MISC HMU13 Lesson Plan draft

MISC HMU13 Lesson Plan draft MISC HMU13 Lesson Plan draft Lesson 13. NYS Making Connections Lab Objective: to complete a preliminary background investigation into pulse rates and the physiological connection betwee ...

MISC HMU13 Lesson Plan draft MISC HMU13 Lesson Plan draft Lesson 13. NYS Making Connections Lab Objective: to complete a preliminary background investigation into pulse rates and the physiological connection between cellular respiration (in this case lactic acid fermentation) and exercise and to design an laboratory investigation in which students will find evidence to support one claim or another based on the preliminary data EQ: How can I behave as a scientist to determine the effect of exercise on the squeezing rate of a clothespin? Bridge: Have students review really quickly what the different kinds of respiration are and what the products are. Mini Lesson: Share out the bridge answers, letting students know after sharing that the focus of the lab today is on lactic acid fermentation and aerobic respiration in connection to the circulatory system. Give expectations for the work period: you will be working to complete the NYS Making Connections Lab. The purpose of the lab is outlined in the lesson objectives for the day. Work Period: Making Connections Lab Summary: Complete the data analysis section of the lab Closing: Completion of the Evaluation section of the lab SPED and ELL Modifications: 1. This lab has a lot of writing and critical thinking involved- think about chunking activities and taking short breaks in between them. In my class I have a station set up with music for 3 minutes- (approximately 1 song) and then they have to go back to work. 2. Allow students the opportunity to type some of their responses on iPads or netbooks. Apps and Internet Activities: 1. Lactic Acid fermentation interactive activity: http://www.phschool.com/science/biology_place/biocoach/cellresp/review5a.html 2. Lab Timer App: This is an app that you can use as your stopwatch for these experiments. Independent Practice: NYS regents questions on this labNYS Required Lab Making ConnectionsLaboratory Report By Introduction: Discovering Connections As they make observations, scientists are always looking for patterns in the natural world. For instance, researchers have observed that pregnant women who smoke cigarettes have a higher incidence of low birth weight babies and that people with high fat diets have a greater risk of developing heart disease. Many similar medical discoveries are a result of the patterns that can be observed when studying people and their lifestyles. Discovering and explaining connections is one of the basic methods by which our knowledge of the world advances. It is what science is all about! Sometimes the connections are not what we expect or would predict, and sometimes we may have a hard time explaining the connections. Nevertheless, that is how science makes progress. In this part of the laboratory activity, you will make a few observations about yourself and your classmates; then you will look for patterns or connections. Step 1. Exploration What is Your Pulse Rate? Collecting Preliminary Data Your pulse is a result of the expansion of blood vessels that occurs each time your heart beats to send a surge of blood through your body. You can feel certain blood vessels “pulse” as this happens. Watch as I demonstrate different methods of finding your pulse. Your pulse rate is a measure of how many times a minute your heart beats. Count the number of pulses you can feel in 20 seconds. Record the number below and then multiply it by 3 to determine how many times your heart beats in 60 seconds. Wait a minute and measure your pulse again. Wait another minute and measure your pulse a third time. Record this in the space below:Table 1. Pulse Rate Trial 20 second Count 60 second count (X3) (beats/ min) 1 2 3 Average Pulse Rate (add column 3 and divide by 3): Table 2. Class Results: Average Pulse Rates Pulse Rate Per Minute (range of averages) <51 51-60 61-70 71-80 81-90 >90 Number of students in this range Create a Histogram (bar graph where the bars are RIGHT NEXT to each other) based on Table 2. Graph 1. <51 51-60 61-70 71-80 81-90 >90 Average Pulse Rates Evaluate the Preliminary Data: Answer the following questions:1. Do you see a pattern to the class data? If so, what is it? If not, explain why you think a pattern does not exist. 2. A question that someone might ask about pulse rate is “Is there a connection between theheight and pulse rate?” Based on the information obtained from this activity, can you tellif there is a connection between a person’s height and the person’s average pulse rate? If so, explain the connection and how you can tell it exists (use your data!) If not, what additional data would you need to collect to find out if there is a connection? 3. State another question that someone might ask about pulse rate that could be answered by doing an experiment. 