Learning Activity

The Cardiovascular System: Periodic Table of Bodyweight Exercises

Subject Area

Physical Education
Science

Grade(s)

9, 10, 11, 12

Overview

The students will participate in aerobic and anaerobic exercises. They will record their heart rates before and after the exercises and record the data. They will evaluate their body’s responses to the exercises and analyze the differences in how they feel in each round. The students will be able to easily explain why they would categorize the exercises into aerobic or anaerobic types and explain how the exercise affected their cardiovascular system.

This learning activity was created as a result of the Girls Engaged in Math and Science (GEMS) Resource Development Project, in partnership with Dothan City Schools.

Science (2015) Grade(s): 09-12 - Human Anatomy and Physiology

SC15.HAP.7

Use models to determine the relationship between the structures in and functions of the cardiovascular system (e.g., components of blood, blood circulation through the heart and systems of the body, ABO blood groups, anatomy of the heart, types of blood vessels).

Unpacked Content

UP:SC15.HAP.7

Vocabulary

  • blood pressure
  • blood vessels
  • circulatory system
  • heart
  • pulse
  • vascularization
  • arteries
  • veins
  • lymphatic vessels
  • hydrostatic pressure
  • microcirculation
  • tunica adventitia
  • tunica media
  • tunica intima
  • lumen
  • constriction/ vasoconstriction
  • dilation/ vasodilation
  • arterioles
  • venules
  • capillaries
  • circulation (systemic, pulmonary)
  • pericardium (fibrous, serous, epicardium)
  • myocardium
  • endocardium
  • coronary arteries, veins
  • cardiac infarction
  • vasculature
  • septum
  • chambers
  • atrium
  • ventricle
  • valves (atrioventricular, semilunar, mitral, bicuspid, tricuspid)
  • Papillary muscles
  • venae cavae
  • superior/ inferior vena cava
  • aorta
  • pulmonary artery, valve, veins
  • SA node, AV node
  • bundle of His
  • Purkinje system
  • diastole
  • systole
  • heart rate
  • stroke volume
  • cardiac output
  • electrocardiogram
  • plasma
  • RBC's/ erythrocytes
  • hemoglobin
  • reticulocytes/ erythroblasts
  • complete blood count (CBC)
  • blood type
  • ABO blood group system
  • Rh factor
  • erythroblastosis fetalis
  • WBC's/ leukocytes
  • neutrophils
  • lymphocytes
  • eosinophils
  • monocytes
  • basophils
  • differential white blood cell count
  • granulocytes/ polymorphonuclear WBC
  • agranulocytes/ mononuclear WBC
  • B or T lymphocytes
  • platelet/ thrombocyte
  • megakaryocyte
  • percent saturation
  • carbon dioxide intoxication
  • phagocytosis
  • macrophages
  • kupffer cell
  • prostacyclin
  • clotting factors
  • prothrombin
  • thrombin
  • Fibrinogen/ fibrin
  • plasminogen
  • erythropoiesis
  • hematopoietic stem cell
  • Myeloid stem cell
  • lymphoid stem cell
  • myocardial infarction
  • mitral valve prolapse
  • varicose veins
  • arteriosclerosis,
  • anemia
  • hypertension
  • angina
  • systolic
  • diastolic
  • electrocardiogram

Knowledge

Students know:
  • Arteries and arterioles carry blood from the heart to the rest of the body.
  • Veins and venules carry blood from the body to the heart.
  • Capillaries are small blood vessels that exchange materials with tissues.
  • Vasoconstriction is the narrowing of a vessel while vasodialation is the widening of a vessel.
  • The heart is made of mycardium covered by pericardium and is composed of four chambers.
  • The left half of the heart controls systemic circulation while the right half controls pulmonary circulation.
  • One pumping action of the heart is called the cardiac cycle—diastole is the filling of the atria and ventricles and systole is the emptying of the ventricles.
  • Blood is composed of plasma and formed elements and transports materials needed to maintain body homeostasis.
  • Blood cell types: 1) RBC's—contain the protein hemaglobin which transports oxygen and carbon dioxide 2) WBC's—granulocytic (basophils, eosinophils, and neutrophils) produce secretions that kill micoorganisms and agrnulocytic (lymphocytes and monocytes)—lymphocytes produce an immune respons and monocytes are phagocytic. 3) Platelets—assist with blood clotting.
  • Blood cells are produced in the bone marrow by hematopoiesis and are derived from a multipotent stem cell.
  • Blood type is a way of categorizing RBCs according to variations in proteins on the cell membrane surface—these proteins can be classified as types A, B or D.
  • Diseases of the cardiovascular system affect either blood vessels or the heart and are either congenital, produced by lifestyle factors, or produced by microorganisms.
  • Common vascular diseases interrupt blood flow while common heart diseases prevent the chambers and/or valves from working properly.
  • Electrocardiography measures the electrical activity of the heart.
  • Pulse is an indicator of heartbeat and heartbeat is produced by blood pressure.
  • Heart rate is the number of cardiac cycles per minute.

