Teacher Notes for Unit for the Heart

These notes will help you to teach the Unit for the Heart. There is also a student resource page.

Unit Summary

Cardiovascular disease is the number one killer in America. Lack of exercise is one of the major risk factors for heart disease. Research shows that 90 percent of children who fail to exercise adequately in their teenage years also do not exercise adequately when becoming adults. (Fitzpatrick, 1997)

With the use of the Polar Heart Rate Monitor, students will analyze information and create an individualized physical fitness program that will include all aspects of fitness. This information will be stored in the student’s Fitness Concept Binder (FCB), and a wiki will be utilized for assessing and sharing information. Students will participate in pre-assessment for fitnes testing, self-assessment for group work, and assessment for an Individualized Fitness Plan. At the end of the unit, students will reflect on the knowledge they have gained. The Heart rate monitors provide the teacher a way to know if one has exercised in the appropriate heart rate zones in order to achieve a training effect, and teachers will be able to measure effort and hold the students accountable.

 

At a Glance
Grade Level: 10
Topic: Physical Activity and the Heart
Key Learning: Using technology as a tool for a life-long, active, healthy, lifestyle

Unit Objectives: Students will

  • develop safe, effective, individualized fitness program by using technology
  • analyze and adjust their personal fitness plan
  • examine graphs that monitor heart rates and summarize the results
  • collaborate in group settings to complete a required task


Curriculum Framing Questions

Essential Question:

  • How do we as individuals determine how much physical activity is enough to achieve good health?

Unit Questions:

  • What components make up an accurate individualized fitness program?
  • How can we promote effective physical activity?

Sample Content Questions:

  • How do heart monitors guide one’s exercise intensity to obtain optimum benefits?
  • What are the benefits of measuring a heart rate electronically?
  • How can a heart rate monitor enable one to warm-up and cool down successfully?
  • How can a heart rate monitor assist in adjusting a personal fitness plan and determine the factors effecting heart rate function?


Instructional Procedures
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Task: With the use of the heart rate monitors, students will explore, assess, and define the need and benefits for developing an individualized fitness program.

Process: Tapping prior knowledge

Step #1: Students will brainstorm in groups about what it means to be physically fit. They will create semantic maps of their ideas and present them to the class. They should be prepared to explain their reasoning. For homework each day, students will respond to the PEWiki about key concepts and questions they may have about that day’s lesson. Participation in the PEWiki will count towards the students’ final assessment.


Step #2: Use this survey to access prior knowledge.

* How do we as individuals determine how much physical activity is enough to achieve good health?
* What components make up a physical fitness program?
* What are the benefits of measuring a heart rate electronically?
* What factors could you name that might affect a heart rate?
* Do you know how to measure your heart rate?
* Can you name the FITT principles?
* What should every workout include?
* How much money do you think is spent each year on the problems associated with Cardio- vascular Disease?

Step #3 : Fitness Concept Binder (FCB)

Students will participate in lessons that require them to monitor their heart rate while using the Polar Heart Rate Monitor. The information will be downloaded into the computer, and they will receive a graphic printout of their heart rate during the exercise period. Students will begin to formulate a theory about what it means to be physically fit. The information gathered will be stored in a binder called the “Fitness Concept Binder” (FCB). Students should divide and label the information into the following sections:


1.) Daily journal (entry response to newspaper/magazine/illustrations that depict various exercises and activities - “What’s Right/Wrong with this Picture” and when students state why they feel this way they are thinking critically). Teacher will show a picture of people doing actions that either work towards physical fitness or keep them from achieving it.

2.) Visuals (graphs, charts, images relevant to physical fitness)

3.) Components of physical fitness (cardiovascular, muscular strength and endurance, flexibility, and body composition)

4.) Student constructed spreadsheet and evaluations of the data. There are various ways students can construct this part of the lesson. Allow them to explore different spreadsheets, and watch the critical thinking take off.

Step #4 - Spreadsheet

Students will use the information they gather to construct a spreadsheet that will allow them to evaluate, analyze and connect the information about fitness. Students can use Microsoft Excel or they can download a comparable program. Make sure they evaluate if there is any data missing from their spreadsheet that should be considered? Students can form groups to look at patterns. By now they should be able to evaluate and analyze their performances, and identify their weakest areas. How are these components linked together? What conclusions can they make regarding fitness?

Step #5 – Individual Fitness Plan

Students will now create a individualized fitness plan. They must include the components of fitness, FITT principles, and key training methods. They will use the FCB as a guide. If they need additional assistance, they check out the resource page.

Step #6 - Reflection Survey

After going through the unit for the heart, students will take this reflection survey. Students will compare and contrast what they have learned through their discovery of what it means to be physically fit. Students should discuss their findings in a group setting.

Step #7 - Share

Students will choose a friend, relative, or family member and help them construct a personal fitness plan. They should be prepared to share this information within the class setting.

Evaluation: (rubrics)

Physical Fitness Binder
Self Assessment Rubric
Group Assessment Rubric
Personal Fitness Plan

Differentiated Learning

Resource student

  • Work in smaller groups
  • Incorporate a “buddy” system during more difficult assignments
  • Utilize the Physical Education aides to help with understanding directions
  • Make necessary modification according to the students IEP
  • Deliver instruction in a variety of ways
  • Provide extra time as needed

English Language Learner

  • Encourage support from common language speaker when safety issues are involved.
  • Will work in smaller groups and with common language speakers
  • Incorporate a “buddy” system during more difficult assignments to repeat directions as needed.
  • Utilize the Physical Education Assistants to help guide the student as needed
  • Deliver instruction in a variety of ways
  • Provide extra time as needed

Gifted Student

  • Encourage students to develop an after school fitness program, incorporating the heart rate monitors, that both students and teachers could participate in.
  • Write a letter to a local fitness trainer and invite him/her to come and speak to the class. Prepare questions that could enhance learning for all students.

 

Delaware State Standards for Physical Education

DSS Standard 1

Strand 1: Principles of fitness

1.10.1.1 – Analyze and adjust one’s personal fitness plan.

1.10.1.2 – Design, justify, and participate in an individualized fitness program that addresses each principle of fitness.

 

Strand 2: Anatomical and physiological

1.10.4.1 – Design and conduct an investigation regarding the impact exercise has on the cardio-respiratory…

DSS Standard 5

Strand 2: Goal Setting/Assessment

5.10.2.1 – Design a personal fitness program to meet the identified goals

5.10.2.2 – Monitor, evaluate, and adjust activities to meet personal fitness goals.

5.10.2.3 – Analyze the effect of long-term participation on fitness levels.

 

Strand 4: Problem solving

5.10.4.1 – Apply solutions and strategies to promote positive social interactions during physical activities.

Rationale: The most current technology will be used throughout the student’s education to assist in developing a deeper understanding of the Physiological concepts of exercise, and knowledge relevant to Standard #1.

 

Credits

Kirkpatrick, B. and Birnbaum, B.H. (1997). Lessons from the heart. Champaign, IL: Polar Electro.

Rink, J. et. al. (1995). Moving into the future: National standards for physical education. Boston, MA: McGraw-Hill.

AAHPERD. (1999). Physical best activity guide: secondary level. Champaign, IL: Human Kinetics.

http://www.intel.com/education/unitplans/vamanos/vamanos.htm retrieved 7-18-04