Classroom Activities
Students will develop a better understanding of cardiovascular disease and develop a sense of empowerment when the following techniques such as; Q & A, K-W-L charts, graphic organizers, video analysis, cooperative learning strategies, laboratory investigations and service learning projects are used.
Activity #1
The behavioral objectives for this activity include: (1) students will learn about the types of blood vessels found in the human body. (2) students will compare and contrast how the different blood vessels affect the quantity of blood flow in the body.
Arrange the students into groups of two. Distribute five different sizes and lengths of rubber tubing to each group. Give each group some red dye food coloring and one 400 mL beaker, 100 mL, 50 mL,10 mL graduated cylinder and 1 tray approximately 5 inches deep. Ask students to place 6 drops of food coloring into the beaker along with 250 mL. of water. Students are required to pour 50 mL of red water into each piece of rubber tubing. Ask them to describe the flow of the water through the tube. Students should focus on the amount of time it took for the water to flow. Students should compare and contrast the width of the tube and the length. Correlations' can be made between the types of blood vessels found in the body and the role they play inside of us.
Activity #2
The behavioral objectives for this activity include: (1) students will learn the path blood takes when it flows inside of our body; (2) students will learn the role the valves play inside of the heart.
Distribute laptop computers to students and have them conduct a video search. One of the best videos is found on the PBS website. Students will have the opportunity to observe the video entitled "Mysterious Human Heart". PBS is a website for teachers; it provides free resources for teaching and learning. Students can take a tour of the heart in this video and engage in several interactive activities when they tour the heart.
Activity #3
The behavioral objectives for this activity include: (1) students will learn the importance of the stethoscope; (2) students will learn how the stethoscope detects heartbeat; (3) Students will be able to hear what a stethoscope actually detects.
Arrange students into groups of two. Give each group one glass T-tube, some rubber tubing, a small plastic funnel, a small glass funnel and a 8 cm. piece of rubber tubing. Insert the 8 cm. piece of rubber tubing over the tip of the glass funnel. Place the T-tube into the other end of the short piece of rubber tubing and attach the longer pieces of tubing into both arms of the T-tube. Have one student hold the funnel firmly over the heart while the other student holds the ends of the long tubes in his/her ears. Students will be able to hear heart sounds very clearly. Ask students to make the same device using the plastic funnel. Ask students to compare/contrast the differences between the two funnels that they prepared. Have students to run in place for five minutes and use the stethoscope again. Ask students to compare the sound and frequency of the heart beats after running in place.
Activity #4
Behavioral objectives for this activity include: (1) students will learn have to take the pulse rate; (2) students will learn what the pulse rate actually means; (3) students will prepare a spread sheet for the pulse rate of the individuals found in the class.
Students will place two fingers on the wrist and apply a small amount of pressure by pushing against the back of the wrist with the thumb. They will practice finding the pulse rate by counting for 15 and 30 seconds. Once the students are comfortable at finding the pulse rate they should record the pulse rate of their partner on the chart paper in front of the class. Once students have all of the pulse rates recorded they should use the excel program and develop a spreadsheet. Have students compare/contrast the pulse rates of the students in the class.
Activity #5
Behavioral objectives for this activity include: (1) students will be able to compare/contrast the differences between the hearts of the various types of animals based on physical observations; (2) students will be able to prepare microscopic slides of heart cells in various types of animals.
Arrange students into groups of four. Obtain several packs of chicken hearts from your local grocery store. Go to your local slaughter house or meat store an obtain the hearts of the following animals: cow, pig and sheep. Give each group one sample of the heart of a chicken, pig, sheep and cow. Ask the students to carefully observe each specimen. They should record observations in their lab journals. Ask the students to obtain four clean microscope slides and four cover slips. Students should cut a very thin piece of tissue and place it between a microscope slide and a cover slip. They should observe the slide under low power first. It may take several tries in order for the students to obtain a thin piece of tissue. After observation the students should make slides using tissue from different locations of the heart. Students will prepare a diagram of what they observed in their laboratory journals.
Activity #6
Behavioral objectives for this activity include: (1) students will be able to understand the relationship between structure and function of the heart; (2) students will be able to make abstract concepts appear more concrete when they develop physical representations of the heart.
Students will be given the opportunity to develop a model of the heart using any type of products. This is an opportunity for the students to use their creativity when developing their models. It is important for students to labels all of the parts of the model. Models will be on display in the classroom for other students to examine. Students are required to explain how they developed the concept of their model to the class.
Activity #7
Behavioral objectives for this activity include: (1) students will be able to examine the amount of cholesterol and fat they consume in their diets; (2) students will have the opportunity to reflect on the importance of minimizing the amount of fat and cholesterol they consume on a weekly basis; (3) students will be able to develop a work sheet using the excel program.
Students will make six columns on a sheet of paper. The 1 st column is labeled, "Day"; the 2 nd column, "Type of food"; 3 rd column, "Calories"; 4 th column, "Fat calories"; 5 th column, "Fat (gms)"; 6 th column, "Cholesterol (mg)". Students should record their intake of food for one week. Indicate to the students that this includes everything that the consume. At the end of the week have the students to prepare the "Food /Cholesterol Record Worksheet", using a graphing program on their laptop computers. Students should examine their individual worksheet make several conclusions about their diet. The worksheet will serve as a good indicator for students would may put themselves at risk for developing high blood pressure.
Activity #8
Behavioral Objectives for this activity include: (1) students will be able to identify the different types of cardiovascular diseases, how it is detected and treatment and prevention; (2) students will prepare a PowerPoint presentation for the class.
Each student will be given a specific cardiovascular disease. It is the responsibility of the student to gather information about the disease using internet sources, journals and books. Students will prepare a 15 minute discussion about the disease given to them. Students in the audience will have the opportunity to ask questions.
Activity #9
Behavioral objectives for this activity include: (1) students will be able to raise money for the trip to the Franklin Institute.
Students will develop a template for the student body to use when they compose their Valentines' Day greeting. Once the template is developed the students will cut out red hearts made from construction paper eight and one half inches by fourteen and one half inches. Students will sell the hearts for fifty cents. The hearts will be placed along the walls of the hall close to the ceiling. The money generated is used to pay for the trip.
Activity #10
Behavioral objectives for this activity include: (1) students will be able to engage in a meaningful service activity that will allow them the opportunity to address human and community issues, and provide an opportunity for increased student academic engagement, civic responsibility, personal and social development.
Students will conduct a symposium on heart disease. Students are responsible for developing letters used to send to several cardiologists who have offices near the school. A student will act as the moderator for the panel. The questions the panel will discuss will be developed by the students. It is also their responsibility to get in contact with the news media (radio, television stations). Students will be divided into several committees and the duties will be divided amongst them. The symposium will take place in February, "National Heart Month".
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