Lesson 6 of 7
Objective: SWBAT identify factors that can lead to heart attack and atherosclerosis as well as ways to reduce the likelihood of having a heart attack.
As the students enter the room they take out their journals and respond to the prompt: Think back to the pulse rate experiment you designed. What was your hypothesis? What were your controls and variables?
This question ties back to the students' work on a previous lesson: Blood Pressure - Flipped. Many of the students did not correctly write a hypothesis on the worksheet, so this exercise provides them with an opportunity to correctly write the hypothesis and provides me with the opportunity to review the elements of experimental design with the students.
When the students have had a couple minutes to write, I remind them to use the If...then... format that we established at the beginning of the year. I ask the students to make adjustments to their journals as necessary to reflect this understanding. I also ask the students to remind me of the difference between independent and dependent variables. I then call on volunteers to share their journal response with the class. After a student shares, I ask the class if they agree with the identified variables and controls.
I ask the students to explain what atherosclerosis is and why it is something they want to avoid. I also ask them to describe what a heart attack is, and they have a bit more difficulty with this question. Many of them have had family members who have had heart attacks, but the students are not quite sure what that means. As a way of reviewing the information from a previous lesson, I open the slides version of this flipped video and review the key information with the class
I then lead the students through the first portion of the online Heart Smarts simulation on the SMARTBoard. We review the various structures of the heart and discuss the two parts of heartbeat. We also review the definitions of atherosclerosis and heart attack. The visuals of the simulation help the students connect to the information as I am able to point to various parts of the animations and explain what they represent.
The students take out their Chromebooks and open The Case of the Ailing Heart worksheet, which they will be using for the day. This document includes questions about the simulation they will complete. I allow the students to work with a partner to complete the simulation, so they can discuss the information being learned and can share ideas with each other. I remind the students to answer the questions on the document as they complete the simulation. The first few questions on the document were reviewed earlier in the lesson, but the students may revisit the information, if they would like. Using this simulation activity addresses NGSS SP2 as the students interact with the online model. The Cross Cutting Concept of Systems and System Models as well as MS-LS1-3 are also addressed as the students review the manner in which the circulatory system interacts with the other systems of the body, specifically the respiratory system. As the students work through the interactive, they find that various factors can determine whether or not someone has a heart attack, whereby addressing NGSS Cross Cutting Concept Cause and Effect.
While the students work, I circulate through the room asking the students why they selected certain answers. During this time I am also able to explain the directions to the students, particularly the section in which they are determining food choices for the animated character. This portion of the activity is a little difficult to complete using a touchpad, as the students must select foods as they are moving quickly across the screen.
Breakdown of the simulation:
Act 1 - This act provides a review of the structures of the heart, the function of the heart, and heart diseases.
Act 2 - A review of medical tests (patient history, cholesterol test, body mass index, and electrocardiogram) used to determine a person's risk for heart attack is reviewed in this act.
Act 3 - In this act the students help Guy make positive choices about his diet, exercise, and responses to stress. A word of caution: In one of the stressful situation scenarios, Guy is working hard but his boss calls him a slacker and the students have three options for how to react to the situation. One possible reaction is to have Guy tell his boss to "Shove it." The correct answer is for Guy to ask his boss to explain his comment.
Act 4 - In this act the students complete an angioplasty on Guy.
Act 5 - This is a second version of act three, as students determine meals, exercises, and healthy responses to stress for Guy.
Act 6 - In this act the students grow a patch for Guy's heart using living cells.
Healthy Heart Quiz - The last portion of this interactive is a quiz that reviews all of the information covered in the interactive.
This Heart Smarts Review video provides a brief review of the interactive.
At the end of class, I ask the students to focus in on the summary section of the worksheet. I provide them with a couple of minutes to write down their thoughts and then I ask for volunteers to share their response with the class. This time of sharing helps to reinforce the learning goals for the activity and remind the students of some of the causes of heart disease as well as the way in which those causes can be avoided or reduced.