Biology - HOT Science Lab

Teacher
Take a Heart Hike
(Adapted from: PowertoLearn.com; http://www.powertolearn.com/lesson_activities/index.shtml)
NGSSS:
SC.912.L.14.36 Describe the factors affecting blood flow through the cardiovascular system.
(AA)
Purpose of Lab/Activity: The purpose of this activity is to:
Students will walk and talk through the heart and pulmonary blood pathways in order to
understand how the heart and lungs work together to transport oxygen and carbon
dioxide via the blood.
Prerequisite: Prior to this activity, the student should be able to:
Students should be familiar with each circulatory organ (heart, blood vessels, and blood)
and its role in the movement of oxygen and carbon dioxide. A resource that is available to
help demonstrate blood flow through the heart can be found at:
http://www.sumanasinc.com/webcontent/animations/content/human_heart.html
Students need to understand how the lungs work and how gases can diffuse into and out
of cells.
Materials (per station or per group):
3-inch-wide masking tape, blue and red
Large magic marker to write on tape
Two small bowls or pans
20 quarter-sized red circles and 20 quarter-sized blue circles
Procedures: Day of Activity:
Before
activity:
During
activity:
What the teacher will do:
a. This activity requires you to construct (on the floor) a two-dimensional
diagram of a three-dimensional system.
1. Draw the diagram (Teacher Download, figure 1) with tape on the floor of
your classroom.
2. Label the chambers of the heart, the lungs, the body cells, and all blood
vessels according to the diagram (see the Cardiovascular Model).
3. Place a bowl of blue circle cut outs in the body cells and a bowl of red
circle cut outs in the lungs.
b. Engage students by eliciting prior knowledge and asking questions:
1. What are factors that affect the healthy blood flow in a heart
2. Does the rate at which we breathe affect our heart rate
3. Which way does blood flow in your body
What the teacher will do:
a. To begin the activity, position a student (or several) in a standing position at
a station along the route taped to the floor.
1. Give a student the appropriate color circle for where they are standing.
For example, a student standing in the right atrium of the heart would be
holding a blue circle.
b. Have students move along the route and describe to the group what they
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Curriculum and Instruction