Lesson#5GettheBeat
LESSONOUTLINE
MATERIALS
PROPS:
 5lbs.fatmodel
 5lbs.musclemodel
1. Warm‐Up/Re lect(2min.)
DISPOSABLES:
Sticky‐notepadsor
scrappaper
3. HeartRateCalculatorActivity(18min.)
4. ImportanceofPhysicalActivityDiscussion
(3min.)
5. Fat&MuscleModelsDemonstration(2
min.)
LESSONPREP
Writevocabularywordsonboard
Reviewheartdiagram(seeendoflesson)
Optionstotrackheartrate:
2. AllAbouttheHeartDiscussion(2min.)
6. Wrap‐Up(1min.)
‐DrawGettheBeatchartonboard
(seeendoflesson)
‐GettheBeathandout(seeendoflesson),
1/student
VOCABULARY
heartrate,pulse,hypothesis,restingheart
rate,aerobicexercise
PHSOVERARCHINGESSENTIALQUESTIONS



Whatdoesitmeantoeathealthfullyandbephysicallyactive,andwhyisitimportant?
Howdoculture,experienceandenvironmentaffectone’shealth?
WhatgoalsdoIhavetoimprovemyhealth?
GUIDINGQUESTIONSANDCONCEPTS
1.Theheartisamuscleinourbodywhichmust
betrainedandexercised.
 Whattypeofexercisestrengthensthe
heart?HowmanyminutesofexercisedoI
needandhowharddoIneedtodoit?
2.Ourheartrateschangedependingonourlevel
ofphysicalactivity.
 Doessomeonewithavery ithearthavea
lowerorhigherrestingheartratethan
someonewhoisless it?
LESSONGOALS
Studentswillbeableto...
1. Understandtheconceptofbeatsper
minuteasameasureofaerobicactivity.
2. Evaluatedifferentphysicalactivitiesto
determinewhichonesstrengthenthe
heartmuscle.
3. Understandtheimportanceofgettingat
least60minutesofphysicalactivityon
mostdays.
Lesson #5, page 1
Lesson#5GettheBeat
LESSONRATIONALEANDPURPOSE
Thislessonbeginsbyteachingstudentsthattheirheartismadeupofmuscletissuethatneedstobeconditioned
forgoodhealth.Studentswillpracticecalculatingthenumberoftimestheirownheartbeatsinasingledayand
thenlearnhowtomeasureheartrateinordertoevaluatetheeffectivenessofspeci icactivitiesonhearthealth.
Studentswillunderstandhowaerobicactivitiesarenecessarytoelevatethehearttoaratethatpromotescardio
vascularhealth.
COMMONCORESTANDARDSADDRESSED
CCSS.ELA‐Literacy.L.6.4bUsecommon,grade‐appropriateGreekorLatinaf ixesandrootsascluestothemean‐
ingofaword(e.g.,audience,auditory,audible).
CCSS.Math.Content.6.EE.B.8Writeaninequalityoftheformx>corx<ctorepresentaconstraintorconditionin
areal‐worldormathematicalproblem.Recognizethatinequalitiesoftheformx>corx<chavein initelymany
solutions;representsolutionsofsuchinequalitiesonnumberlinediagrams.
BACKGROUNDINFORMATION
Spendingtimeinfrontofascreen(watching
television,playingvideogames,sur ingtheweb
onthecomputer,texting,etc.)occupyalarge
portionofchildren’sleisuretime.Itisestimated
thatchildrenintheUnitedStatesarespending25
percentoftheirwakinghourswatching
television.Statistically,childrenwhowatchthe
mosthoursoftelevisionhavethehighest
incidenceofobesity.1“In2011,only29%percent
ofhighschoolstudentshadparticipatedinat
least60minutesperdayofphysicalactivityon
eachofthe7daysbeforethesurvey.”2Inmiddle
schoolandevenupperelementarygrades,recess
andgymoccurlessfrequentlyornotatall.Youth
withfewerresourcesandchallengestotheirbuilt
environmenttendtoreportlessphysicalactivity.
Thislessonseekstoexplaintoyouthhowand
whygettingsuf icientcardiovascularexerciseis
vitaltoahappyhealthylife.
