Teacher Candidate: Danielle Hopkins 8th Grade Fitness Unit Day Two Lesson Title Understanding Heart Rate

Unit Fitness Day Two Grade level(s)/Course 8th Grade Date taught Wednesday February 12th, 2014 Tuesday February 18th, 2014 Friday February 21st, 2014 Monday February 24th, 2014

Textbook, Instructional Program, or Web Resource referenced to guide your instruction Title 1. Recording/Calculating Heart Rate Publisher 2. PE Central Date of Publication 3. 2009 District, school or cooperating teacher requirement or expectations that might influence your planning or delivery of instruction. Onalaska Middle School Cooperating teacher Karlene Englerth Amount of time devoted each day or week in your classroom to the content or topic of your instruction. 40 Minutes Describe how ability grouping or tracking (if any) affects your planning and teaching of this content. Stations throughout the gym will be spread out, providing plenty of room for each student to perform the given task. List any other special features of your school or classroom that will affect the teaching of this lesson.
Students will be using pedometers for tracking purposes throughout this lesson. between different exercises. Students will also be using stop watches when measuring their own heart rate

INFORMATION ABOUT THE LESSON Content Strand: PK-12 Standard 3: Participates regularly in physical education PK-12 Standard 4: Achieves and maintains a health enhancing level of physical fitness Enduring Understanding and/or Essential Question This lesson was created for the understanding of heart rate. Students will learn how to calculate their maximum heart rate, as well as how to find their target heart rate zone. Students will then complete different stations and exercises. Once the stations are complete, students will record their heart rate from each activity. Overall, students will understand how different activities from different fitness components affect their heart rate. GLE and Symbolic Notation 3:3:B1 Maintains a pedometer log for a minimum of two days DOK
1 Recall maintains, identifies, measures

4:3:B3 Assesses and maintains their heart rate in a 3 Strategic Thinking assess, differentiate, compare, hypothesize target heart rate zone while participating in activities Student Learning Outcomes At the end of this lesson, students will be able to predict activities that will result in a high heart rate and a low heart rate. They will also be able to give reasoning behind their predictions by incorporating the various health related fitness components. Content Specific Terms: Process Terms: Maximum Heart Rate (MHR), Resting Heart Rate (RHR), Target Heart Subtracting, Age, 220, Multiply (6*10), Lower Limit, Upper Limit, Rate Zone, Beats Per Minute (BPM), Jump Rope, Dynamic Stretching, Percent, 60%, 85%, hypothesis, Health Related Fitness Components Running, Static Stretching, Lunges/Jump Squats, Jumping Jacks, Sit-up, Skipping, Flexibility Fitness Component, Cardiorespiratory Fitness Component Prior Learning/Prior Thinking In the previous fitness lesson (day one), students learned about the five health related components of physical fitness. They can accurately name activities that reflect each component. This will help them understand what component creates a higher heart rate/lower heart rate. They should be able to form an accurate hypothesis before completing the heart rate lab because of this previously learned knowledge.

ASSESSMENT BEFORE THE LESSON Pre-assessment Pre-assessment occurred in the day one lesson related to the 5 components of physical fitness. It is essential for students to understand the difference between the fitness components in order to understand how heart rate varies activity to activity. LESSON PLAN OBJECTIVES AND LIFE SKILLS
Skill Development 1. Basic Skill Instruction Upon entering class, students will complete the Calculating your Target Heart Rate Zone worksheet. Students will learn about MHR, RHR and their individualized target heart rate zone. 2. Application of Skills Students will apply the basic knowledge of heart rate when completing the heart rate lab. Students will make a hypothesis of which activities will result in a high/low heart rate, as well as track their heart rate after completing each activity. 3. Fitness Benefits Skill Related Fitness Life Skills 5. Effort Students will put forth their best effort when participating in the various activities in order to obtain accurate results on the heart rate lab. 6. Goal Setting 7. Communication

4. Health Related Fitness Students will complete various exercises for two minutes while taking part in the Heart Rate Lab. Such exercises include jumping rope, dynamic stretching, running, static stretching, lunges, jump squats, jumping jacks, sit-ups and skipping.

