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HeartRateInvestigation FaSMEd

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Subject: ScienceAgeofstudents: 12-13yearsHardware: MicrosoftSurfaceoriPads,HeartRate

MonitorsSoftware: EducreationsorExplainEverything,

SchoologyFunctionalities: SendinganddisplayingTime: 2classperiodsFaSMEdpartner: MaynoothUniversityShortAbstract: Investigatingtheeffectofexerciseon

heartrate

FaSMEdRaisingAchievementthroughFormativeAssessmentinScienceandMathematicsEducation

HeartRateInvestigation


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1. Content

Biology,heartrate.

2. Activity2.1 Aims

ContentKnowledge:• Studentswillunderstandtheeffectofexerciseonheartrate.• Studentswillrecallthattheaveragepulseforanadultatrestis70b.p.m.Students

willunderstandwhyexerciseaffectsheartrate.Process:

• Studentswilllearnhowtodoafairtest.• Studentswillbecomefamiliarwithusingaheartratesensor.• Studentswillassociateincreaseinheartratewiththegraphgoingup.

Skills:

• Informationprocessing-recording,presentinginformation.• Criticalandcreativethinking–examiningevidenceandreachingconclusions.• Communicating• Workingwithothers

2.2 Structure/Methodology

OverviewThislessonunitisstructuredinthefollowingway:Class1:

• Studentswillbedividedintogroupsandtheteacherwillexplaintherulesofgroupwork.

• Studentswillworkingroupsdecidinghowtomeasuretheirheartrate,recordingtheirideasonEducreationsorExplainEverything1.

• Teacherwillanalysestudentresponsestothistaskanduseittoplanforclass2.

1EducreationsisaniPadapplicationwhileExplainEverythingisaMicrosoftSurfaceapplica-tion.Theseapplicationsactasinteractivescreencastingwhiteboards,wherebystudentscanalsorecordtheirthoughtsaudiblyfortheteachertolistenbackto.

EducreationsApplication


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Class2:• Awholeclassdiscussionwillallowforstudentstore-examineandmodify(ifneeded)

theiroriginalheartrateactivity.• Studentswillcarryouttheirdesignedexperimentworkingasagroup.• Studentswillanswerthesecondquestionworksheetasagroupagainrecordingtheir

ideasonEducreationsorExplainEverything.• Teacherwillanalysestudentresponsestothetask.

MaterialsRequired:• iPads/Surfaces• HeartRatemonitors• EducreationsappforiPad• ExplainEverythingappforSurface• EachstudentwillneedaccesstohisorherindividualSchoology2account.• Worksheets1and2(youmayadaptthesetosuityourclassoranotherlesson)

Timeneeded:Twofortyminuteclasses.Itisimportantthatyoudothisactivityintwoseparateclassessoyouhavetimetoanalysethestudentresponsestothefirsttaskandplanaccordinglyforthenextlesson.BeforetheLesson:

• Ensurethatyouhavetheappsrequiredforthisactivityinstalledonthetabletswellinadvancetoavoidtechnicaldifficultiesinclass.

• Familiariseyourselfwiththetechnologybeforeintroducingittotheclass.• Printoutworksheets1and2.

Class1outline:• Begintheclassbydiscussingtheimportanceofgroupworkwithyourclass.• Explaintothestudentshowsuccessfulgroupactivitiesworkandhowtoassigngroup

roles.• Allowstudentstimetocomeupwithrulesforgroupworkandtodecideongroupro-

les.Dividestudentsintogroups.• GivestudentsaniPad/surfacepergroupandgetthemtoanswerworksheet1onthe

Educreations/ExplainEverythingapp.• Getstudentstosavetheirwork.• EithergetstudentstouploadtheirworktoSchoologyoremailthemtotheteacher

sothatyoucananalysethemandgivethemfeedbackinthenextclass.• (IfthereisnoInternetintheschoolanalysetheworksheetsfromtheiPads/Surfaces

directly.)2Schoologyisanonlinelearningenvironmentthatallowsteacherstocreateandmanageacademiccoursesfortheirstudents.Itprovidesteacherswithamethodofmanaginglessons,engagingstudents,sharingcontent,andconnectingwithothereducators.FormoreinformationseetheBeginnersGuidetoUsingSchoology.


