Lesson Plan for Implementing

NETS•S—Template I
(More Directed Learning Activities)
Template with guiding questions
Teacher(s)
Name Amy Morris

Position HPE Teacher

School/District Hightower Trail Middle School - Cobb County

E-mail Amy.Morris@cobbk12.org

Phone 678.773.6593

Grade Level(s) 6th

Content Area Physical Education

Time line 1 week content ( 7 weekly reflections on Wednesdays)

Standards (What do you want students to know and be able to do? What knowledge, skills, and strategies do you
expect students to gain? Are there connections to other curriculum areas and subject area benchmarks? ) Please
put a summary of the standards you will be addressing rather than abbreviations and numbers that indicate which
standards were addressed.

Students should show they are able to:

1. Mathematically find their target heartrate.
2. Physically find their own pulse.
3. Calculate their own pulse. (x10, x5, x2, x1)
4. Determine the type of activities that affect the changes in their heartrates?
5. Recognize how different activities effect different students.
6. Develop a blog reflecting on their activities with the Spirit Bands and analyze the data that was
collected.
7. Create a presentation that uses all the components. (Muscular strength, Muscular flexibility,
Muscular endurance, and cardio respiratory fitness) to address the understanding of ones HR.
8. Define why activities were used in their race.
9. Locate resources/events that they can be involved in outside of school to increase overall health.
10. Use, understand and reflect on data produced from the IHT Spirit Bands.

Content Standards:
Standard 2: The physically literate individual applies knowledge of concepts, principles, strategies and
tactics related to movement and performance.

Standard 3: The physically literate individual demonstrates the knowledge and skills to achieve and maintain
a health-enhancing level of physical activity and fitness.

Standard 4: The physically literate individual exhibits responsible personal and social behavior that respects
self and others.

Standard 5: The physically literate individual recognizes the value of physical activity for health, enjoyment,
challenge, self-expression and/or social interaction.

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 NETS*S Standards:

1. Empowered Learner: students leverage technology to take an active role in choosing achieving and
demonstrating competency in their learning goals, informed by the learning sciences.
Students:
a – articulate and set personal learning goals, develop strategies leveraging technology to achieve them and
reflect on the learning process itself to improve learning outcomes.

c –use technology to seek feedback that informs and improves their practice and to demonstrate their
learning in a variety of ways.

d –understands the fundamental concepts of technology operations, demonstrates the ability to choose, use
and troubleshoot current technologies and are able to transfer their knowledge to explore emerging
technologies.

2. Digital Citizen: Students recognize the rights, responsibilities and opportunities of living, learning and
working in an interconnected digital world, and they act and model in ways that are safe, legal, and
ethical.

5. Computational Thinker: Students develop and employ strategies for understanding and solving problems
in ways that leverage the power of technological methods to develop and test solutions.

6. Creative Communicator: Students communicate clearly and express themselves creatively for a variety of
purposes using the platforms, tools, styles, formats and digital media appropriate to their goals.

7. Global Collaborators: Students use digital tools to broaden their perspectives and enrich their learning by
collaborating with others and working effectively in teams locally and globally.

Overview (a short summary of the lesson or unit including assignment or expected or possible products)

The objective of this unit is the students to create a presentation to address the concepts learned in class. The
concepts being taught are all based around one’s own heartrate. The students have been taught how to find a
pulse in a prior lesson. The students will be taking the data that is found through using the IHT Spirit HRM and
helping develop the presentation on how different activities have affected their HR and why. The presentations
will be posted to our class Edmodo accounts for students to view. The students will be reflecting every
Wednesday on their use of the IHT HRM bands in a group discussion on Edmodo. A new discussion will be
addressed each week. This project will lead into the final semester project of developing a “Game Plan” to
increase ones overall health OUTSIDE of school. This “Game Plan” will help increase students interest in their
overall wellness and learn what their community has to offer.
A rubric will be given for the “heartrate presentation”, discussion boards, and “Game Plan”. (see bottom)
A check list will be provided to the students with things they need to do prior to creating the HR presentation.
https://docs.google.com/document/d/1NaVUrHtRNrlkz7oT8JwKmZYHcg1hIjfTxqxLofpWSCg/edit?usp=sharing

Essential Questions (What essential question or learning are you addressing? What would students care or
want to know about the topic? What are some questions to get students thinking about the topic or generate
interest about the topic? Additionally, what questions can you ask students to help them focus on important
aspects of the topic? (Guiding questions) What background or prior knowledge will you expect students to bring
to this topic and build on?) Remember, essential questions are meant to guide the lesson by provoking inquiry.
They should not be answered with a simple “yes” or “no” and should have many acceptable answers.

