Unit Title: Community and Communication Week: 9-9

Unit Title: Community and Communication Week: 9-9 Physical Education Lesson Plan

Teacher: Grade: Anthony M. Gragg 6th grade

Lesson Title: Community and Communication

STRANDS

Physical Education:  Movement Principles and Concepts

 Physical Activity

 Physical Fitness

Mathematics:

 Ratio and Relationships

 The Number System

 Statistics and Probability LESSON OVERVIEW Summary of the task, challenge, investigation, career-related scenario, problem, or community link.

The heart is a muscle that can be trained and strengthened like other muscles in the body. Students may have already realized that their heartbeat will increase as a direct result of physical activity. During each heartbeat, the muscle of the heart contracts causing a wave of pressure which forces blood through the arteries. The wave of pressure is known as a pulse. There is one pulsation for each heartbeat. During this Unit:

The student applies fitness principles during a personal fitness program.

The student is expected to:  explain the relationship between physical fitness and health;

 participate in a variety of activities that develop health-related physical fitness activities including aerobic exercise to develop cardiovascular efficiency.

 learn that by exercising at the right rate (Target Heart Rate Zone), they can work their heart at the right level to keep it strong and efficient.

MOTIVATOR Hook for the week unit or supplemental resources used throughout the week. (PBL scenarios, video clips, websites, literature)

The teacher will demonstrate the two places where the pulse can be found (radial & carodid). The teacher will explain with exercise or physical activity, the heart rate increases to supply the muscles with more oxygen to produce energy. Have the students visit the web links hhtp://sin.fi.edu/biosci/monitor/vitals.html or http://library.thinkquest.org/10348/ . The heart can only beat two ways to meet the oxygen needs during exercise. It can beat faster or it can beat harder, moving the blood to vital areas. It can only beat harder if it has been trained and conditioned through regular exercise. The students are to demonstrate they understand the two areas of finding the pulse rate to the teacher.

DAY Objectives Materials & Resources Instructional Differentiated Assessment (I can….) Procedures Instruction

1 I can…find my pulse rate. Heart Monitor EQ: How can students use Teacher will follow the Skill Rubric Calculator their understanding in students IEP. Track science, technology, engineering and math to help adolescents combat obesity? Lesson Plan

Learning Experience:

Use a target heart rate watch to explore how activities affect heart rate. Analyze what happens to the circulatory and respiratory systems during physical activity. (e.g. Utilize a data table to compare student heart rate for three different aerobic activities.) Illustrate the role of cells, tissues, and organs to effectively carry out vital functions during a variety of physical activity. Based on scientific observations of physical effects of exercise on the body, determine which physical activities (aerobic fitness, muscular strength, muscular endurance, flexibility) are best for maintaining a healthy lifestyle and consequently combating obesity for adolescents.

Vocabulary:

 Cardio- Respiratory Endurance

 Conditioning

 Exercise

 Goal

 Heart Rate (Resting, Target, Maximum)

 Pulse

 Wellness

Activity BPM

The students will perform the following:

Sitting Down, Walking, Jogging, Jogging, Sprinting, Jumping Rope, Jumping Rope, & Wall Squat

The students will answer the following questions:

1) Which activity resulted in the highest BPM? ______2) Calculate your target heart rate zone. Provide the equation and answer in the space below.

3) List the activity or activities that allowed you to reach your target heart rate zone.

Closure: The teacher will discuss with the students why the target heart rate zone is important. A healthy lifestyle is a result of frequent and intense physical activity, healthy choices and good nutrition. Activities that allow people to achieve their target heart rate, in combination with a healthy diet and good choices are the quickest ways to combat obesity.

2 I can…recite and explain the Heart Rate Monitor EQ: How does participation Observation & Recording functions of the heart. Mats in the activities of push-ups number of sit-ups & sit-ups improve your overall fitness levels? Cues:

Arms crossed-Elbows hit knees-Shoulder blades must go hit the ground before starting the next sit-up.

