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Teacher Preparations

Print all materials before hand and set them aside for easy dispersal.
Have premade stethoscope from previous day.
Any equipment needed for movement activity.
Some examples are: running in place, jumping jacks, steps, touching toes, weighted backpack haul, etc.

Materials Needed:

Made stethoscope
Worksheet for Data collection
a stopwatch or clock that counts seconds
space for movement

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AZ Science,Engineering and Math Standards

Focus of Lesson:

U1: Scientists explain phenomena using evidence obtained from observations and or scientific investigations. Evidence may lead to developing models and or theories to make sense of phenomena. As new evidence is discovered, models and theories can be revised.

U2: The knowledge produced by science is used in engineering and technologies to solve problems and/or create products.

Science and Engineering Practices

● ask questions and define problems

● develop and use models

● plan and carry out investigations

● analyze and interpret data

● use mathematics and computational thinking

● construct explanations and design solutions

Crosscutting Concepts

● patterns

● cause and effect

● structure and function

● systems and system models

6.P4U2.5 - Analyze how humans use technology to store (potential) and/or use (kinetic) energy.

6.RP.A.2-Understand the concept of a unit rate a/b associated with a ratio a:b with b ≠ 0, and use rate language in the context of a ratio relationship. (Expectations for unit rates in this grade are limited to non-complex fractions.)

6.RP.A.3-Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations.

● stability and change

● scale, proportion, and quantity

● energy and matter

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Project Objectives:

Project Agenda: (35-40 min.)

Student will be able to use stethoscope correctly to gather data.
Student will use data collected to show how equivalent ratios are used in the medical profession.

5 min. Introduction
30 min. Collecting data
5 min. Closing

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Lesson Format

Students were paired in advance to save time.
Discuss the connection of the stethoscope and ratios.
Discuss as a class the parameters of the Challenge.
Students are reminded to set heart rate to resting rate before next activity.
Record data collected on the worksheet.
Discuss data in relation to equivalent ratios.
Discuss the relationship between resting heart rate and movement to types of energy expenditure.

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Assessment

Questions used during lesson

In this lesson we are focusing on the data collection of the heart rate and producing equivalent ratios.

Students will use data to create a table of equivalent ratios.

DAY 2:

Recall why listening to the heart is important?
What does a resting heart rate represent in regards to energy?
Was every ones resting heart rate the same? Why or why not?
Was the heart rate the same after the activities? Why or why not?
What was happening to the heart as you did the activities?
Why can the heart rate be related to equivalent ratios?
What was the biggest learning point in your observation?

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Differentiation

Any student that needs assistance is placed with others that can help. Students that are in need of more time for exploration will be given other opportunities for completion.

Modification/Remediation

Extension/Enrichment

Part 1: Students can explore other ways to use a stethoscope.

Part 2: Students can create a graph using data collected from the class.