduct an experiment, students must learn how to form predictions or create

hypotheses. They must be able to support their position with details. Then, students must test

these predictions or hypotheses and compare the results to their predicted outcomes. Lastly,

students must explain their results and why their predictions were or were not accurate.

Through this lesson, students will practice formulating and testing their own hypotheses

regarding heart rate and how exercise affects it. Then, they will practice collecting, through a

series of physical activities, and recording, in a formula-type manner, these results. They will

also explain whether their prediction is correct.

OBJECTIVES

Students will be able to

Make a hypothesis, test and record it, and explain the results.

Predict heart rates before and after physical activity.

Accurately measure and record heart rates.

Compare their heart rate prediction to their actual findings.

Explain why their heart rate prediction was or was not accurate.

Based on Standards
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Duquesne University

Standard - 2.7.3.E

Determine that there can be a difference between predicted and actual outcomes.

Standard - 3.2.3.B7

Understand that all scientific investigations involve asking and answering questions and

comparing the answer with what is already known.

Plan and conduct a simple investigation and understand that different questions require different

kinds of investigations.

Use simple equipment (tools and other technologies) to gather data and understand that this

allows scientists to collect more information than relying only on their senses to gather

information.

Standard - 10.4.3.C

Know and recognize changes in body responses during moderate to vigorous physical activity.

heart rate

breathing rate

MATERIALS

YouTube Video: How to Feel Your Heart Beat

Timer

Love Your Heart Recordings Worksheet

Calculators (if needed)

SET
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Duquesne University

Have a volunteer do jumping jacks for the class.

Ask: What do you think that did to her heart? Do you know why?

Watch video: How to Feel Your Heart Beat

PROCEDURES

Discuss the video and ask questions.

What is the job of the heart? Which fingers do you use to measure a pulse?

Where can you find your pulse? Why does your pulse increase with physical activity?

Guiding practice: Everyone put two fingers on their neck to find their pulse. Explain that each

time they feel a pulse to count one. Count each pulse for ten seconds.

Pass out and explain prediction/recording worksheet. Tell them it will be collected. Complete the

hypothesis section together.

Next, each student will measure his own resting heart rate for ten seconds. Then, they will

multiply that number by 6 (calculators allowed) and then record it on their worksheet. This part

will be completed together to ensure a clear understanding. Share these numbers as a class to

demonstrate that not everyones heart rate is the same.

Independent Practice: Students will then, on their own, complete the rest of the worksheet by

measuring a partners pulse, using a timer. They will follow the format of the worksheet,
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Duquesne University

completing each specified activity (i.e. resting, jogging, etc.) for thirty seconds before measuring

their pulse.

ASSESSMENT / CLOSURE

Volunteers will share their data with the class. They will also share their predictions and

whether they were right or wrong. Finally, students will participate in a whole-class discussion

about what they learned and how it relates to their every-day lives.

The teachers assessment:

Through observations during Independent Practice and through the collected recording

worksheet.

5Es Principles

The 5Es Principles were used in this lesson plan. Engage was incorporated through the

opening of the lesson. Students are asked a few questions about a classmates heart after

watching a her do jumping jacks. This allows them to begin their initial thinking of the topic.
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Duquesne University

Then, they are shown a video to introduce the lesson to them. This helps them become interested

in the lesson. After, they create hypotheses on what they think might happen to their heart rates

after exercising. Explore comes next in the lesson when students test out their hypotheses.

They are able to determine heart rates of their peers and record them. Explain then comes into

play as students finish their recordings and can observe a pattern. This helps them explore why

the heart beats fast or slow depending on physical activity and really allows their brain to think

hard. This is when they are able to verify if their hypotheses were right or wrong. Elaborate

occurs when data and predictions are shared in a whole-class discussion. This shows students

how everyone has a different heart rate and heart rates may vary from person to person.

Evaluate is the final step where students draw conclusions through a final class discussion on

what the students learned and how it applies to their lives.

References

Love Your Heart. (n.d.). Retrieved December 03, 2016, from

http://wikieducator.org/Love_Your_Heart

S. (2015). How to Feel Your Heart Beat. Retrieved December 03, 2016, from

http://www.youtube.com/watch?v=tF9-jLZNM10