PEER Module Test Template



Lesson Summary: In this activity, students will calculate rates in experiments of their own. The students will calculate their resting heart rate and their heart rate after physical activity. The students will calculate the rate at which they can do jumping jacks and three students’ long jumping rates. At the end of the activity, students will do some practice problems involving rates.

Grade Level:

• Target Grade: 6

• Upper Bound: 7

• Lower Bound: 6

Time Required: One class period.

Materials:

• Rates PowerPoint

• Rates Worksheet

• 1 Timer, Stopwatch, wristwatch/clock with a second hand (if you can get a hold of enough, it would also be good to break the class into groups of 3 and have one timer per group! You would need 5-7 timers for this, though).

Lesson Plan:

• Open the Rates PowerPoint presentation on the computer

• Slide 1: Tell the students that they are going to do an interactive activity today and will need to begin by spreading across the room. They need to find a place where they won’t hit anyone while doing jumping jacks, so they should be about arms’ length apart. (If you don’t have enough room for each student to do jumping jacks, go ahead and split them up into groups and have one designated jumper in each group. Then proceed with the following.)

• Slide 2: Tell the students to find their heart beat (either on their neck or their wrist). You will time them for 15 seconds while they count their heart beats. Have them record their value on their worksheets under “Resting” in Table 2.

• Slide 3: Tell the students they are going to do jumping jacks and count them while you time them for 15 seconds. Tell the students you will time them twice. The first time, they should try to jump as fast as they can! Time the students for 15 seconds and tell them to record this value on their worksheets under “Trial 1” of Table 1. The second time, tell the students to go at a regular or slow pace. Time them, and tell them to record this value on their worksheets under “Trial 2” of Table 1.

-- OR --

If you have enough timers, you could break the students into groups of three. One student in the group would be the timekeeper and two would be the jumpers. The two jumpers would record both of their numbers in their tables (change the table to say “Jumper 1/ Jumper 2” instead of “Trial 1 / Trial 2”). This would probably be more fun and interactive for the students, but you may not be able to find enough timers. I could help you find some if you decide you like the idea.

• After the jumping jacks, you could ask the students some questions to help them make a physical connection to rates. Ideas for questions:

■ Ask the students to raise their hand when they fit into one of the following categories: Who jumped at least 5? Who jumped from 5 – 10? Who jumped from 10 – 15? Anyone do more than 15? Okay, cool! Who was jumping faster? The person who jumped 17 times or the person who jumped 11 times? Why? Because they jumped more times per second/minute.

• Slide 4: The students will next calculate their heart rate after varying amounts of physical activity. They will do three counts: Active 1, Active 2, and Active 3.

■ Active 1: Tell the students they are going to do jumping jacks for 30 seconds, so they should pace themselves. After you time them, tell them to find their pulse and count their heart beats when you say “go.” Time them for 15 seconds while they count their heart beats. Have the students record this value on their worksheets under “Active 1” in Table 2.

■ Active 2: The same as Active 1, but this time the students will jump for 45 seconds. Tell the students to record their heart rate under “Active 2” in Table 2.

■ Active 3: The same as Active 1 and 2, but this time the students will jump for 1 minute. The students should write down their heart rate under “Active 3” in Table 2.

• Slide 5: You can discuss the definition of a rate and some examples of rates. Ask the students to come up with some of their own examples of rates.

■ More rate examples:

▪ Foreign Exchange Rate

▪ Velocity (m/s)

▪ Heart Rate (beats/minute)

▪ Songs per gigabyte (ipod)

▪ Dollars per item

▪ Words per minute (typing)

▪ Pages per minute (reading)

▪ Ounces per dollar (like on the price tags at HEB)

▪ Pixels per square inch

• More questions to ask students:

■ What were the units for the long jump activity? Feet per jump.

• Slide 6: Shows the students how a rate is written.

• Slides 7-9: The word problems on the worksheet.

Lesson Extensions:

• If you can take the students outside, you could set up cones and calculate how far students can jump or throw an object.

• To lengthen the activity, you could add some extra word problems to the worksheet and work through them with the class.

• To make this lesson even more fun, the teacher (or graduate fellow) can do the activity with the kids. This would also be beneficial for students who might be struggling. It would allow them to see exactly how to perform the tasks at hand.

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