Back straight -Elbows must Lesson Plan form a 90 degree angle-no Learning Experience: part of body can touch the Objectives: floor  Measure the students upper- body strength and endurance, abdominal strength and endurance, cardio-respiritory or aerobic endurance, and quickness and agility. (Psychomotor)

 Understand the mechanics of each fitness test. (Cognitive)

 Respect and work together with other students. (Affective)

Set Activity:

Warm-up activity

Each activity is performed with a heart rate monitor.

Sit-up

1. Students will perform sit-ups on a mat for 1 minute with one partner counting.

2. Divide the students with a partner and have them perform the sit-up.

3. The students partner will record the number performed on the activity log.

4. Students will take turn about after their partner finishes.

Push-up

1. Students will perform push-ups for 1 minute with a partner counting.

2. The students partner will record the number on the activity log.

3. Students will be divided into groups of two, with a partner performing the activity and their partner counting.

4. Students will take turn about after their partner finishes.

Closure: The teacher will discuss with the students the importance of conditioning the heart with technique and exercise.

3 I can…understand the cues Jump Ropes EQ: How will the jump rope for the jump rope activity. activity help you achieve your personal fitness goals? What fitness components does jump rope help improve? Lesson Plan Learning Experience: Objectives:  Measure the students upper- body strength and endurance, abdominal strength and endurance, cardio-respiritory or aerobic endurance, and quickness and agility. (Psychomotor)

 Understand the mechanics of each fitness test. (Cognitive)

 Respect and work together with other students. (Affective)

Set Activity:

Warm-up:

The activity is performed with a heart rate monitor.

Jump-ropes 1. Distribute a jump- rope to each individual student. 2. The students will listen to the instructions:  Have the students sit on the floor with the rope laying in front of them.  Explain how the ropes are to be used.  On command the students may stand with the ropes in hand. 3. Begin the activity; they listen to music and free jump with the ropes until the music stops. 4. Explain to the students, now they will jump on their left foot until the music stops. 5. Have the students jump on their right foot until the music stops. 6. Have the students jump on both feet until the music stops. 7. Repeat objectives 4-6 but have the students jump backward with the rope. Cool Down: Stretch one leg out front and bend the other leg and hold for 8-10 seconds Repeat with other leg Put one leg over the other leg and rotate upper torso Repeat with other leg

Closure: The teacher will discuss with the students the importance of conditioning the heart with technique and exercise. 4 I can…develop a personal EQ: fitness plan. Why is a physical activity essential to my lifestyle?

Lesson Plan Learning Experience: Objectives:  Students will explain how their choice of physical activities combats obesity, based on their individual need.  Students will communicate ideas through the use of writing prompt or graphic organizer and be evaluated using a writing rubric.  Students will analyze their results by examining their collected personal data and evaluating that against their personal fitness plan.  Students will examine data from peers and identify trends or patterns. Students will create a graph or other visual diagrams to demonstrate the identified trends or patterns.  Students will participate in peer review of another student’s fitness plan using the peer review form.

5 I can… EQ:

STANDARDS Identify what you want to teach. Reference State, Common Core, ACT College Readiness Standards and/or State Competencies.

5.NBT.B.5; 6.NS.B.2; 6.NS.B.3; 7.NS.A.1,2; 7.EE.B.3; 7.EE.B.4

W.6.1; W.6.2; W.6.4; W.6.5; W.6.6; W.6.7; W.6.8; W.6.10; w.7.1; w.7.2; w.7.4; w.7.5; w.7.6; w.7.7; w.7.8; w.7.10; W.8.1; W.8.2; W.8.4; W.8.5; W.8.6; W.8.7; W.8.8; W.8.10

SPI 0607.Inq.1, 2, 3,and 4; SPI 0707 Inq.1, 2, 3, and 4; SPI 0807 Inq. 1, 2, 3, and 4

6.1.01; 6.1.03; 6.1.04; 6.1.06; 7.1.01; 7.1.03; 7.1.04; 7.1.06; 8.1.01; 8.1.03; 8.1.04; 8.1.06

4.1.1; 4.1.2; 4.1.3; 4.1.5; 4.1.6; 4.1.7 4.2.1; 4.2.2; 4.2.3; 4.2.5; 4.2.6; 4.2.7 4.3.1; 4.3.2; 4.3.3; 4.3.4; 4.3.5; 4.3.6; & 4.3.7