East Detroit Public Schools
Lesson Design
Author: Dawn Ross
Subject: Health
Grade: 8th - 12th grades
Course: Physical Education / Health
Title: Aerobic and Anaerobic Conditioning
Length of Lesson: Two 45-minute class periods
Materials Needed:
Power Macintosh G3 computer
Epson projector
large screen
software:
A.D.A.M., The Inside Story
handout: “Aerobic/Anaerobic Conditioning”
Standards-Based Outcomes (MDE):
Health Education:
Content Standard 1: All students will apply health promotion and disease prevention concepts and principles to personal, family, and community health issues.
Science:
lll. Use Scientific Knowledge from the Life Sciences in Real-World Contexts
Content Standard lll, 2: All students will use classification systems to describe groups of living things; compare and contrast differences in the life cycles of living things; investigate and explain how living things obtain and use energy; and analyze how parts of living things are adapted to carry out specific functions. (Organization of Living Things)
4. Explain how selected systems and processes work together in plants and animals. (Key concepts: Systems/Processes- digestion, circulation, respiration, endocrine, reproduction, skeletal, muscular, nervous, excretion, transport, growth, repair. Real-world contexts: Interrelations of body systems during selected activities, such as among skeletal, muscular, circulatory, and respiratory systems during physical exercise.)
Prior Knowledge:
- Students must have a detailed understanding of the muscular system including knowledge of all three muscle types: skeletal, cardiac, and smooth.
- Students must have a basic knowledge of how to create a personal fitness plan.
Cue Set:
- The teacher begins by asking the class these questions:
- Why is it important to do cardiovascular exercise?
- Does anyone know the difference between anaerobic and aerobic exercise?
- Why do you get sore after some workouts, but not after others?
- The students respond to the questions and a discussion ensues.
Best Shot Instruction:
- The teacher and class view the A.D.A.M. computer simulation of aerobic and anaerobic exercise. The software compares the activities as well as explains the differences between the types of muscle fibers used for each. (The muscle fiber information is a review of a previous lesson on muscle types.)
- The students gather into cooperative groups of three or four. Next the students in every group accept one position each of either group leader, speaker, or secretary. Then the group members brainstorm and list as many aerobic and anaerobic exercises as possible in five minutes.
- One student acts as class recorder and writes the activities from all the groups’ lists onto the chalkboard in the appropriate category of exercise.
Reteaching and Enrichment:
After viewing the computer simulation, the teacher passes out the handout, “Aerobic/Anaerobic Conditioning”. Together the teacher and class read and discuss the handout.
Review and Closure:
- The class moves to the gymnasium. There the students practice different kinds of aerobic and anaerobic activities.
- Afterwards the students discuss the way their bodies felt during the various exercises. The teacher prompts the responses with questions if necessary. (For example, did their muscles ache or burn? How short of breath were they? How long did it take for their breathing to return to normal?)
Assessment:
- Formative assessment occurs when students are asked to perform each activity.
- Students apply their newly obtained knowledge to enhance their personal workouts. Both types of exercises are practiced and added to their portfolios.