Skills

Students are able to:
  • Gather, read, and interpret scientific information about the cardiovascular system, including its structures and their function.
  • Use a model to predict and show relationships among variables between the cardiovascular system and its components.
  • Gather, read, and interpret scientific information about the ABO blood groups.
  • Use models to relate structure to function for the components of blood.
  • Gather, read and interpret scientific information about pathological conditions that may affect the cardiovascular system.
  • Gather, read and interpret scientific information about possible prevention options related to the pathology of the cardiovascular system.
  • Gather, read and interpret scientific information about possible treatment options related to the pathology of the cardiovascular system.
  • Use evidence to form an argument about possible prevention or treatment options related to the pathology of the cardiovascular system.
  • Use evidence to defend an argument about possible prevention or treatment options related to the pathology of the cardiovascular system.
  • Evaluate counter-claims and revise argument based on evidence.
  • Gather, read and interpret scientific information about common tests that can be used to monitor cardiovascular function.
  • Design a experiment to collect data in relation to cardiovascular function.
  • Determine how the change in the variables will be measured or identified.
  • Determine how the response within the cardiovascular system will be measured or identified.
  • Use a tool to collect and record changes in the external environment (variables) and the organism responses.
  • Evaluate experiment for accuracy and precision of data collection, as well as limitations.
  • Make revisions to experiment if needed to produce more accurate and precise results.
  • Manipulate variables that will cause changes in cardiovascular test investigation results.

Understanding

Students understand that:
  • The cardiovascular system's main function is to transport various items throughout the body (oxygen, digested nutrients, systemic waste, etc.).
  • Various cardiovascular organs serve in different capacities to move blood (its transport agent) around the body.
  • Cardiovascular organs are made up of various tissues that work together to carry out the organs' functions.
  • Several variables such as exercise, diet, disease, caffeine, etc. affect cardiovascular health.
  • Lifestyle changes can be used to prevent or treat cardiovascular disease.
  • Several variables such as exercise, diet, disease, caffeine, etc. change cardiovascular output.

Scientific and Engineering Practices

Developing and Using Models; Planning and Carrying out Investigations; Engaging in Argument from Evidence

Crosscutting Concepts

Cause and Effect; Structure and Function
Physical Education (2019) Grade(s): 09-12 - Beginning Kinesiology - Level 1

PE19.BK1.3.9

Determine target heart rate and apply that information to a personal fitness plan.
Physical Education (2019) Grade(s): 09-12 - Strength and Conditioning - Level 2

PE19.SC2.3.2

Participate in challenging activities requiring the utilization of newly-acquired skills involved in the workout program.

Phase

During/Explore/Explain
Learning Objectives

Learning Objectives

  • Students will correctly perform newly acquired, challenging aerobic and anaerobic exercises for one minute six different times. 
  • Students will determine their heart rate during the exercises and analyze how their heart rate changed depending on the type of exercise performed.
  • Students will perform a variety of aerobic and anaerobic exercises to demonstrate the functions of the cardiovascular system.