4. Some people have suggested that someone’s pulse rate will increase if he or she becomes more active. Try this: Once you have found your resting pulse rate, run in place for one minute. As an alternative, you can dance or do knee bends, jumping jacks, or push-ups. Did your pulse rate increase? Ask 4 classmates if they got similar results. Did their rates increase after exercise? Pulse rates increase for most people after exercise. Explain why this connection between pulse rate and activity makes sense.How Does Fatigue Affect Muscle Performance? A condition known as muscle fatigue occurs when certain waste products of muscle cell activity build up in the cells. Until these wastes (known as lactic acid) chemicals are removed, the fatigue (tiredness) will continue. Do the following activity: Hold a spring-type clothespin between your thumb and index finger. Pinch the ends together completely (until the two ends touch) and release them. Do this as fast as you can for one minute. Record in Table 3. Repeat the activity again, doing it the same way and using the same two fingers (as quickly following the first activity as possible). Record your results in Table 3. Table 3. Clothespin Exercise Trial # of Squeezes in 1 minute 1 2 Some people are able to squeeze the clothespin more times in a minute than others. Suggest a possible explanation for this. Could you do as many in a minute the second time as you could in the first? Provide a biological explanation for these results. Evaluate the Preliminary Data: Answer the following questions: 1. What does an increased pulse rate indicate about the heart rate and flow of blood in someone’s body? 2. When muscles are active, cells use nutrients and oxygen at a higher rate and produce waste chemicals and heat more rapidly. Describe how the interaction of two or more body systems helps to maintain homeostasis during periods of high muscle activity. (Use at least 2 body systems in your answer).3. A student in your class suggests that when most people watch exciting sporting events on TV, their pulse rate increases. What is a reliable way to find out if this statement is correct? 4. What specific evidence would you need in order to determine if what they student suggests in question 3 can be supported? 5. If you wanted to increase your clothespin-squeezing rate, would you suggest exercising or resting before you did it? Explain why you think your choice is the correct one.Investigating Claims You hear many claims made every day. Advertisers make claims about the usefulness or effectiveness of their products. Your friend may claim to be able to do something you you do not think he or she can really do. Do you believe all the claims that people make? Have you ever bought a product based on a claim made in an advertisement, only to find that the product did not work as you expected it to? When does a claim before a fact? Scientists look for evidence to support or refute a claim. Evidence can help you determine which claims are facts and which are opinions or even misrepresentations. For example, if one of your classmates claims to be the fastest runner in the class, you could gather evidence by holding a series of races. If you classmate’s claim is true, that person should win all of the races. If another individual wins the race, your classmate’s claim was simply an opinion not supported by the evidence. In this part of the lab, you will conduct an investigation to determine which of two opposing claims can be supported with evidence. First read the section below. It describes two opposing claims. Then investigate to see which claim (if either) is supported. Student A claims that a perison will be able to squeeze a clothespin more times in a minute if the person exercises first. Student A suggests that exercising produces a faster pulse rate, which indicates that the blood is getting to the muscles faster. Student B claims that a person will be able to squeeze the clothespin more times in a minute if the person does NOT exercise first. Student B suggests that exercise takes energy away from the muscles, and a person who has been resting will have more energy. Step 2. Questioning. Does exercising before squeezing a clothespin affect the rate at which someone can squeeze the clothespin? Independent Variable: Dependent Variable: Step 3. Prediction/Hypothesis. Use your “I think….because….” format to agree with one of the students above and tell me WHY (the hypothesis) you agree.Step 4. Design your Own Experiment. Use the space below to DESIGN AN EXPERIMENT (including materials and your procedure) in which you can test the question above and prove or disprove your hypothesis. Materials: Procedure:Step 5. Data Collection. You will have to figure out for yourselves HOW you will collect and record your data. (table? Graph? Written observations? Etc…) Use the space below to do so.Step 6. Data Analysis. Summarize your data above into words.