Zachary Downer One Computer/ One Projector Heart Rate Lesson PlanObjective: Students will be able to locate a place

on their body where they can check their pulse. Students will be able to calculate their heart rate. Students will know the difference between resting and active heart rates. Students will be able to identify trends from collected data. Students will understand some potential health dangers associated with heart rate/pulse. Grade: High School (Special Education) Time: 20 Minutes

Teaching Materials: Computer, Digital stop watch, Projector, Projection screen NETS-T Standards: 1. Creativity and innovation c. Use models and simulations to explore complex systems and issues. d. Identify trends and forecast possibilities. 5. Digital citizenship b. Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity Engagement: Begin the lesson by greeting students enthusiastically. Instruct students to stand up at their desks. Instruct the students to find a place on their body where they can feel their heart beating. Call on students to share where on their body they felt their heart beating. Share with students that counting the number of times their heart beats in a minute is called their pulse. Instruct students to sit back down at their desks. Grouping: Whole Group Time: 5 Minutes

Introduction of Information: Explain to students in more depth what their pulse is. Ask students why a pulse is important to a human body. Ask students to consider whether their pulse remains constant at all times, or changes depending on what the person is doing. Students should work in small groups (4-5 students each) to form a hypothesis regarding what kind of activities will cause their pulse to increase. Instruct students to stand up behind their desks. Explain to students their heart rate/ pulse is the number of times their heart beats in one minute. Explain to students the most reliable means of finding ones pulse is either on the neck or wrist. Allow students a few minutes to find their pulse in one, or both, of these locations. Aid any students who cannot quickly locate their pulse. Tell students you will run a stopwatch for one minute on the projector in front of the screen. Instruct students to begin counting their pulse once the stopwatch has begun. Students

should stop counting when the stop watch reaches 1 minute and the teacher says stop. Students should immediately write this number down on a piece of paper. Now instruct students to do jumping jacks for two minutes. Students should begin when the stopwatch begins and stop when it the teacher says stop. After the two minutes of activity, have students check their pulse using the same method as previously detailed. Have students write down this number. The teacher should go around the room and have each student share their two pieces of data. This data should be compiled into a Microsoft Excel spreadsheet. There should be two categories on this spread sheet: Resting Heart Rate and Heart Rate After Activity. Once all of the students data has been collected, the teacher should use Microsoft Excel to create two separate line graphs. The teacher should discuss with the students, using the listed questions, any trends that may exist in the data. Internal Assessment: How are the two graphs different? How are they similar? Why are the graphs similar/ different? Where would a) a football player after a game b) a person taking a nap c) a person reading a book fit on the graphs? Which graph shows resting heart rate (pulse)? Which graph shows active heart rate (pulse)? What can you feel being pumped when you check your pulse? What pumps the blood? Group: Whole group Time: 10 Minutes

Closure: Explain to students the importance of maintaining a healthy heart and pulse. Share with students some potential health concerns pertaining to heart rate (heart disease, fitness level, blood pressure). Instruct students that there is any easy way to check ones heart rate which takes less than one minute. Explain to students that checking ones pulse for 60 seconds is the same as checking it for 10 seconds and then multiplying the number by 6. Have students practice this skill by standing behind their desks and checking their pulse for 10 seconds. The teacher should time this using a digital stopwatch on the classroom computer/projector. Instruct students to multiply the number of heart beats by 6. Have other students aid those who struggle with the multiplication. Thank students for their cooperation and enthusiasm. Encourage students to check their heart rate/pulse while they are doing various activities outside of school. Group: Whole group Time: 5 Minutes

After the Lesson Students Could: Create their own graphs using personally collected data

Compare their created graphs to that of classmates. Students should compare the trends found in their data Apply their knowledge of heart rate/pulse to determine ways to avoid associated health problems

Vocabulary: Heart rate/ pulse- The number of times a persons heart beats in one minute.