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 1. What does it mean to be fit? Are you fit?
2. How does this activity benefit my overall wellness?
3. How can I make lifetime wellness fun?
4. What is the Target Heartrate Zone?
5. Why is the THR zone important?
6. What types of activities increase my heartrate?
7. What type of activities keep my heartrate in a calorie burning state?
8. What is the difference between green, yellow, and red on the IHT bands?
9. Should you be in the THR zone for an entire workout?
10. In what ways can physical activity enhance your health, provide enjoyment, challenge you, and provide
for social interaction?
11. What percentage of your hearts maximum workload does it take to get to your THR?
12. What activities can you do OUTSIDE of school to stay physically active?
13. How well you understand the data provided to you from your bands? Why would the bands be helpful
in physical activities?

Assessment (What will students do or produce to illustrate their learning? What can students do to generate new
knowledge? How will you assess how students are progressing (formative assessment)? How will you assess
what they produce or do? How will you differentiate products?) You must attach copies of your assessment and/or
rubrics. Include these in your presentation as well.

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 The students will produce a presentation using iMovie, Prezi, or create an audio version with a Podcast. Other
methods of presentation will be accepted but all areas of the rubric must be met with the presentation method.
This unit requires a lot of visual assessments to see if students are understanding the use of the bands and
making sure they are doing activities to hit all the areas: red, yellow and green. The students are generating
new knowledge when analyzing their data from each day. After the first day students will not need a lot of
visual observations other than making sure students are doing all activities on their check list. If they complete
the activities on the check list then they will have a good script to create a presentation. While this project is
being completed student will have a weekly discussion board to complete on our class Edmodo page. The
students will have a rubric on how the discussion boards are graded. The students have already gone over
digital citizenship and proper posting. Projects will be differentiated on individual needs that is why we allow
students to use other methods to present (if approved by teacher first). The final class assessment will be
done similar to that of the “HR presentation”. This will be a more reflective personal goal project. There will be
no right or wrong. The assessment is looking for goals and methods outside of school to keep their overall
wellness up.

Resources (How does technology support student learning? What digital tools, and resources—online student
tools, research sites, student handouts, tools, tutorials, templates, assessment rubrics, etc—help elucidate or
explain the content or allow students to interact with the content? What previous technology skills should students
have to complete this project?)

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 PRIOR KNOWLEDGE:
The students should know how to activate and log out their BAND on the access pad. Students should have
their log in information to access the data from IHT SPIRIT.
TECHNOLOGY SUPPORTS STUDENT LEARNING:
Technology supports the students learning by providing them with a BAND that instantly shows their current
results. This BAND will show the students their current heartrate and show them what range they are in (red,
yellow, green).The instant view that the BANDS give the students allows students to grasp the concept of
different activities and how they affect their own heartrates. The students can view their peers doing the same
activities and compare the differences WHY? This opens up for more discussion and research on how
students can get their heart in better shape.
DIGITAL TOOLS:
Laptop cart and IPad cart (EDMODO APPS/Website, PREZI, iMOVIE, POD O MATIC…)
IHT Spirit Heartrate Monitors ( class set)
SPIRIT Website for data

Instructional Plan
Preparation (What student needs, interests, and prior learning provide a foundation for this lesson? How can
you find out if students have this foundation? What difficulties might students have?)

The only prior knowledge needed is the method of logging bands in and out. This was discussed in a prior
class. A class helper will we placed at “check out” to help with a smooth transition. This activity can be done
with any skill level and can be differentiated by the vocabulary and discussion questions address during
Edmodo posts.
The only difficulty students might have is putting the band on correctly. This will be addressed at the beginning
of every class to ensure the data collected is correct. Bands must be placed on inside of wrist so direct contact
to radial pulse.

Management Describe the classroom management strategies will you use to manage your students and the use
of digital tools and resources. How and where will your students work? (Small groups, whole group, individuals,
classroom, lab, etc.) What strategies will you use to achieve equitable access to the Internet while completing this
lesson? Describe what technical issues might arise during the Internet lesson and explain how you will resolve or
trouble-shoot them? Please note: Trouble-shooting should occur prior to implementing the lesson as well as
throughout the process. Be sure to indicate how you prepared for problems and work through the issues that
occurred as you implemented and even after the lesson was completed.

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 Teacher will use whole group instruction to explain the week’s unit. During the whole group instruction the
teacher will address the expectations and procedure to accomplish all the tasks. The teacher will go over the
rubric for the discussion boards and presentation. Teacher will remind students of the schools code of conduct
and how it related to their digital citizenship.

