This 8-week flex class provides a deeper dive into the heart than I am able to do in my live classes, specifically for older students or those with a particular interest in cardiology, biology, or a medical career.  Each week will include a recorded lesson covering the topic in detail. There will be no live zoom meetings so all interaction will occur asynchronously in the classroom. 

I assume that learners have no prior knowledge on the subject but within the course we will reach a level of understanding that most students don't reach until high school or beyond.  I use models and coloring pages to demonstrate the concepts and students are welcome to create their own models, take notes, or draw out the topic on paper.  My goal is that each student is able to use their own learning style to tackle the material--this can be with homemade manipulatives, models created in other ways, electronic modeling, coloring, taking notes on paper, or drawing.  

Students and I will interact regularly in the classroom.  Students will submit photographs of their work and answer 3 prompts per week (related to class material and a video on YouTube that extends the learning).  They should also reply to their fellow classmates.

I will refer to these classroom interaction expectations during the recorded video lessons to make sure students are aware of the ways to participate.  

Week 1: Intro to the Heart

What is the heart, why is it important, and what does it do? 

Prior to watching the recorded lesson, students will answer a getting-to-know you question in the classroom.

During the recorded lesson, students will explore the concept of the heart as a pump. They will create their own pump model and fill out a worksheet/coloring page showing the pressures in the heart. 

After class, students will respond to a prompt based on the material just covered.  I will also post a video about the heart and students will watch the video and respond to a discussion question about the topic.

Week 2: Intro to the Heart Structure

Prior to the lesson, students will respond to a prompt in the classroom to get them thinking about the material.  What are the actual structures of the heart and how do they work? Last week was a conceptual introduction to the heart but this week we'll take it a step further and learn about the structures that make the heart work. I will use a heart model and clear explanations, to guide learners through the process of filling in a printed diagram/coloring page. Learners will share their completed work in the classroom.

A link to a video about a cardiothoracic surgeon will extend the learning and students will answer an additional question related to that video. 

Week 3: Blood and Blood Components

What is the heart pumping around anyway? 

Prior to the lesson, students will respond to a prompt in the classroom to get them thinking about the material.  In this lesson we will pause for a week from looking at the heart directly to consider what the heart is actually pumping... the blood! What is the blood carrying around the body? What cells and other blood components are used to do this work? I will use a model of blood to help learners visualize the components better.  Students can create a similar model, create a model using an electronic device, take notes, or make a drawing, however they learn best!  Students will post their model or notes in the classroom and respond to a prompt based on the material and respond to another person's response.

A link to a video about how donated blood is processed and components are separated will extend the learning and students will answer an additional question related to that video.

Week 4: Heart Dissection

What does a heart really look like? How do the valves work? How can you tell which chamber is which? 

Prior to the lesson, students will respond to a prompt in the classroom to get them thinking about the material.  

Students can do their own dissection or draw a diagram of what they see from my dissection. I use a cow heart. A sheep, pig,or cow heart would be appropriate, which in the United States is usually available from independent butchers or Asian markets. In other countries, you'll need to check with a butcher. 

Students will post a photo of their dissection or diagram in the classroom and respond to a prompt based on the material and respond to another person's response.

A link to two videos to allow learners to compare something between humans and cows will extend the learning and students will answer an additional question related to that video.

Week 5: Heart Attacks, Heart Murmurs, and Heart Failure

We hear these words, but what do they actually mean?

Prior to the lesson, students will respond to a prompt in the classroom to get them thinking about the material.  In this lesson we will cover common diagnoses of the heart.  I will use models and stories to explain the concepts.  Students will either complete a worksheet (provided) or take notes/create a drawing/create a model, however they learn best!  Students will post their worksheet/model/notes/drawing in the classroom and respond to a prompt based on the material and respond to another person's response.

A link to a video about a person who is doing well despite a heart condition will extend the learning and students will answer an additional question related to that video.

Week 6: Taking Good Care of Your Heart

Prior to the lesson, students will respond to a prompt in the classroom to get them thinking about the material.  In this lesson we will learn how to take good care of your heart. Students will create a chart or action plan (template provided) or they can do a collage, however they learn best!  Students will post their action plan/collage in the classroom and respond to a prompt based on the material and respond to another person's response.

A link to a video about a person who made lifestyle changes will extend the learning and students will answer an additional question related to that video.

Week 7: Heart In Situ Coloring

Prior to the lesson, students will respond to a prompt in the classroom to get them thinking about the material.  In this lesson we will broaden our understanding of the heart by looking at it in context of the body. Where does the blood go when it leaves the heart? Where does it come back from? I will color along with the students to create an illustrated guide to the heart in situ (that means "in the place where it actually is in the body").  Students will be using this drawing next week when we create a model of the heart in situ!  Students will post their complete diagram in the classroom and respond to a prompt based on the material and respond to another person's response.

A link to a video about the blood traveling in the body will extend the learning and students will answer an additional question related to that video.

Week 8: Heart In Situ Modeling

Prior to the lesson, students will respond to a prompt in the classroom to get them thinking about the material.  In this lesson we will build a model of the heart and vessels using polymer clay.  I will demonstrate every step of the model and there will be a clear point at which I will let students know they can stop if it's getting too complex.  Students will create their own model because actually making the vessels uses the brain so differently than just coloring them in!  Students will post a photo of their model in the classroom and respond to a prompt based on the material and respond to another person's response.

A link to a video we watched the first week will allow students to reflect on their learning and they will answer an additional question related to that video.

--> There will be an OPTIONAL BONUS LESSON included in this week on EKGs!

Prior to the lesson, students will respond to a prompt in the classroom to get them thinking about the material.  In this lesson we will learn about EKGs.  I will use a drawing of an EKG to teach about them and then show actual EKGs to give examples of abnormalities.  Students will fill out a worksheet (provided) or draw out the concepts on paper or take notes, however they best learn!  Students will post their model/notes/drawing in the classroom and respond to a prompt based on the material and respond to another person's response.

A link to a video about how an EKG is done will extend the learning and students will answer an additional question related to that video.