Big Ideas:
Importance of Tracking Heart Rate: Being able to analyze your own heart rate, along with the presence of physical activity, can help students
understand the glaring benefits of an active lifestyle
Differentiating between Aerobic and Anaerobic Exercise: Understanding the difference between both Aerobic and Anaerobic exercise can
help students/individuals process the difference between strength and endurance and how both are important for an active lifestyle
Group Work: Being able to work productively in a group is not only important in matters of school but society as a whole. Once an individual can
contribute successfully into a group setting, they can properly function in society
Essential Questions:
How does a persons heart rate increase as physical activity increases?
Whats the difference between Anaerobic and Aerobic Exercise?
How can working in groups help solve problems?
Collaborate with others to research, analyze, and report on how they should effectively participate in the Amazing Race
The end goal of this unit is to have an "Amazing Race", which students compete in an orienteering activity while learning about many physical
education principles. Students will work in groups and tackle a spectrum of issues from how to properly use and track a heart rate monitor and
understanding the benefits of regular physical activity.
Students in this unit will learn the ability to track their physical movements while understanding that certain movements and sports have wide
ranging effects on the body. Students will also be developing the ability to work cooperatively with other students to develop a sense of
community and cohesion.
Assessment Plan:
Entry-Level: Formative: Summative:
KWL Chart Introduction in Orienteering Guided Notes during a Prezi presentation Amazing Race Rubric that helps identify
on Aerobic and Anaerobic exercise students ability to solve issues as a
team
Ipad Lesson Popplet Roadmap that
helps students plan Aerobic vs Anaerobic Heart Rate Roadmap Rubric that helps
activities for Amazing Race students properly analyze and describe
heart rate during different physical
Quizlet on competence with HR tracker activities
Lesson 1
Student Learning Acceptable Evidence: Instructional Lesson Activities:
Objective: Students can identify Strategies: This lesson serves as an introduction to the unit of Orienteering.
Demonstrate a basic things they have learned Communication As we try to get to our end goal of completing the Amazing
understanding of the about orienteering and Collection Race students must be able to understand the different aspects
activity Orienteering. questions they still have Collaboration of orienteering.
about the activity Presentation
orienteering Organization KWL Chart (Entry-Level):
Interaction Students will need to watch the videos on orienteering to develop
background information about unit we are about to perform over
the next couple weeks
Download KWL chart right below videos. You will have 1 week
after KWL chart was assigned to turn it in. You can either E-mail it
to me, turn it in during class time, or turn it in on the bottom of
this page. I have provided an example of what your assignment
should look like but did not add the "What I learned section". Also
on the bottom of this page is a checklist for completing this
assignment
https://prezi.com/r50ffnn3jc5_/aerobic-vs-anaerobic/
Lesson 4
Student Learning Acceptable Evidence Instructional Lesson Activities:
Objective: Students will be able to Strategies:
Students will be able to be able to unbox, setup, Communication Heart Rate Roadmap (Summative):
demonstrate the ability and properly use heart Collection
to analyze a heart rate rate monitor during Collaboration In this activity, students are going to create a Heart Rate Roadmap
monitor and explain how Amazing Raze activity Presentation after they complete the Amazing Race project. Students will learn in
physical fitness increases Organization a previous lesson how to unbox, use, and track the heart rate
a person heart rate Interaction monitor provided by the class. After they learn how to use it, the
students will then monitor their heart rate during all the activities in
the Amazing Race Project. Students will need to identify these 6
things.
https://quizlet.com/latest
http://popplet.com/
https://www.coachseye.com/
https://www.youtube.com/
http://rubistar.4teachers.org/index.php?screen=NewRubric
http://www.discoveryeducation.com/free-puzzlemaker/
http://allenphysedunit1.weebly.com/
http://allenphyseducation.weebly.com/
Name Mr. Allen Date 3/29/2017
KWL Chart
Before you watch the videos, list details in the first two columns. Fill in the last column after
completing the video.
T o p ic - Orienteering
W hat I K now W h a t I W a n t to K n o w W h a t I L e a rn e d
Its a sport Why is it called
It includes physical activity orienteering?
What are the rules of the
sport?
Where does the sport take
place?
Why are we learning about
this in our Physical
Education class?
Is it an individual sport or a
y.
team sport?
f
Popplet Roadmap
IPADAPP: Popplet
IPADAPP: CoachesEye
IPADAPP: YouTube
Directions:
1 2 3 4
Helping
The teacher observed the students offering help to None of the Time Some of the Time Most of the Time All of the Time ____
other students in their group to complete the
amazing race project.
Listening
The teacher observed students working from each None of the Time Some of the Time Most of the Time All of the Time ____
other's ideas on how to complete the amazing race
the fastest
Participating:
The teacher observed every student in the amazing None of the Time Some of the Time Most of the Time All of the Time ____
race group complete at least one of the physical
activities
Persuading:
None of the Time Some of the Time Most of the Time All of the Time ____
The teacher observed the students exchanging,
defending, and rethinking ideas.
Questioning:
The teacher observed the students interacting, None of the Time Some of the Time Most of the Time All of the Time ____
discussing, and posing questions to all members of
the team.
Respecting:
None of the Time Some of the Time Most of the Time All of the Time ____
The teacher observed the students encouraging and
supporting the ideas and efforts of others.
Sharing:
None of the Time Some of the Time Most of the Time All of the Time ____
The teacher observed the students offering ideas
and reporting their findings to each other.