HOW WILL STUDENTS WORK:

Students will work in any area with in the two gyms. The students can work out in groups but their data will be
individual and their final project will be personal to themselves. The first few days will be done collecting data
for their presentations. Students will move at their own pace but will be reminded by the teacher where they
should be each day. The 4th and 5th day will be for creating of the presentation and data. This will be done in
the gym with students using mobile devices (wifi). Students must do all work at school. The students will have
access to the technologies needed before school all week. Students will be assigned a laptop/iPad for their
project.

TROUBLE SHOOTING ISSUES:

The wifi could be spotty in the gym so we will book the computer labs for the last 2 days of class so students
will be able to develop their presentations. Prezi and Pod-o-Matic are cloud based programs, it is rare that they
go down but if the issue will be reviewed by the teacher and determine a program change or an extension of
due date. This is why other forms of Web 2.O tools are accepted.
The Bands might have issues logging in or logging out. If a situation arises that a band does not work then
another band will be issued to the student and the teacher will print the data for that day. This information will
need to be manual entered into the student’s record by the teacher.
The Bands might not have been put back on their docking stations and the band is not fully charged. The class
helpers are asked at the beginning of class to make sure all bands are at least at 50% prior to start of class. If
a band is less than 50% the teacher will assess what amount of usage is needed for the student and decided if
another band needs to be issued.

Instructional Strategies and Learning Activities – Describe the research-based instructional strategies you will
use with this lesson. How will your learning environment support these activities? What is your role? What are the
students' roles in the lesson? How can you ensure higher order thinking at the analysis, evaluation, or
creativity levels of Bloom’s Taxonomy? How can the technology support your teaching? What authentic,
relevant, and meaningful learning activities and tasks will your students complete? How will they build knowledge
and skills? How will students use digital tools and resources to communicate and collaborate with each other
and others? How will you facilitate the collaboration?

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This whole lesson/unit is used to maximize student learning through personal meaningful activities and direct
reflection. This unit is used to bring awareness to one’s own health and show students how their heartrate is
important in every aspect of PE and life. The lesson is developed to engage the students from start to finish.
The students will be provided examples and demonstrations of proper expectations. Class time will be
student centered with teacher feedback and observation.
Instructional Strategies used:
This lesson will be student centered with focus on real life applications to ensure higher order thinking and to
engage in personal creativity. Class time is maximized and students are engaged a personal learning
process.
Learning Environment:
The learning environment is positive controlled chaos. Students are moving at their own pace.
Teachers Role:
The teacher’s role is to provide regular feedback and assess the technology and safety of the students. The
teacher needs to provide a clear understanding of the lesson on a daily basis. The teacher needs to make
sure all technology devices and bands are working daily. The teacher needs to develop formative
assessments through Edmodo Discussion boards, visual representation, and presentation rubrics. The
teacher needs to have proper understanding of basic trouble shooting task for all devices. The teacher
needs to make sure the standards are being meet.
Students Role:
The student’s role is to be an active learner. The student is responsible for learning about the methods their
heartrate changes through different activities. The students will be completing a check list of information to
keep them on task. The students will be completing individual works within group setting. Students will be in
charge of their own learning. They will be responsible for logging in and out the bands on a daily basis. The
data collected with the bands will be given to the students daily and they will have access to the cloud based
program IHT Spirit Bands. The students will complete a presentation using a Web 2.0 tool. Prezi, iMovie
and Pod-o-Matic have been suggested but they are not limited to these programs. They must follow the
rubric and have a presentation at the end of class on day 5. After this lesson they students will be doing
weekly discussion posts through Edmodo based on their findings with the Bands and activities that change
heartrates. The students will develop the basic knowledge of resting heartrate and target heartrate on an
individual basis.
How to ensure H.O.T (evaluation, analysis, creativity):
This lesson will lead into the final assessment of the semester that has the students to create a “Game Plan”
for summer. This Game Plan requires students to create a reasonable method to stay active the month of
June and July. The students will share this Plan through Edmodo for their peers.
This lesson provides a lot of analysis when it comes to heartrate zones and heartrate readings. The students
will need to analyze and evaluate their personal data and experiences to demonstrate their understanding of
the different methods to raise their heartrate. This lesson is personal and cannot be copied from another
student so it requires students to be creative in the activities they engage in.
Technology Supports Teaching:
This lesson uses technology to help visually show each student how different activities can cause their
heartrate to fluctuate and demonstrates why it is important for physical activity to stay in one’s target
heartrate zone. Technology supports the assessment of the learning though a presentation (web 2.0 tools)
and discussion boards post through classroom Edmodo groups.
Authentic and Meaningful Learning experiences:
This lesson is personal to each student with the reflection of their own THR and RHR. The students get to
choose the activities to raise their HR. This makes the lesson personal because students can choose from
activities they love and see how they affect their body. The use of the bands provides another meaningful
experience that provides instant data personal to each user. The students will increase their knowledge on
their personal self and learn how to share their knowledge with their friends and family. The digital tools used
help increase communication and collaboration with peers and others in the community. Edmodo provides
students with a forum to share their findings and communicate with their peers on the importance of overall
wellness and a healthy heart.

