How Does Your Heart Rate?

Joan Fontaine, Cabrini High School
Kay Johnston, Cabrini High School
Dawn Mancuso, Immaculata High School
Ann Smart, Cabrini High School

Grade levels: Middle and High School
Subject Area: Science, Physical Education, Math, Computer
Time to Complete: 10 days
Group or Individual Activity

Summary

Students will do heart related activites Math, Science and Physical Education.

Introduction:

Students research blood circulation in science class, calculate resting pulse rate and target heart rate zone in physical education and then graph the results in math class using the internet, Microsoft Word and Excel.

Science Activity

Objectives: Students will be able to list in order the major structures through which blood flows.

Technology: Search web sites for information. Use Microsoft Office outline format.

Student Activity:

1.) Search the web to find the correct order in which blood flows through the following structures:
Aorta, Aortic Valve, Body, Lungs, Pulmonary artery, Pulmonary valve, Pulmonary veins, Left Atrium, Left Ventricle, Mitral Valve, Right Atrium, Right Ventricle, Systemic Veins, Tricuspid Valve.

Suggested Sites:
1.) http://onhealth.com/ch1/condctr/cardio/item,33042.asp
2.) http://www.heartfailure.org/html/circulation.html
3.) http://www.ama-assn.org/insight/gen_hlth/atlas/newatlas/heartf.htm
4.) http://www.fi.edu/biosci/systems/circulation.html

2.) Go to Microsoft Word

3.) On FILE menu, click SAVE, and type "Blood Flow Outline" in the file name text box, then click SAVE.

4.) On the View Menu, click OUTLINE.

5.) In your "Blood Flow" Outline document, type the list of structures in scrambled order.

6.) Trade places with someone in the class and have her rearrange the structures to the correct order; you do the same with her outline.
**Use "Move Up" and "Move Down" button to move structures on screen.

Assessment: Were the structures placed in correct order?

Teacher Guide:

Materials: Use of internet, Microsoft Word, outline view

Louisiana content standards:
LS-M-A5
LS-H-G1
LS-H-F1
SI-M-A5
SI-M-A4
SI-M-A3
SI-E-A5
SI-H-B3

Physical Education

Objectives: Have students determine resting pulse and determine their pulse rate for target heart rate zone.
To develop a understanding of the component that contribute to cardiovascular fitness.

Technology concepts: Search website for information .Type in Microsoft Word .

Student Activity:

1.) Answer the following question. Your answer should consist of a minimum of two paragraphs.

What is cardiovascular fitness and why is it important?

Suggested Site:

1. http:// www.turnstep.com

2. http://www.stevenscreek.com

3. http://www.health.iatrica.com

2.) Determine resting heart rate. Better if done for 3 to 4 days when you first wake up in the morning then take average of the 3 to 4 days. Simply measure the pulse at the carotid artery on the neck using the first two fingers of one hand. It is easiest to count pulse beats for 10 seconds then multiply by six for the per-minute total.

3.) Find maximal or exhaustive level of your heart rate using the following formula:

220-age= maximum heart rate for beats per minute

**Keep in mind that it is not a good idea to exercise at that maximum heart rate.

To find your most effecient heart rate zone refer to text book or check the following web site:

Target Heart Rate Zone Calculator - Find Your Target Heart Rate

Perform the following activity to check if you are working in your target heart rate zone. Students will work with a partner. Take the resting pulse rate of your partner and compare it to her average she has come up with from morning calculations (it will not neccessarily be the same). Then partner does warm-ups and stretching exercises. He/she then jogs at a rhythmic pace for a quarter mile. Partner will count the laps. Then re-check the pulse rate to see if he/she is in the target heart range. After that, the jogger cools down while partner puts information on index card to be graphed later. Then repeat activity by the other party. This activity will be done 3 times per weeks for 4 weeks.

Assessment:

The student turns in written paper of question answered and receives a grade.
Teacher checks information on index cards at the end of each activity class.

Teacher Guide:

1.) Microsoft Word
2.) Area to jog quarter mile
3.)index cards
4.)pencils

References:

1.) Websites in lesson
2.) Rainey, D. and Murray T., Foundations of Personal Fitness , West Publishing Co., Minneapolis/St. Paul, 1997

Physical Education National Standards:

NSPED 1,2,3,5,7

MATH ACTIVITY

Objectives

The student will be able to

Use heart rate data collected in P.E. class on to make graphs and charts with Microsoft EXCEL
Demonstrate the connection of data analysis to a real-life situation
Make inferences from data in the graphs

Student Activity
Instructions for making a graph of heart rate data that was collected in Physical Education class using EXCEL:
1. Begin typing the data in cell A1 "Day"
-----Cell B1 type "Resting Pulse"
-----Cell C1 type "Working Pulse".
2. When you are finished typing all data, highlight the data with the mouse.
3. Click on the Chart Wizard icon. It is located on the tool bar, right side, next to the globe.
4. Select a Chart type. Type your title and category for X-axis(Day) and Y-axis(Pulse).
5. To add a different pattern for resting or working pulse, right click on the desired bar on the graph. Click on format data series. Click on FILL EFFECTS. Click on PATTERNS and choose the pattern you would like to use.
6. Write a paragraph describing the changes in your resting and working heart rate over the 10 days that you collected the data.

Teacher Guide:

Assessment
The graphs will be evaluated on accuracy, neatness, and completeness.
The written explanations will be evaluated on accuracy and grammar.

Louisiana Department of Education Standards Addressed
Data Analysis: D-1-H,
D-2-H,
D-7-H,
D-6-M
Patterns, Relations, and Functions:
P-2-H,
P-3-H,
P-5-H

Conclusion

The student will be able to apply information from various subject matter into a daily life activity.