Bodies in Motion-Using Tables to create rules

Display this slide and review the questions with the students. Divide the students into pairs and have them answer the four questions on the slide.  As a whole class review the answers and have students ask their created questions to the whole class.

Vocabulary for ESL students

• rhythmic pattern
• beat
• heartbeat
• pulse
• minutes
• seconds
• Everyone's heart beats in a mostly rhythmic pattern. Knowing how quickly or slowly your heart beats at can help determine the health of your heart. The standard measure for heartbeats is beats per minute. When a nurse or a machine takes your pulse, they will usually count the beats in 15 seconds. 
• Teacher models taking a pulse and then times students as they take their own pulses. Working in pairs, students should time each other for 15 seconds while the other counts their pulse. Each student should fill in this google sheet -Heart Rates Tab with their information (columns A, B, and C).

Using the Google Sheet from the Introduction above, ask the students the following questions.

1. What pattern do you see?

2. What is the rule for finding heartbeats per minute?

3. What is the rule in math symbols.

Tip: Record the student answers exactly as they say them. It is important to receive a students understanding even if it is inaccurate.

Exercise is an important part of having a healthy heart. Additionally, exercise burns calories. We burn calories at different rates depending on the activity and the length of time we spend doing the activity.

Students draw and complete the table on their own paper from the Jogging Tab on the Google Sheet. Once the student pairs feel good about their answers, they should enter their responses to the 3 questions.  Then ask students to explain their responses and clarify where needed. Questions may include some of the following:

• Why does this make the most sense to you?
• What was your thought process in coming to this conclusion?
• How do you know your answer makes sense?
• After seeing your classmates’ answers, did your understanding improve or change?
• Did you use a calculator for any of the tables? For which question? Why or why not?

Repeat the process for the Cleaning House, Running Up Stairs, and Sitting Tabs. For ESL students take them through the process until you feel they are able to complete in their pairs.

Working independently have students use the information from the four calorie-burning tables to answer the following questions.

1. How long would you have to watch TV to burn the same number of calories as you would in a half-hour of jogging?

• How can you use the tables to find your answer?
• How can you use the equations to find the solution?

2. You must burn 3,500 calories to lose a pound of fat. Invent three exercise plans for burning a pound of fat. Combine all three activities in each plan you create. Use this table to input your data.  Monitor as students are inputting the data. Have them answer this question after the data is inputted.

Write a general rule for determining the number of calories burned. What do you add, and what do you multiply?

For ESL students help them with needed language to write the general rule.

Have students answer the following questions on this google form.