RESOURCES
1. MeasuringPhysicalActivityIntensity
http://www.cdc.gov/nccdphp/dnpa/physical/
measuring/target_heart_rate.htm
2. ClassroomEnergizers
http://www.ncpe4me.com/energizers.html#ld
3. KidHealth’sHeartHealthInfo
http://kidshealth.org/kid/htbw/heart.html
LESSONEXTENSIONS
Availableattheendofthelesson:
1. DiscussionQuestions
2. AdditionalActivities
Lesson #5, page 2
Lesson#5GettheBeat
LESSONOUTLINE
WARM‐UP/REFLECT(2min.)
 Welcome!WhocantellmewhatwelearnedduringourlastPHSlesson?
 Answer:Sugaryfoodandbeveragesdonotprovidebene icialnutrients;howtouseanu‐
tritionlabeltoidentifyingredientsandsourcesofaddedsugar;waystoreducethe
amountofsugarweeatanddrink;howtomakeahealthysoda.
 Let’sgetrefreshedandourheartspumpingwithabrainbreak!Leadtheclassin30secondsofoneof
thefollowingmovementsoraskastudenttolead(jumpupanddown;jumpingjacks;shootbasketsin
‐place;runin‐place;swingabat;dosquats).
 Everyonehaveaseatandlet’sgetstarted!
ALLABOUTTHEHEARTDiscussion(2min.)
CCSS.ELA‐Literacy.L.6.4b
CCSS.Math.Content.6.EE.B.8
(Note:forshorterclassperiods,youmaychoosetousethequestionsinthissectionasstatementsrather
thanquestionsinordertoshortendiscussiontime.Forclasseswithmorethan25min.,PHSencouragesyou
tousetheopen‐endedquestionsbelowtoengageyouth).
Usingyourhand,makethesoundofaheartbeatagainstyourchest.
 Doesanyoneknowwhattypeoftissueyourheartismadeupof?
 Answer:Yourheartismadeupofmuscletissue.It’slocatedalittletotheleftofthemiddle
ofyourchestandisaboutthesizeofyour ist.
 Therearelotsofmusclesalloveryourbody‐inyourarms,inyourlegs,inyourbackandmore.
 Ourfootmuscleskeepusstandingup,ourarmmusclesareusedtocarrythingsandtohugpeople.
Whatdoyouthinkourheartmusclehelpsusdo?
 Answer:Ourheartistheorganthatisresponsibleforpumpingbloodalloverourbody.It
isthecenterofyourbody’stransitsystemthatsendsblood illedwithoxygenandnutri‐
entsfromour ingerstoourtoes.Witheverypumpitrefreshesourcellswithoxygenand
energyandtakesawaywasteandcarbondioxide.
(Note:Seeheartdiagraminadditionalresourcesifyouhavemoretimeandwishtodescribetheanatomy
oftheheartandthecardiovascularsystem).
Lesson #5, page 3
Lesson#5GettheBeat
LESSONOUTLINE
OptionalMathProblem
 Theheartgenerallybeats60to100timesperminute,butcangomuchfasterwhenitneedsto.
Howwouldwe igureouthowmanytimesourheartbeatsinasingleday?
 Answer:Allowstudentstoconstructtheformulato igurethisout.Oneexample:if
thereare60minutesinonehourand24hoursinonedayweknowthatthereare1440
minutesinaday.Sinceweknowthatforeveryminutetheheartbeats60times,wecan
calculate60x1440whichequals86,4000.SOourheartbeatsbetween86,400‐and
144,000timesperday
 Theheartisonehardandimportantworker.Howcanyoutakecareofit?
 Answer:Yourheartmuscleisn’tlikethemusclesinyourarmswhereyoucanliftweights
tomakethemworkandgetstronger,butwemustmakeourheartworkinorderto
strengthenit.Activitiesthatmakeusbreathehardandourheartbeatfastfor10minutes
ormorechallengeourheartandmakeitstronger.Examplesincluderunning,swimming,
dancing,andbasketball.
 Becausephysicalactivityissoimportantforourheart,wearegoingtodoseveraldifferentphysical
activitiesinanexperimentto indouthowtheychangeourheartrate.
HEARTRATECALCULATORActivity(18min.)
(Materials:stickynotes/scrappaper)
DrawtheGettheBeatchartontheboard(thisshouldbedonebeforeclass)
Doesanyoneknowwhataheartrateorapulseis?
HeartrateorPulse:ameasureofhowmanybeatsperminuteourheartpumps
 Whatisahypothesis?
Hypothesisisaneducatedguessaboutwhatyouthinkwillhappen,basedonyourobservations
 Beforewebeginourexperiment,let’s irstmakeahypothesisastowhatactivitywillcauseyour
heartratetogoupthemost.
