Text Box: Subject(s): Physiology   Grade/Level: 3-5   Time Required: 1 class period prior to visit for preparation 1 hour at Valley Worlds of Fun for this activity 1 hour in the resource room or your classroom for completion of worksheet and discussion   WV State Standards: HAP.1.1 formulate scientific explanations based on the student's observational and experimental evidence, accounting for variability in experimental results. HAP.1.2 recognize that science has practical and theoretical limitations. HAP.1.3 recognize that science is based on a set of observations in a testable framework that demonstrate basic laws that are consistent. HAP.1.4 conclude that science is a blend of creativity, logic and mathematics. HAP.2.1 model and exhibit the skills, attitudes and/or values of scientific inquiry (e.g., curiosity, logic, objectivity, openness, skepticism, appreciation, diligence, integrity, ethical practice, fairness, creativity). HAP.2.2 demonstrate ethical practices for science (e.g., established research protocol, accurate record keeping, replication of results and peer review). HAP.2.7 demonstrate science processes within a problem solving setting (e.g., observing, measuring, calculating, communicating, comparing, ordering, categorizing, classifying, relating, hypothesizing, predicting, inferring, considering alternatives, applying). HAP.2.8 design, conduct, evaluate and revise experiments (e.g., identify questions and concepts that guide investigations; design investigations; identify independent and dependent variables in experimental investigations; manipulate variables to extend experimental activities; use technology and mathematics to improve investigations and communications; formulate and revise scientific explanations and models using logic and evidence; recognize alternative explanations; communicate and defend a scientific argument).   Objective(s): The main objectives of this lesson are to define and demonstrate the functions of the heart; to understand the use of a simple pulse meter and use it to listen to the heartbeat; to measure heart rate (pulse); and to compare heart rate at rest and after exercise.   Procedure:   Pre-trip discussion:  Muscles are parts of the inside of our body that are strong, and some of them even help us move (i.e. leg muscles that help us walk, muscles that get larger in our arms when we flex). What do you think is the strongest muscle in your body? Why do you think this is so?   What is the heart and what is its purpose? · The heart is a muscle that sends blood to all parts of the body. · Blood is important because it sends all the energy we get from food to all the parts of our body and it sends around oxygen that we breathe in from the air all around our body too. We need to have oxygen inside our body in order to live. · The heart pumps even when we are not thinking about it. · The heart is the size of your fist. What is it like to be your heart? · Have students make a fist. Have students squeeze their fist for one second and relax for one second. Have them keep going for 70-80 times (or until they get tired). The normal heart rate for adults is 70 to 80 beats per minute, children are faster; 5-9 year olds average 96 beats (68 – 128) 10 to 14 year olds average 87 beats (56-120).  The average human body has 6 quarts (5.7 liters) of blood.  Each beat of the heart moves only 2 fl. Oz. (59 ml) of blood out to the arteries, so blood must circulate rapidly to meet the needs of the body.  The goal of exercise is to strengthen the heart and keep the blood vessels in good working order. 1. Have students practice predicting and recording their resting pulse. 2. Allow students to walk briskly for one or two minutes, then count their walking pulse. 3. Have the students run for one to two minutes, count and compute their running pulse. 4. Guide a class discussion about the different pulse rates recorded. Valley Worlds of Fun Activity (You’ve Got Rhythm Worksheet):  Students work in pairs.  Designate one as a recorder and one as the participant.  Give each student a copy of the worksheet. 1. Have them sit quietly for at least three minute. 2. Have the students use the pulse meter to determine their resting heart rate. 3. Have one student run the inflatable maze and slide.  Immediately use the pulse meter to determine the exercising heart rate. 4. Sit quietly for three minutes, take the heart rate again. 5. Repeat this activity two more times, remembering to take resting heat rate after stopping for three minutes each time. 6. Partners reverse roles and repeat the activity. 7. Complete the graph and plot the points that represent the resting heart rate and exercising heart rate. Conclusion: Students will understand that as the heart pumps, blood is forced through tubes that carry blood called blood vessels. The blood moves at a certain rate causing the blood vessels in the wrist to pulse. Blood at some point must travel to the lungs to pick up oxygen for the rest of the body. The movement of the blood through vessels tells one how fast the heart is beating. During exercise, the heart will beat faster. The students will also understand through the use of the pulse meter that one can listen to the sound made by the beating heart. Instructional Materials: pulse meter, stopwatches, You’ve Got Rhythm Worksheet   Differentiated Instruction: Students can predict and measure their heart rate after experiencing other rides at Valley Worlds of Fun, Himalayan Mini Coaster, Gyro, Rock n Roll Cage.   Author's Comments: Be mindful of students with health problems.  The exercise may be an issue for those who have breathing problems.   Assessment/Evaluation: Completion of the You've Got Rhythm Worksheet