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Class2outline:• Awholeclassdiscussionorbrainstormatthebeginningofclasswillallowforstu-

dentstorecaponthepreviouslesson.• Teacherwillusethisdiscussiontogivesomefeedbacktostudentsontheirprevious

workonthistask.• Studentswillbeputbackintotheiroriginalgroupsandtrytomodifyorchangetheir

originalmethod.• Studentswillcarryouttheirheartrateactivitiesingroupsrecordingtheirresultsas

theywork.Youshouldletthestudentsusetheheartratemonitors3forthisactivitywherepossible.

• Givethestudentsworksheet2todoontheiriPad/Surface.• Getstudentstosavetheirwork.• EithergetstudentstouploadtheirworktoSchoologyoremailthemtotheteacher

sothatyoucananalysethemandgivethemfeedbackinthenextclass.• (IfthereisnoInternetintheschoolanalysetheworksheetsfromtheiPads/Surfaces

directly.)Afterthelesson:Youshouldanalyseresponsestoworksheet2.Iftherearestillmisconceptionsordifficultieswiththistopictheyshouldbeaddressedbytheteacherinthenextclass.YoushoulduploadyourcommentsoranypicturefromtheactivitytotheFaSMEdSchoologypage.

3HeartRateMonitorsavailableat:http://www.vernier.com/products/sensors/heart-rate-sensors/

StudentsEngagedintheirHeartRateActivity


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2.3 Technology

Sampleprocedureforusingtheheartratemonitor:• AttachheartratemonitortocomputerviaBluetooth.• Startloggerprooncomputer.• Eithersetlengthofdatacollectionfor100sorgetstudentsto

stopdatacollectionat100s–dependingontheirlevelofcomfortusingtheequipment.

• Atrest:studentstanding.Holdhandgripsfollowingpalmandfingerpositions.Startdatacollection.Stopcollectionat100s.Storerun.

• Walkingonthespot.Startdatacollectionasstudentstartstowalkonthespot.Stopcollectionat100s.Storerun.

• Runningonthespot.Startdatacollectionasstudentstartstorunonthespot.Stopcollectionat100s.Storerun.

• Showallrunstoseethethreeresultstogether.• Savegraphforeffectofexerciseonheartrateofaparticularstudent.

Precautions/tips:

• Themaximumdistancethehandgripscanbefromthereceiveris80cm.• Mobilephonesandwirelesslaptopscaninterferewiththesignal.• Thereceiverscanpickupasignalfromotherhandgripssogroupsshouldbeatleast

2mapart.• Forsomepeopletherewillbeadelayofabout15sbeforetheheartratestartdata

startstobecollected(particularlyifhandsarecold).2.4 AspectsofFormativeAssessment

Withinthisseriesoflessonstheteachertriedtoincreaseandimprovestudents’participati-oninco-operativeworkinordertoengagetheminlearningtasksthatelicitevidenceofstudentunderstanding.Studentsweretoworkcollaborativelytodesignandcarryoutaheartrateinvestigation.Whilethelessonwassuccessfulinincreasingstudentcollaborationandgettingstudentsworkingco-operatively,itwasnoticedhowtheteacher’sfeedbackpracticeshadimprovedduringthisseriesoflessons.

HeartRateMonitor

Figure11:SampleofstudentworkonEducreations(A4)


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IntheinitiallessononA4theteacherhadinnovativelymadeuseoftheapplicationEducreationstobuildstructuredgroupfeedback.Thisfitsneatlyintothecuboidframeworkwherebytheteacherwasprovidingfeedbackthatmoveslearnersforwardthroughtechnologyfunctioninginthesendinganddisplayingofstudentinformation.Withintheapplicationstudent’sthoughtsabouttheirheartrateactivitieswererecordedontotheiriPadsandtheteacherusedthestudentthinkingtoinformhernextlesson.Figure11illustratesasampleofstudentworkontheapplication.Thequestionsposedbytheteacherthatthestudentshavetoexploreasagroupappearinthepicturetotheleftandthestudentsthenhavethespacetowritedowntheirideasontheright(AppendixCcontainsthequestionsthatthestudentsexplored).Theircommentsduringthetaskwerealsoaudiorecor-dedthroughtheapplication.Priortothesecondlesson,theteacheranalysedthestudent’sworkonthistaskandusedittobuildstructuredgroupfeedback.InthefollowinglessonitwasobservedthatshemadetimeforidentifyingandrespondingtoanyconceptualdifficultiesthatthestudentswerehavingaboutthecirculatorysystemandaddressedthesemisconceptionsatthebeginningofthelessonasdisplayedinFigure12.Thiswasparticularlyofbenefittolowachievingstudentsastheirmisconceptionsmayhavegoneunnoticedpriortointegratingthistechnologyintothelesson.Forexample,videodatagatheredinthelessonA4showshowtheteacherwasusingfeed-backintheformofeffectivequestioningtohelpastudentwithamisconceptioninrelationtotheenergycontentinsugar.Firstlytheteacherprovidedthestudentwithamplewait

