Premium
STEM Outreach via Zoom: Effectively Teaching a Cardiovascular Lesson to First Graders Using a Hands‐On Heart Model Activity
Author(s) -
Sankoh Mamady,
Halpin Patricia
Publication year - 2021
Publication title -
the faseb journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.709
H-Index - 277
eISSN - 1530-6860
pISSN - 0892-6638
DOI - 10.1096/fasebj.2021.35.s1.02015
Subject(s) - outreach , class (philosophy) , mathematics education , psychology , medicine , medical education , computer science , artificial intelligence , political science , law
The purpose of the STEM Teaching Fellows Program is to introduce K‐12 students to relevant and fulfilling science, technology, engineering and mathematics (STEM) content. STEM Teaching Fellows met once a week to plan the following week's STEM class to be delivered via Zoom to twelve first grade students at the Boys and Girls Club. During the planning meeting the weekly topic was discussed and collectively it was decided which specific activities would be performed the following week with the students. In week one, the topic was the heart. The STEM Fellow used PowerPoint slides to illustrate the anatomy of the heart while explaining the physiology of the heart. Then the students were guided through the creation of a simple heart pump. The STEM Director was on site with the students to assist them when needed. To complete the activity, the 3 jars were filled halfway with water and a few drops of red dye to represent blood. A red balloon was placed around the rim of the center jar (representing the heart). Two holes were made in the balloon of the center jar and straws that were immersed in the blood of the outer jars were placed in the wholes. Pushing on the balloon of the center jar made the heart pump the “blood” from one jar to another in sequence thus mimicking heart function. After the activity there was an opportunity for the students to ask questions and the STEM Fellow provided answers. Homework was then assigned to students related to the topic to share with others what they learned. The teaching portion of the topic went well as students were engaged and asked questions. The heart model activity took about 10 minutes longer than expected. Students seemed to have difficulty combining the straws together. Students also behaved well and followed the COVID guidelines adequately. A few things that can be changed for next time would be to have the straws ready for students rather than have them put them together. They enjoyed this activity and had fun with it as well. The student participation level went beyond expectations for the first‐grade group. They could read and understand the PowerPoint presented and were filled with questions. They also answered questions when asked such as, “What is the heart?” and “Why do we need a heart?” The Fellows planning group meetings before each class were beneficial to practice the activities before officially teaching the topic, which made it easier when the class met. As a group, the STEM Fellows themselves learned something new and enjoyed the chosen topic. In the future the Heart model activity will be repeated and is highly recommended for others to engage K‐12 students in physiology.