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Differentiation (How will you differentiate content and process to accommodate various learning styles and
abilities? How will you help students learn independently and with others? How will you provide extensions and
opportunities for enrichment? What assistive technologies will you need to provide?)

Differentiation will be made on the forms of presentations but does not need to done with the implantation of
the Bands. This class has a 3 parapros that help with the logging in and logging out of bands. The colors on
the bands provide students with a built in accommodation. The bands change from green (resting heartrate) to
yellow (target heartrate) and red (85% of the hearts capacity). This is a great visual for students to see that
they need to do an activity that raises their color and document the activity. Peers can help increase the level of
intensity in some activities.
Extension Activities:
The student’s that complete the activity earlier than the said time will be given FITNESS GRAM assessments to
complete with their bands on. FITNESS GRAM provides a cloud based program that students can document
their resting and ending heartrate during their different activities. Then if provides the students with reflection
and input on how to increase their overall wellness (related to the different activities). These activities are
based on National Standards.
Assistive Technology:
The students will be given tutorials on the use of IHT Bands.
The students will be given recumbent bikes for visually impaired or physically impaired.
The braille generator will be allowed for my student who is blind to explain her findings. Her findings will be
sent to the county and they will next day a Braille version of the data.
AU students will be given a picture chart with activities and a red, green, yellow card. The students will do the
activity and look at their watch. They will take the color of their watch and then place it in the box.

Reflection (Will there be a closing event? Will students be asked to reflect upon their work? Will students be
asked to provide feedback on the assignment itself? What will be your process for answering the following
questions?
• Did students find the lesson meaningful and worth completing?
• In what ways was this lesson effective?
• What went well and why?
• What did not go well and why?
• How would you teach this lesson differently?)

The closing event of this activity will be the presentation of their findings. This will be posted to Edmodo for
peers to comment on. Students will be asked to reflect on this work later at the end of the 9 weeks in the
development of their “Game Plan”. The students will be asked to answer a short GOOGLE Survey. This data
will help in development of future lesson.

https://docs.google.com/forms/d/e/1FAIpQLSdJIeVHVK6jP0VuxQ_22krkgO_hQWGd5nxTbadJ1lxV7nPg8w/vie
wform?usp=sf_link

Closure: Anything else you would like to reflect upon regarding lessons learned and/or your experience with
implementing this lesson. What advice would you give others if they were to implement the lesson? Please
provide a quality reflection on your experience with this lesson and its implementation.

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This lesson was awesome. I wish I could do a whole semester with the bands. This was a very personal lesson
that helped students see what activities are more beneficial to others when engaging in fitness. This is a very
hard lesson to implement in a class that is any larger than 35. I had one class this semester that was 26
student. I used this class as my pilot class to use more than one form of technology at a time. As a PE teacher
it is really hard to implement technology that is meaningful and directly related to our standards. The use of the
bands has provide a buzz in the school and more students are wanting to know if they are actually working
their body to their full potential or too much. This lesson has been rewarding with the gifting of 2 class sets (50
bands) for my own class use. We usually have to “rent” them from the county office. Since I am only one who
has asked to use them in 2 years they decided to give them to me. Yay. It pays off to put in the extra effort to
engage your student’s.

Two things that I would do different were that I would implement the discussion board posts in Edmodo earlier
in the year so I can use it for all my lessons. Edmodo is new to me this year but it has so many cool features.
It is great for a PE class because students have use at home, get alerts and it increases class collaboration
because once a student is behind a computer screen they are much more willing to share. The other thing
would be I would change my presentation rubric to be more specific. I was too vague and had many questions.

Next time I am going to try to work with my math teachers and move this lesson to provide data cross
curricular. The Spirit program provides many forms of data and great graphs.

Rubrics are posted in the assessment area.

How to use PREZI video:

How to use Pod-O-Matic:

Spirit Heartrate Monitors Site:

https://www.ihtspirit.com/home

COLOR CODED SHEET FOR UNDER STANDING

https://docs.google.com/document/d/18TxpllZK6hquPKenVWGoqTIYsgG7HXS0iZ0cV-
ILr3Y/edit?usp=sharing

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