Technology in PE

Content Area: Physical Education

Grade Level: 6th - 8th
Time Allotted: 50 minutes
Class Size: 40-50
Lesson # 2

Essential Question: Why is heart rate an important aspect of physical activity? What
information can it provide?

Content Standard(s): 3.5 Participate in moderate to vigorous physical activity a

minimum of four days each week.
1.3 Combine manipulative, locomotor, and nonlocomotor skills into movement patterns.

Prerequisites: Students should have a basic understanding of HR and the different levels
of HR based on physical activity.

Specific Learning Objectives: In this lesson students will be introduced to the Gopher
HR bands and learn the procedures for the check out check in process of the HR bands.
Students will also learn about what each color displayed on the band means in correlation
to what level their HR is at. By the end of the lesson students should be able to identify
what each color displayed on the HR band represents. Students will also know the check
out check in process of the HR bands as well as how to secure them.

Equipment Required:
Gopher HR wrist bands x50
iPad x1
Jump ropes x25
White board x2
Speaker x1 (optional)
Survey x50 (optional)
Pencils x50 (optional)

Assessment(s): In this lesson the teacher should use informal visual observation to assess
students. Teacher is assessing student understanding of the check out check in process of
the HR bands as well as student performance in the partner circuit. This information can
be used to determine next steps and if the check out check in process needs to be
retaught.

Academic Language Demands: Vocabulary; resting heart rate, beats per minute,
maximum heart rate.
Students will need to read written instruction as well as listen to verbal cues and
instructions. Students will need to respond verbally.

Accommodations: This lesson will include a combination of visual and verbal

instruction to meet the learning needs of all students. Modeling by the teacher will be
used to address specific needs of EL students. Individual accommodations may be
needed such as allowing students to diagram rather than perform some aspects of the
lesson.

Planned Lesson Instruction: (Note: the first 5 and last 5 minutes of class will be
designated to allow students to dress)

Introduction: (5 minutes)
Class will begin with a short 5 minute warm up.
This warm up should include:
-High knee run in place (15s)
-Butt kickers in place (15s)
-Side to side hops (15s)
-Front to back hops (15s)
-Right leg quad stretch: standing (15s)
-Left leg quad stretch: standing (15s)
-Standing hamstring stretch (30s)
-Two minute warm up run

Body of the lesson: (30 minutes)

After warm ups have students sit in a central location in the gym (role call) and review
previous lessons material on HR. Ask how to check your pulse and have a volunteer
model the correct technique for checking on the wrist. Next introduce the Gopher fitness
bands to the class and discuss how this can be another method for monitoring HR by
using technology. Ask if any students have a similar device that monitor HR such as a
fitbit. Use a white board and verbal instruction to display what each color shown by the
HR band means in correlation to your HR and activity level. (Light blue is resting, 50%
or lower. Blue is light, 50% - 60%. Green is light-moderate, 60% - 70%. Yellow is
moderate, 70% -80%. Pink is moderate-vigorous, 80% - 90%. Red is vigorous, 90% -
100%) Next verbally go over the procedures for check out check in. Start by giving each
student a number starting at 1(easiest way go by roster). Next model how to put on the
wristband and make sure it is properly secured and powered on. Make sure wristbands
are numbered 1-50 (use sharpie). Call students up by number in groups of 10 and give
them the wristband that corresponds with their number. Allow students to practice
putting on the wristbands so they are properly secured. Encourage them to use a
neighbor for help. Walk around to visually check that students are securing the bands and
powering them on. Next review the check in process with the students. Have them
power down the wristbands and take off their wrist. Call students up by number in
groups of ten. Have students tell you the number on the band when they hand it to you.
(15 minutes)

After wristbands are returned have students partner up for a jump rope partner circuit.
Lay out 25 jump ropes spaced out inside the basketball court in the gym. While one
partner is jump roping the other partner will run 3 laps around the outside of the
basketball court. (If you do not have a basketball court use cones to mark off an area.)
When the partner running finishes the three laps they will switch with their partner jump
roping. Partners continue to switch throughout the duration of the activity period. This
activity is cardio focused. Music optional. (15 minutes)
Closure: (5 minutes)
Have students sit back in central location for closing. Ask questions about HR band
colors as a check for understanding. Ask what activities might correlate to each color.
(OPTIONAL) Pass out one question survey for students to answer and collect as exit slip.
Provide pencils. See attached document for survey. Print out just the first question from
the four question survey.

Extending the Lesson/Homework: Have students diagram what each color represents in
the HR zones as an entrance ticket for next lesson.

Reflection/Next Steps:

Student Survey: (Note: In this lesson just ask the first question).

When participating in physical activity today I worked my hardest.

Strongly agree Agree Neutral Disagree Strongly disagree

I am more focused in class when we are using fitness bands.

Strongly agree Agree Neutral Disagree Strongly disagree

I am more likely to work hard in class when using fitness bands.

Strongly agree Agree Neutral Disagree Strongly disagree

I enjoy physical activity more when using the fitness bands.

Strongly agree Agree Neutral Disagree Strongly disagree