 

Attached Classroom Resources

Periodic Table of Bodyweight Exercises

Activity Details

  1. The teacher will display the Periodic Table of Bodyweight Exercises slideshow to the class. Copies of this chart can also be printed and passed around the class. If the students need to see an exercise demonstrated, they can click on the picture and a short video will appear of how to perform the exercise correctly. 
  2. The teacher will ask the students to choose three different cardio exercises at the level of their choice. Paper and pencils will be passed out to the students. They will write down the three exercises they chose.  They will also use the paper to record their heart rates during the activity. 
  3. The teacher will show them how to find their pulse and count the beats for 30 seconds. (The teacher will set a timer for 30 seconds.) They will double their answer to get beats per minute. The students will record their resting heart rate on the paper.
  4.  Next, the teacher will allow the students to spread out in the room. They will perform the first cardio exercise of their choice for one minute. The teacher will set the timer for one minute and give a countdown to begin. At the end of the exercise, the students will record their heart rate on the paper beside the exercise. Give them about 30 seconds to one minute to recover and then do the next exercise. Record the heart rate on the paper at the end of one minute beside the exercise. Allow time to recover again and finally do the last exercise for one minute. Record the heart rate on the paper at the end of one minute beside the exercise.
  5. Allow the students to cool down and get back to their resting heart rate. While they are cooling down, they should refer back to the Periodic Table of Bodyweight Exercises chart and choose three other exercises in any category other than cardio. Have the students record the exercises. The students and teacher will repeat the process above with the three new exercises. 
  6. At the end of the lesson, the students should have a paper with their resting heart rate and six different exercises with heart rates listed beside them. 

Have a class discussion answering the following questions:

  1. Which exercises do you think were aerobic?
  2. Which exercises do you think were anaerobic?
  3. What made you come to that conclusion?
  4. Which type of exercise increased your heart rate?
  5. How do these different types of exercises affect the structures and functions of your cardiovascular system?
Assessment Strategies

Assessment Strategies

  • The teacher should observe students while completing the exercises to ensure active participation in the activity. 
  • The teacher should review each student’s completed paper to ensure the student accurately recorded their heart rate for each exercise type. 
  • The teacher will assess student understanding by listening to student responses during the discussion:
    • Was the student able to accurately identify aerobic and anaerobic exercises and provide an appropriate rationale based on previous learning?
    • Was the student able to describe how each type of exercise affected the function of their cardiovascular system? (This article provides some items for discussion that the teacher could introduce to students.)

 

 

Acceleration

  • The teacher could require students to choose from the hard or insane levels for their exercises.
  • The teacher could have the students create new exercises to perform in each category and make their own chart in Google Slides with demonstration videos.

Intervention

  • Intervention students could have a partner to assist them with the activity or the teacher can modify the activities to best meet the students’ needs.
  • Students could type their answers using word processing software if handwriting is an obstacle. 

 

Variation Tips

The GEMS strategies used for this learning activity are: 

  1. Capitalize on Natural Interest in Science and Math 
  2. Build Spatial Skills (kinesthetic tasks)

Girls will continue to understand the science topic through kinesthetic tasks (exercises). By actively participating, the girls will understand the differences between the two types of exercise so that they can analyze their experiences. They will learn how to chart and graph their data during science activities and provide a mathematical visual to illustrate what they have learned.

 

Approximate Duration

Total Duration

16 to 30 Minutes

Related Learning Activities

Learning Activity (Before)

The Cardiovascular System: Aerobic vs. Anaerobic Exercise

Learning Activity (During)

The Cardiovascular System: Periodic Table of Bodyweight Exercises

Learning Activity (After)

The Cardiovascular System: Representing Heart Rate Data

Background and Preparation

Background / Preparation

The teacher will need to know how to find heart rate and will need to teach the students how to do this skill for the lesson. The teacher will need to know how to project the Google Slides presentation of the exercises to the class and click on the slides to play a demonstration video. It will be helpful for students to be familiar with some of the basic exercises such as crunches, high knees, squats, etc. The slideshow will demonstrate how to do all the exercises, but if students know some of the basic exercises, the activity will be more effective.

Materials and Resources

Materials and Resources

  • Digital Devices
  • Internet/Website
  • Paper
  • Pencil
  • Stopwatch

Periodic Table of Bodyweight Exercises slideshow (access through this URL) : https://www.cbhpe.org/idea-tank/ms-pe-idea-tank/periodic-table-of-bodyweight-exercises-from-stack52-in-slides

Digital Tools / Resources

Periodic Table of Bodyweight Exercises
https://www.cbhpe.org/idea-tank/ms-pe-idea-tank/periodic-table-of-bodyweight-ex…

Approved Date

Owner (Author)

hharden5684
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