1. Created by Exploring human physiology each year in elementary school: Sequential introductions to physiological systems in grades 1-5 Christine G. Schnackenberg Metabolic Pathways and Cardiovascular Unit, GlaxoSmithKline, King of Prussia, PA 19406 Abstract A series of hands-on activities in small groups was designed to introduce cardiovascular, respiratory, and gastrointestinal physiology to students in first, second, and third grades, respectively. As students progressed through the grades, they learned about another physiological system during PhUn week. Each activity was held in individual classrooms (20-25 students each) and lasted ~45 minutes. Classroom visits included an introduction to the physiological system, an experiment using student volunteers, and a take-home word search of vocabulary from the lesson. The experiment included making a hypothesis, conducting the experiment, recording the results, and drawing conclusions, and all students participated in the experiment in some way. In first grade, the students learned about the heart and blood. They tested how different types of exercise affect heart rate and why that is important. In second grade, students learned about respiration and what happens during asthma. They measured their inspiratory, expiratory, and total lung volumes using a balloon-based pulmonary function test. In third grade, students learned how food is digested. They tested how pH affects the dissolution of different types of food. A series of hands-on activities to introduce renal physiology and the nervous system are being planned for students in fourth and fifth grades, respectively. Overview of PhUn week visit l Small group size in a classroom setting (20-25 students). l Brief visit to accommodate teachers’ schedules and curriculum (~45 minutes). l Introduction: Introduce myself, PhUn week, what I do as a physiologist, and my other interests. I emphasize that scientists are regular people just like the students and how I became a physiologist. l Lesson: Provide overview of the physiological system using eye-catching, age appropriate texts and simple models. No PowerPoint slides or projection are used in order to facilitate a dynamic, engaging discussion. I emphasize the fun and importance of reading books for learning about science. l Experiment: Explain the experiment and ask for student volunteers (i.e. marking times with stopwatch, taking measurements, recording on flip chart/lab notebook). The remaining students are the scientists making hypotheses and conclusions during the experiment. Cardiovascular physiology for 1 st graders l Lesson: Overview of the circulatory system, the anatomy of the heart and circulation, the constituents of blood, and their functions. Introduce heart rate, how it is measured, what factors affect heart rate, and why they are important. l Experiment: Measure heart rate during rest, standing-up quickly, isometric exercise (squeezing tennis ball), low impact exercise (swimming arms), and high impact exercise (jumping jacks). Respiratory physiology for 2 nd graders l Lesson: Overview of the pulmonary system, anatomy of the respiratory passageway and lungs, the mechanics of ventilation, what factors can change how we breathe, and how to measure pulmonary function. Introduce asthma including an interactive demonstration of things in our environment that can cause an asthma attack and what can be done to help a person during an attack. l Experiment: Determine lung volumes using a balloon-based pulmonary function test. The volume of air exhaled into the balloon is estimated by measuring the circumference of the balloon using a string and ruler. See the table for details about the pulmonary function experiment. Gastrointestinal physiology for 3 rd graders l Lesson: Overview of the digestive system, anatomy of the digestive tract, the volumes and content of the digestive juices, and how/where different types of food are digested within the tract. One demonstration uses various lengths of string to illustrate the lengths of the different sections of the digestive tract. Another demonstration uses various containers (i.e. 0.5 mL,1L, 2L) to illustrate the volumes of daily secreted digestive juices (saliva, bile, and secretions of the stomach, pancreas, small intestine and large intestine). l Experiment: Determine the dissolution of various foods in different pH solutions. Conclusion during the PhUn week visit l Summarize what the students learned during the PhUn week visit. l Answer final questions from students. l Distribute word search of vocabulary from the lesson and APS gifts. l On the same day, repeat the lesson with the other classrooms of the same grade. Perspective l First through third grade students are highly attentive, inquisitive, and participate fully during the PhUn week visits. l Students are enthusiastic for the next lesson. They ask me each year when I’m coming back to their classroom and what physiological system they will learn next. l Students demonstrate increased interest in science. Since beginning these PhUn week classroom visits four years ago when students were in first grade, the school’s 4 th grade science fair had the highest participation ever. l A series of hands-on activities to introduce renal physiology and the nervous system are being planned for students in fourth and fifth grades, respectively. Acknowledgements Thank you to Katrina Schnackenberg and Sophia Schnackenberg for their enthusiasm as the physiologist’s assistants. Thank you to the teachers and students of General Wayne Elementary School for their great participation. Figure 1: Age appropriate reference materials (left) and a simple model (right; negative pressure-induced inflation of lung) that are used in the classroom during introduction of a physiological system. Figure 4. Cardiovascular, respiratory, and gastrointestinal physiology word search handouts containing vocabulary from the physiological system learned during the PhUn week visit. Balloon (Lung) 2-Liter bottle- cut in half (Chest Cavity) Plastic bag (Diaphragm) Figure 3. Second grade volunteers measure and record balloon circumference (lung volumes) during the respiratory experiment. Volunteer to measure balloon circumference (lung volume) using a string and ruler Volunteer to record on flip chart / lab notebook ActivityHypothesisResultConclusion 1. Take a normal breath in while seated and normal exhale into the balloon (Tidal volume) BaselineRecord the circumference of balloon from activity 2. Sigh - Take a large breath in and normal exhale into balloon (Respiratory reserve volume) Increase or decrease size of balloon vs. baseline? Record the circumference of balloon from activity Accept or reject hypothesis? 3. Take a normal breath in and large exhale into balloon (Expiratory reserve volume) Increase or decrease size of balloon vs. baseline? Record the circumference of balloon from activity Accept or reject hypothesis? 4. Take a large breath in and large exhale into balloon while seated (Total lung volume) Increase or decrease size of balloon vs. baseline? Record the circumference of balloon from activity Accept or reject hypothesis? 5. Take a large breath in and large exhale into balloon while standing (Reflects the effect of standing on facilitating filling and emptying of lungs; Total lung volume) Increase or decrease from activity 4 Record the circumference of balloon from activity Accept or reject hypothesis? Figure 2. Christine and Sophia Schnackenberg demonstrate how to measure lung volumes using a balloon (left). Respiratory experiment (pulmonary function test) that is conducted and recorded on the classroom flip chart / lab notebook (right).