Nicholas R. Perrone
The classroom activities are explained throughout the unit; however, a set of activity sheets immediately follow this section. In these activity sheets, the students go through a microcosmic example of the whole unit: they complete pre- and post-surveys, fill out data tables, create a double-bar graph, analyze the data, and do so in a scientific method process.
How do our heart rates change from resting to jogging?
-- circle your response that best matches how you feel right now:
Your carotid artery is the artery that brings blood from your heart to your brain. It pulses each time your heart beats. To feel your pulse, put your index and middle fingers together, place the fingertips directly under your ear, and then slide them down until they’re right under your jawbone. If you press lightly, you’ll feel the pulse. Make that you don’t press too hard; you should push just enough to feel the pulse. If you don’t find it, try a different spot.
1. Count the number of heart beats in one minute while you are sitting at your desk
2. Write the number on line 1 of the
Resting Data Table
3. Find the results of four other students and write them in on lines 2-5
4. Tell a partner what you think will happen to your heart rate when you start jogging -- hypothesis
5. Begin jogging in place
6. When your teacher tells you, begin taking your pulse again
7. Write the number on line 1 of the
Jogging Data Table
8. Find the results of four other students and write them in on lines 2-5
Graph Your Results -- Complete this double-bar graph by shading in the correct number of boxes for each student; use one color for
and another for
Graphing Questions -- Answer the following questions in complete sentences:
How is the jogging rate different from the resting rate?
How would you change this activity to make it better?
Post-Survey -- circle your response that best matches how you feel now:
Question to Ponder: In what ways did your survey answers change?