What makes your (heart) tick?

Teacher: Abbi Schreck
Overall lesson topic/title: Create an activity that increases breath and heart rate
Content Standards and NGSS Science and Engineering Practices Standards for this lesson:
L.OL.05.42 Explain how animal systems (digestive, circulatory, respiratory, skeletal, muscular, nervous, excretory,
and reproductive) work together to perform selected activities.
Generate scientific questions about animal systems based on observations, investigations, and research.
Construct charts and graphs comparing changes in muscular changes in pulse rate and breathing rate

Rationale: It is important for students to know what activities can increase your heart rate and breathing rate. This
is important because students need to understand how their body works and what causes it to react that way. In the
future students will need to know how to increase these functions to lead a healthy lifestyle. This lesson also shows
how many systems within the body interact together.

Driving Question for this lesson: What activity causes my heart rate AND my breathing rate to increase?
EPE Function this lesson fulfills:

Establishing a driving question and eliciting student’s initial ideas
 Experience with patterns

Students Identifying patterns

Students explaining patterns

Comparing student explanations to scientific explanations

Students applying explanations in new/different contexts

Materials & supplies needed: Data collected from previous lesson, pencil, experiment worksheet
Procedures and approximate time allocated for each part of
the lesson
• Introduction to the lesson (5 minutes)

To start the lesson I will ask students to describe to their table
partner a time when they could not catch their breath and a time
when your heart was pounding so hard or beating so fast. Talk
with your partner about what you were doing right before that
happened? What could have caused your heart to beat faster?
When your heart beats faster is it also hard to breathe? Today we
are going to create an activity that you think might cause your
heart rate and breathing rate to increase.
I will have students gather the data that they collected from the
past few days. This data shows their heart rate and breathing rate
from different points in the day. I will start by asking students to
compare the data with their table groups. I will ask students to

How this lesson is differentiated
for your students based on
information gained from the preassessment/science talk?
I know many of my students like to
talk but few like to answer
questions. During the introduction I
will be using popsicle sticks to call
on students to answer. This will
ensure all students are engaged
because it is the luck of the draw.

star any times that are higher than their initial heart/breathing
rate and write next to it what activity they were doing.

• OUTLINE of activities during the lesson

(15 minutes)

To start the activity I will ask students to look at their data and the
data that their tablemates collected. What patterns did you
noticeDid you notice any patterns? What could have Is there
something specific that caused your heart rate to increase? What
are some ways you could Is there a way to test your ideait?
I will then introduce the activity by letting students know that
they will be creating an experiment. In their experiment their
group is to find a way to increase both their heart rate and their
breathing rate. They may do any activity they would like.
Students will need to turn in a plan to me by the end of the lesson
that includes what activity they will be doing, who will be doing
it, how they will collect data and some way to show an increase
in heart rate and breathing rate.
Before letting them go I will make sure to remind students about
how to work in a group. Since this is a group project I need to see
how each person is involved. We have to take turns talking and
listening. Students are expected to use a low level voice that only
their group can hear. I will then release students to start working.
While students are working I will make my way to each group to
check in on how they are doing. While they are working I will
ask what activity they plan to do and why they think it will work.
I will ask them how they came up with this idea and how
everyone is contributing. This will take the bulk of the lesson.
When we have about five minutes left I will ask each group to
finish up what they are doing and turn in their plan. I will then
have each group quickly share what they are planning.

• Closure for the lesson (5 minutes)

To end the lesson I will ask students to do an exit
ticket. I will ask students to write at least two
sentences about how they feel the activity will go
tomorrow. Do they think the experiment will work?
Why or why not? This will help them to reflect on
the planning they did today as well as look
forward to what we are doing tomorrow.
On their way out the door students will turn in
these exit slips.

Formative assessment
The formative assessment that I will be doing will be to collect their
experiment plans for tomorrow. When looking at this I will be able to see

I learned from the pre-assessment
that many students remember doing
experiments in other classes. Doing
an experiment that they create and
test will help to drive home the main
idea. It also gets students up and
moving which can help make a
deeper connection with the material.
Our table groups are also strategic.
We have at least one student that has
shown they can be a leader with
another student who may be less
likely to participate. The groups are
also split so that some of our more
academically inclined students are
placed with those who may need
more help.

Using an exit slip will ensure that all
students are participating but they
are answering individually. The slips
may relieve some stress from those
students who may not like to talk in
front of the class.

Differentiation during assessment

what types of patterns kids are noticing. If I see that many students believe
that eating snack will make their heart rate increase then I know what I need
to address the next day. The activity that they choose to test with will tell me
a lot about how they believe the body works.