Interdisciplinary Lesson
For this interdisciplinary assignment, I plan on having my students run an experiment on their exercise activity over the course of two weeks. I will be applying standards from both Physical Education and Science with eighth graders in this case. For this assignment, students will be put into pairs and asked to run a half-mile four days a week for two weeks.
Eighth grade P.E. Common Core Standard
3.4 Participate in moderate to vigorous physical activity a minimum of four days each week.
Eighth grade Science Common Core Standard
9. Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept and addressing the content in the other three strands, students should develop their own questions and perform investigations. Students will: a. Plan and conduct a scientific investigation to test a hypothesis. b. Evaluate the accuracy and reproducibility of data. c. Distinguish between variable and controlled parameters in a test.
Pre-Assessment
Students will run a half-mile, one at a time, while their partner times the run and waits at the end of the course. After the run, the stationary partner documents the time of the runner and starts the timer as the runner measures their heart rate for one minute. The runner will measure his or her heart rate by using the index and middle finger on the neck or wrist to feel the heartbeat and will count how many beats they feel in one minute. Two minutes after the initial pulse reading, the runner will then check their pulse again. The students will document this in their journal that will be given to them for this assignment. Students will go home after this preliminary test and create a hypothesis as to how their half-mile time and heart rate will improve over the course of the experiment.
Post-Assessment
At the end of the two week period, students will go through their documented results and summarize their findings and compare them to their original hypothesis. Did their heart rates end up recovering faster after increasing their exercise activity? Did they run faster at the end or did they slow down? Students will critically analyze factors that either helped them improve their time and heart rate and look at things that hindered them. This will be their way of critically and scientifically analyzing how exercise and biology and fitness all work together.
Throughout this assignment, I will be meeting with the pairs of students to help shape their hypotheses and their understandings of the assignment. I will encourage the students to see the goal of the assignment as practical and help them see the potential to critically analyze other aspects of their education in a similar manner. The students will be required to complete the assignment daily and honestly document the progress of their partner. The teaching will engage students by appealing to their desire to improve in such a short period of time. This assignment will highlight students' abilities to grasp multiple concepts and bring them into one assignment.
Eighth grade P.E. Common Core Standard
3.4 Participate in moderate to vigorous physical activity a minimum of four days each week.
Eighth grade Science Common Core Standard
9. Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept and addressing the content in the other three strands, students should develop their own questions and perform investigations. Students will: a. Plan and conduct a scientific investigation to test a hypothesis. b. Evaluate the accuracy and reproducibility of data. c. Distinguish between variable and controlled parameters in a test.
Pre-Assessment
Students will run a half-mile, one at a time, while their partner times the run and waits at the end of the course. After the run, the stationary partner documents the time of the runner and starts the timer as the runner measures their heart rate for one minute. The runner will measure his or her heart rate by using the index and middle finger on the neck or wrist to feel the heartbeat and will count how many beats they feel in one minute. Two minutes after the initial pulse reading, the runner will then check their pulse again. The students will document this in their journal that will be given to them for this assignment. Students will go home after this preliminary test and create a hypothesis as to how their half-mile time and heart rate will improve over the course of the experiment.
Post-Assessment
At the end of the two week period, students will go through their documented results and summarize their findings and compare them to their original hypothesis. Did their heart rates end up recovering faster after increasing their exercise activity? Did they run faster at the end or did they slow down? Students will critically analyze factors that either helped them improve their time and heart rate and look at things that hindered them. This will be their way of critically and scientifically analyzing how exercise and biology and fitness all work together.
Throughout this assignment, I will be meeting with the pairs of students to help shape their hypotheses and their understandings of the assignment. I will encourage the students to see the goal of the assignment as practical and help them see the potential to critically analyze other aspects of their education in a similar manner. The students will be required to complete the assignment daily and honestly document the progress of their partner. The teaching will engage students by appealing to their desire to improve in such a short period of time. This assignment will highlight students' abilities to grasp multiple concepts and bring them into one assignment.
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