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|Session 2: The Heart |

|Science curriculum area: Animals incl. |i. identify and name the main parts of the human circulatory system, and describe the functions of the heart, blood vessels|

|Humans |and blood |

|Working Scientifically (UKS2) |i. planning different types of scientific enquiries to answer questions, including recognising and controlling variables |

| |where necessary |

| |ii. reporting and presenting findings from enquiries, including conclusions, causal relationships and explanations of |

| |results |

| |iii. identifying scientific evidence that has been used to support or refute ideas or arguments |

|Teaching Objectives |To explore the structure and function of the human heart |

| |To investigate and understand that heart size and speed relates to age, fitness & activity and can be improved |

|Other Curriculum areas |Art |

| |Create sketch books to record their observations and use them to review and revisit ideas; improve mastery of art and |

| |design techniques, incl. sculpture using clay |

|Teaching Objectives |To use a range of techniques to create an anatomically accurate clay heart sculpture |

|Key Vocabulary: circulatory system, heart, blood, blood vessels, pumps, oxygen, lungs, nutrients, water, exercise, diet |

|Resources |Weblinks |

|Heart jigsaw, heart images and | - How does a healthy heart work? British|

|diagrams, heart sculpture images, heart|Heart Foundation; - The heart and how it works; |

|rate sheet, clay techniques sheet, |( - Animation and 3D echocardiogram of heartbeat, Wikipedia |

|heart rate challenges, clay and |(gif) ); |

|sculpting tools, stopwatches | - Heartbeat, Science Museum of Minnesota; |

| | - Interactive heart, PBS. |

|Whole Class: Ensure all resources are printed and prepped. Hand out the heart jigsaw pieces and get chn to put them together in pairs. Do the chn know what they |

|have made a picture of? Show them the other images of the heart and ask them to describe it. Look at the diagrams and point out that it is divided into four |

|chambers: note atrium (singular) and atria (plural). Explain that the heart is an organ made of powerful muscles and blood vessels (arteries, veins and |

|capillaries) that pumps blood around the body to give it energy and oxygen. Ask chn to make a fist and hold it close to their chest in the correct position, just |

|to the left of centre – that is the size of their heart (explain that an adult heart is about the size of 2 of their fists). Watch the BBC & BHF videos on how the |

|heart works and ask chn why it is such an important organ. What would happen to the body if it stopped working? Watch the beating heart animation and 3D |

|echocardiogram then listen to the heartbeat (see links) - this is what the doctor hears with a stethoscope. It is a lub-DUB sound and is the sound made by the |

|heart valves as they open and close. Now look at the list of heart rates from different animals as well as different ages and levels of fitness of humans. Ask chn |

|to decide why they think the heart beats are different (basically, the bigger the heart the less it needs to beat to pump enough blood around the body, and the |

|healthier the heart the less it tends to beat as each beat is more powerful due to the heart being that much stronger and so pumps a larger volume of blood each |

|time). Note that the average adult pumps between 60 and 90 ml of blood per heartbeat. Explain that chn will explore how the blood that the heart pumps travels |

|around the body in the next session. Explain that chn are going to create their own anatomically correct sculpture of a heart (based on age), and recreate |

|heartbeats based on their own heartrate monitoring. |

|Activities: Heart sculptures: Chn explore the interactive heart on the PBS link above then encourage them to use the heart images and diagrams to sketch their own |

|labelled version to base their heart sculpture on. Look at images and any online research to create an accurate ‘sculpture’ of a heart using clay (see guidance for|

|how to use specific clay skills – adding pieces on using slip, smoothing the surface and using tools for texture). Ensure that chn focus on the shape, size, and |

|various arteries and veins (they don’t need to name these, but may be interested to know which is which). Heart beat rhythm sound installation: Show chn how to |

|find and take their pulse then to investigate their own heart rates at rest, after moderate exercise (walking) and after vigorous exercise (running). Record, |

|compare, analyse and present findings in table form, noting that even across chn of the same age heart rates aren’t identical. Ask chn to develop hypotheses for |

|the changes in heart rate and to research & calculate how much blood might be pumped through the heart per minute for each bpm – help them to note that exercise |

|requires more blood to increase O2. Explain that the more chn exercise the stronger the heart muscle becomes. Get chn to create a sound installation using drums |

|to beat the heartbeats of different ages, activities and fitness levels of human hearts. |

|Plenary |Look at the heart rate challenges and see if chn can apply their knowledge. Explore the notions of CPR and pace makers as ways to keep a heart |

| |pumping (see resources/links) then finish off by exploring the animal heart facts. |

|Outcomes |Children will |

| |Explore the structure and function of the human heart |

| |Create anatomically correct sculptures of a heart |

| |Investigate and recreate heartrates for varying levels of exertion, giving explanations for observations |

|You may wish to look ahead to session 3 as the egg experiment needs setting up 48 hours in advance of that lesson. |

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