Biology - HOT Science Lab

Student
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)
Background Information:
When the ventricles in your heart contract, your atrioventricular valves, pulmonary valve, and
aortic valve open and allow blood to flow through them. The valves then close, stopping blood
from flowing backward. As the valves close, they make sounds that can be heard using the
stethoscope. When the atrioventricular valves close, a ―lub‖ sound is produced. When the
pulmonary and aortic valves close, a ―dubb‖ sound is produced.
Heart rate is the number of times a minute that the ventricles in your heart contract and pump
blood. Each time blood is pumped, artery walls expand and then relax. This causes a surge of
blood that can be felt at certain points in your body—your pulse. Heart rate can be measured
without a stethoscope by measuring the pulse rate.
When you exercise, your heart rate increases. After exercise, the heart rate slows to a normal
resting rate. The length of time it takes for heart rate to return to normal after exercise is a
measure of the efficiency of the heart.
Objectives:
Students will be able to describe the sequence of blood flow from heart to lungs and back
and from heart to body and back.
Students will be able to label the parts of the cardiovascular system and describe their
respective functions.
Students will be able to describe the different factors that affect heart rate and analyze
how to prevent them.
Safety: classroom management
Vocabulary: heart, circulatory system, cardiovascular system, blood, lungs, blood flow, blood
vessels, anatomy, physiology
Materials:
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:
1. Follow teacher directions.
2. Begin the activity in a standing position at a station along the route taped to the floor.
3. Using the color circle representing the type of blood for your position, walk along your
route and describe to the class what is happening at each stop.
4. Explain what route (blood vessel) must be followed to reach the next stop.
Biology HSL Page 144
Curriculum and Instruction