Lesson: # 9 of 30 for Unit D: Human Systems

Course: Biology 20 Unit D

Date:
Goal: To understand the human circulatory system
Essential Question: How are human heart rates altered in various
circumstances?
Learning Outcomes from Program of Studies:
Biology 20:
General outcome 2: Students will explain the role of the circulatory
and defense systems in maintaining an internal equilibrium
20-D2.1s: Students will formulate questions about observed relationships and
plan investigations of questions, ideas, problems and issues
20-D2.4s: Students will work collaboratively in addressing problems and apply
the skills and conventions of science in communicating information and ideas and
in assessing results
20-D2.2s: Students will conduct investigations into relationships between and
among observable variables and use a broad range of tools and techniques to
gather and record data and information
20-D2.2k: Students will describe the action of the heart, blood pressure and the
general circulation of blood through the coronary, pulmonary and systemic
pathways
Physical Education:
General Outcome B: Students will understand, experience and appreciate the health
benefits that result from physical activity
B20-2: Add to the variety of ways for achieving a personal functional fitness level
B20-6: Analyze the positive benefits gained form physical activity
B20-6: Analyze the consequences and risks associated with an inactive lifestyle
B20-8: Design and implement a plan for personal stress management
Prerequisites:
Basic understanding of the functions of human body systems. Builds
upon Grade 8 science Cells and Systems unit and Science 10 Cycling
of Matter in Living Systems unit. Students will have previously worked
with partners to practice measuring heart rate (using stethoscopes and
other technologies). Students will have learned and investigated the
physiological aspect of heart rate measurements (what is happening in
the heart and vessels).
Materials and Technology:
- Stethoscopes
- Heart Rate monitors
- Stopwatches

Differentiation:
Students will self-select their
partners/group mates so there should
not be any issue with students not
being able to work with each other. If

there are students who strongly believe

they would benefit from doing the
project themselves then
accommodations will be made for that
to happen.

Lesson Plan
Time:

Activities:

3
hours
(split
over 2
90min
class
period
s)

Class Period 1: Students will selfselect groups of 2-3 (or work

individually if they need that
alternative). Each group will come up
with an inquiry question revolving
around heart rate and variables that
they believe might alter heart rate.
Students will design a test/experiment
to investigate their inquiry question.
Students will fill out the attached
experiment template and share their
proposal with the class to receive
feedback.
Before the beginning of next class
students must have created a recording
sheet that matches their experiment
design.
Class Period 2:
Students will carry out their
experiments as they designed.
Students in each group will act as the
subject(s) and the experimenters
(recording and measuring as
necessary).
Students will record all necessary data
and complete their experiment
template. Students will write individual
discussions based on their findings (to
be handed in one week from today).
Discussion Questions:
1. What were your findings? Was your
hypothesis supported by your results?

Formative
Assessment:
Groups will share
their test idea
with another
group to get
feedback
regarding the
design, students
will then take
feedback and
make any
changes they see
fit
Teacher will
meet with each
group before they
begin their tests
to ensure their
test design is
acceptable and
that they will be
recording all
necessary
information.
Teacher will
circulate among
students at the
South Health
Campus to check
in and see how it
is going. Teacher
will check the
log the students
are filling out
and ask them a

2. Were there any changes you made in your

experiment design when you carried it out?
3. If you were to do this again, what would
you change and why (or if not, what
worked really well)?
4. Who (which professions) might be able to
use this test that you have designed? Who
would be ideal subjects for this test?

few questions to
ensure they know
what they have
been recording.

Summative Assessment:
Students will hand in their completed experiment templates (1 per
group), which will be marked by the teacher for content. Each student
will hand in their own discussion they write after carrying out their
experiment. Written discussions must address all of the
questions/topics given.
Biology 20 Unit D Heart Rate Experiment Template
Inquiry Question:
Controlled Variables:

Independent Variable:

Dependent Variable:

Hypothesis:

Procedure:
1.
2.
3.
4.
5.

Materials:

Observations:
*Record on your groups recording sheet (also to be attached and
handed in)
Results: (a few sentences on your findings)

Discussion (answer individually in paragraph format)

1. What were your findings? Was your hypothesis supported by your results?
2. Were there any changes you made in your experiment design when you carried it
out?
3. If you were to do this again, what would you change and why (or if not, what
worked really well)?
4. Who (which professions) might be able to use this test that you have designed?
Who would be ideal subjects for this test?
Potential Inquiry Questions:
How does heart rate change when running different vs. jogging?
Does heart rate slow down when petting animals?
How long does it take to return to resting heart rate following various
activities?
Is there a difference in resting heart rate between genders? Between
different ages?
How long does it take reach your maximum heart rate doing _____
activity?