Figure13:StudentsengagedduringgroupworkwithEducreations(A4)

Figure12:Sciencecaseteacher’sPowerPointSlide,anexampleofstudentanswerstobeusedtogivefeedback

toclass(A4)


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timeforthestudenttoconstructtheiranswer.Whenthestudentcannotanswersheprobesthestudentforunderstandingusingfurtherquestioning,whenthestudentisstillunsureshemakesuseofarandomrecallapplicationonheriPadtocallonastudentfromtheclasstohelpwiththeanswer.Thisindicateshowtheteachermadeuseofnumerouseffectivequestioningtechniquessequentiallyinherfeedbackpracticestohelpalleviateamisconcep-tionthatastudentwashaving.Duringthislessonstudentswereseentobeveryengagedwithtechnologyandwerefamiliarwithusingitinclass.Themajorityofgroupswerefocusedoncompletingtheirworkco-operatively.Theteacherdiscussedhowtheapplication(Educreations)aidedco-operativelearningandfeedbackpracticesduringteacherinterviews(discussedinsectionfour).Astheprojectisrootedindesignbasedresearchitisimportanttoexamineandmodifyacti-vitiestomakethemmorerelevantandusefultotheteachersandstudentswhoareusingthem.InlightofthisbothresearchersandYSAreviewedtheA4activityandareteachlessonwasplanned.Theteacherplannedthefollowingchangesforthelesson:

• Awholeclassdiscussionongroupworkandtheimportanceofroleswhenworkinginagroup.Thisisimportantinrelationtolowachievingstudentsbeingactiveinthesetypesofactivitiesandnotbeingovershadowedbyotherstudents.

• Distributethegroupsdifferently,withafairdistributionofactiveandnon-activestudents.

• Planningworksheettokeepthestudentsontaskandfocusedbeforeandduringtheactivity.

• Moreintegrationoftechnologywithinthelesson.AgainatthebeginningofthelessontheteacherusedinformationgatheredfromtheEdu-creationsapplicationtobuildstructuredfeed-backforthegroup.Thiswasonceagainveryeffectiveasithelpedstudentstomoveforwardwiththeirlearning.AsFigure14demonstrates,whenlisteningbacktothestudentsworktheteachernoticedthatstudentsweredisputingaboutgrouprolesandparticipation.Theteacherusedthisinformationtoclarifytostudentstheneedtoworkco-operativelyinclassinordertomeetthelearningobjectives.Shealsoreiteratedtheimportanceofnotonlyconcentratingontheindividualgrouprole,butalsoparticipatingfullyingroupwork.Inaddition,sheprovidedstudentswiththeobjectivesofthelessonsothestudentscouldbeinformedaboutwheretheirlearningwasgoing.Heretheteacherwasemployingtheformativeassessmentstrategyofclarifying,sharingandunderstandinglearn-ingintentionsforthestudents.

How$would$you$carry$out$your$experiment?$

By writing it up

Take the Pulse and then do

something that can up your heart rate, then see the

difference

Measure the heart rate when relaxed. Do exercise. Measure the heart rate again

Take their heart rate before the run ,

then take it again after and see how much it increases

Errrr.....U

mm

m

I’m not reading it’s your turn...I think

Compare the two results; before and

after

Figure14:Sciencecaseteacher’sPowerPointSlide(reteachlesson),anexampleofstudentanswerstobeusedtogive

feedbacktoclass(A4)


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Withinthislessonthereweresomechangestotheteachersquestioningskills.Shebeganthelessonusingquestioningdirectedindividuallyatparticularstudentsandmanyofherquestionswereofalowerorder.Questionssuchas“wheredowegetourenergyfrom”and“whatiscarriedintheblood”weredirectedatindividualstudentscausingotherstudentstobecomedisengagedwiththeactivityandgetdistractedbythecameraatthebackoftheroom.Thiscouldhavebeendetrimentaltolowachievingstudentsastheirlackofengage-mentwasnotmovingthemforwardintheirlearning,howeverasthelessonprogressedtheteacheradaptedmorequestionsofahigherorderanditwasevidentthatshewantedstu-dentstoexplaintheirreasoningtotheiractivityconclusions.Theteacherchallengedthestudentsbyaskingthemwhytheirresultswereastheyareandwhatwouldtheydodifferentlyiftheyweretorepeattheprocess.