Introduction Total time: 7 minutes Upon entering the classroom, students will get a pedometer and set it to zero. Lesson Objective(s): Calculating Heart Rate Worksheet Students will overall calculate their own individual target heart rate zone Planned Transitions: Students will remain in squad lines

Formations / Cues

Assessment

Students should report to squad lines upon entering class Max heart rate Resting heart rate Target heart rate zone

Students will be assessed through their pedometer at the end of the class period.

Students will be assessed by the completion of their worksheet. I will also assess them on their knowledge learned from this worksheet, which will be visible when completing the heart rate lab (main activity) Assessment

Main Activities Total time: 25 minutes

Heart Rate Lab Create a hypothesis predicting what exercises will Result the highest and lowest heart rates Perform the various exercises and map their heart

Formations / Cues
See supporting materials for a diagram of the gym location of different activities

Students will be assessed on completion of the heart rate lab and questions. Their results should be predictable. Achieving the correct results will

Rate on the given chart Answer questions based on results Overall, students will gain the understanding of how different exercises affect heart rate

See supporting materials for cue also tell me that students were actively engaged cards which explain the activities and at all stations (heart rate was in the predicted expectations of the students range). Each activity will last for two minutes

Planned Transition: Complete Heart Rate Lab ending questions Cool-down Total time: 2 Minutes 1. Turn in completed Heart Rate Lab 2. Complete the Fitness Component Exit Ticket 3. Return pedometers Write pedometer number on top of Fitness Component Exit Ticket

Formations / Assessment Strategy Fitness Component Exit Ticket must be completed before student may leave class. If students need more time to finish answering results questions regarding the heart rate lab, it will turn into a take home assignment to finish. Assessment of the Fitness Component Exit Ticket will allow me to see if the students learned what I intended them to learn from the first day of the fitness unit.

Assessments: Throughout this lesson, students will be assessed throughout a variety of ways. 1. The pedometer results at the end of the class period will give me a general idea of how active they were compared to the rest of the peers throughout the entire class period. 2. The completion of the Calculating Your Target Heart Rate Zone and Heart Rate Lab will show me that students gained knowledge in understanding heart rate. Observing that students obtained predictable heart rates after performing giving exercises will tell me if students were actively engaged the entire time. 3. The Fitness Component Exit Ticket will allow me to see if students learned what I intended them to learn from day one of the fitness unit. Equipment needs Calculating Your Target Heart Rate Zone Worksheet, writing utensils, Heart Rate Lab, task cards for each station, timers (8 minimum), 5 jump ropes, sit-up mats, cones to label station location, Fitness Components Exit Ticket Safety Considerations Students should be aware of space when performing given exercises runners and skippers should be aware of each other and other stations when completing task

Differentiated Instruction Task cards will be located at each station so students know exactly what is expected of them and how to perform each exercise Students may be allowed to have a partner when completing the Calculating Your Target Heart Rate Zone Worksheet Classroom Management/Democratic Practices Students will be allowed to create their own groups if they can prove to me they can stay on task throughout the entire heart rate lab

Supplemental materials
1. Calculating Your Target Heart Rate Zone Calculating Your Target Heart Rate Zone 2. Heart Rate Lab 3. Station Task Cards 4. Fitness Component Exit Ticket

Heart Rate Lab (Page One)

Heart Rate Lab (Page Two)

Heart Rate Lab Task Card Jumping Jacks

Heart Rate Lab Task Card Dynamic Stretching

Heart Rate Lab Task Card Running

Heart Rate Lab Task Card Static Stretching

Heart Rate Lab Task Card Lunges/Jump Squats

Heart Rate Lab Task Card Jumping Jacks

Heart Rate Lab Task Card Sit-Ups

Heart Rate Lab Task Card Skipping

Fitness Component Exit Ticket