Search
Bodies in Motion-Using Tables to create rules
Details
Activity Description
Preparation
- Check the website to ensure it is not blocked at your site.
- Read through the lesson plan.
- Print and make copies of any handouts.
Program Areas
- ABE: Adult Basic Education
- ESL: English as a Second Language
- CTE: Career Technical Education
- AwD: Adults with Disabilities
Levels
- Low
- Beginning High
- Intermediate Low
- Intermediate High
- Advanced
Lesson Plan
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.
Subjects
- Math
- Algebra
- Math
- Compute using decimal fractions
- Compute using fractions
- Compute using whole numbers
- Compute with percents, rate, ratio, and proportion
- Math
- Conversions
- Decimals
- Math
- Demonstrate measurement skills
- Demonstrate pre-computation skills
- Math
- Fractions
- Math
- Interpret data from graphs and compute averages
- Math
- Math Electives
- Percentages
- Pre-Algebra
- Proportions
- Math
- Use estimation and mental arithmetic
- Use expressions, equations, and formulas
- Use statistics and probability
- Math
- Whole Number Skills
CTE Sectors
- Health Science and Medical Technology
CTE Anchor Standards
- Anchor Standard 1: Academics - Analyze and apply appropriate academic standards required for successful industry sector pathway completion leading to postsecondary education and employment. Refer to the industry sector alignment matrix for identification of standards.
- Anchor Standard 2: Communications - Language Standard: Acquire and accurately use general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the (career and college) readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
- Anchor Standard 4: Technology - Writing Standard: Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments and information.
- Anchor Standard 5: Problem Solving and Critical Thinking - Writing Standard: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem, narrow or broaden the inquiry when appropriate, and synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
Tags
Tools
Creative Commons License