3. FurtherInformation

Questionstodrivestudentlearning(directingthemtothelearningoutcomes):• Howdoesexerciseaffectheartrate?• Howdoesrestaffectheartrate?• Isyourpulsethesameasyourheartrate?Whatisanadult’saveragepulserateat

rest?Questionstoprobeunderstanding:

• Whydoesyourheartbeatfasterwhenyouexercise?• Isexercisetheonlythingthataffectsheartrate?•

Questionstogetstudentsthinkingabouttheirownlearning(metacognition):• Whatdidyoulearnaboutheartrate?

Initialquestionsleadingtothequestionsstudentswillworkonduringtheactivity:

• Whatdoesyourheartdo?• Whydoesyourheartbeat?• Whatdoesbloodbringtoallthepartsofyourbody?Whydoallpartsofourbody

needoxygen?• Whydoallpartsofourbodiesneedfood?• Doesyourheartratestaythesameallthetime?• Doesexerciseaffectyourheartrate?


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Worksheet1:HeartRateInvestigation

1. Doyouthinkexercisechangesyourheartrate?

2. Canyougiveareasonwhy?

3. Ifyouweredesigninganexperimenttotestthis,what

equipmentwouldyouneed?

4. Howwouldyoucarryoutyourexperiment?

5. Howwouldyoumakeyourexperimentfair?

6. Whatconclusionswouldyouexpectfromcarryingoutthisexperiment?

Worksheet2:HeartRateInvestigation

1. Dideveryoneinthegroupparticipateintheexperiment?

2. Whatcanyouconcludefromdoingthisexperiment?

3. Wereyourresultsasyouexpected?

4. Ifyouweretodothisexperimentagainwhatwouldyoudodifferently?

5. WhatwasyourfavouritepartofthisFaSMEdactivity?


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4. References

Bell,B.,&Cowie,B.(2001).Thecharacteristicsofformativeassessmentinscienceeduca-tion.ScienceEducation,85(5),536-533.

Black,P.,&Wiliam,D.(1998).Assessmentandclassroomlearning.Assessmentineducation,5(1),7-74.

Technology Device Description,howteachersandstudentsusedthetechnology

Functionalityoftechnolo-gy

FormativeAssessment

Educreationswww.educreations.com

iPad(app) Screencastingapplication,visualandaudiorecordingofstudentwork

-Sendinganddisplaying-Processingandanalysing

-Activatingstudentsasresourcesforeachother-Providingfeedbackthatmoveslearningforward

ExplainEverything(AlternatetoEducrea-tions)www.explaineverything.com

Anytabletdevice(availableasaniPad,android,chromebookandwindowsapp)

Screencastingapplication,visualandaudiorecordingofstudentwork


-Activatingstudentsasresourcesforeachother-Providingfeedbackthatmoveslearningforward

Schoologywww.schoology.com

Anydevicewithamodernwebbrowser–smartphones,tablets,PC’s,laptopsetc.(availableasaniPadapp)

Onlinelearningenvironmentthatallowsteacherstocreateandmanageacademiccoursesfortheirstudents.Itprovidesteacherswithamethodofmanaginglessons,engagingstudents,sharingcontent,andconnectingwithothereduca-tors.

-InteractiveEnvironment -Activatingstudentsasresourcesforeachother-Providingfeedbackthatmoveslearningforward-Activatingstudentsasownersoftheirownlearning

Loggersoftwareusedinconjunctionwithhandheldsensortechnologywww.vernier.com

AnydevicethatisBluetoothcompatibleorhasaUSBport

Forexampletemperatureprobes.Usedtogatherdatainrealtimetofacilitateindepthanalysisofgraphscreatedviatheloggersoftware(Log-gerPro).


-Activatingstudentsasownersoftheirownlearning-Activatingstudentsasresourcesforeachother-Engineeringeffectiveclassroomdiscussionsthatelicitevidenceofstudentunderstanding

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