Lesson #5, page 4
Lesson#5GettheBeat
LESSONOUTLINE
Letclassdecidebyshowofhandswhichactivity(sittinginfrontofascreen,walking,jumpingjacks,high
knees)willcausetheirheartratetogoupthemost.Theactivitythatthemajorityoftheclassagreeson
willbetheclasshypothesis.CircletheactivityontheGettheBeatchart.(Note:Forlongerclassperiods,you
cantakeclassesoutsideforactivity,usethegym,orotheropenareasattheschool)
 Nowthatwehaveahypothesis,wecanbeginanexperimenttoseeifourhypothesisiscorrect!
Giveeachstudentonestickynote/scrappaper(orhandout)torecordtheirheartrateforeachactivity.
 Onyourstickynote,pleasewritedowneachactivitylikethis:
Sittinginfrontofascreen:
Walking:
Jumpingjacks:
Highknees:
 Wecanmeasureourheartrate,orpulse,onourwristorneck.Here’show:
 Turnyourlefthandsothatthepalmfacesup.
 Nowwithyourrighthand,useyourmiddleandindex ingertotracealinefromthebase
ofthethumbonyourlefthand,uptowardyourarm.
 Stayalongtheouterpartofyourwrist.
 Whenyour ingershavejustpassedoveryourwristbones,pressdowngentlyuntilyou
feelyourheartbeat,thepulse.
Havestudents indtheirpulsebutdonotspendtoomuchtimeonthis.Helpthosewhoneeditbutsomemay
haveaveryhardtimeandyoumightneedtomoveon.Encouragethemtousetheirnecksiftheycan’t ind
itontheirwrists.
 Wearegoingtotakeourheartrateforeachactivity.Wewillstartbytakingourheartrateforsitting
infrontofascreen.Wewilljustsitatourdesksforthis,butimagineyouareinfrontofascreen
watchingTVoramovieathome,orplayingonthecomputerandwewill indoutwhatyourheart
ratedoes.
 I’mgoingtotimeyoufor1minutewhileyoufeelhowmanytimesyourheartbeats.WhenIsay
“STOP”,youneedtostoptheactivityrightaway, indyourpulseandstartcountingthebeatsforone
minute.Iwilltimeyou.Whenyouaredonecounting,pleasewritedownyournumberonyoursticky
notenexttowhereyouwrote“sittinginfrontofascreen”.WhenIsay“G0”,startcounting!
Lesson #5, page 5
Lesson#5GettheBeat
LESSONOUTLINE
Say“Go”andtimefor1minute,thensay“Stop.”Havethemwritedowntheirheartratenexttowherethey
wrote“sittinginfrontofascreen”.
 Thisisyourrestingheartrate.
Restingheartrate:therateatwhichyourheartbeatswhenyouareinactive,suchaswhenyouareen‐
gagedinscreentime.
 Nowyouaregoingtostandupandwalkfor1minute.Remember,after1minuteyouwillstopand
measureyourheartrateagainfor1minute.Beforewegetup,let’smakesurethe loorisclearof
anyitemsthatwillgetinourwayandthatyourshoesaretied.
Repeatthisprocesswithjumpingjacksandhighknees(orotheraerobicactivitiesifyouwanttoletthe
classpickdifferentones).Ifyouareshortontime,justdo3activitiesinsteadof4.Ifyouhaveextratime,
youmayaddadditionalactivities.
 Nowwe’vecompletedourexperimentandit’stimetoshare.
Askfor5kidstosharetheirheartratefromwhentheyweresittinginfrontofascreenandplotthese
numbersontheGettheBeatchartontheboard.Ask5morekidsfortheirheartratesfromwalkingand
plotthesenumbersonthechart.Repeatthiswiththeotheractivitiessothatyouhaveachartwithdata
pointsforallactivities.Thereshouldbeatrendoftheheartratesrisingwitheachactivity.Discusswith
theclasswhatwasfound:
 Whichactivitymadeyourheartratechangethemost?
 Answer:probablyjumpingjacksorhighknees
 Wastheclasshypothesiscorrect?(Yes/No)
 Whatconclusionscanwedrawfromthechart?
 Answer:Themoreintensetheactivityis,themoretheheartrateincreases
 Whydoesyourhearthavetobeatharderwhenyouaredoingmoreactivity?
 Answer:Yourbodyisdoingmoreactivityandthereforeneedsmoreoxygen.Yourheart
mustpumpfastertodeliverit.
Lesson #5, page 6
Lesson#5GettheBeat
LESSONOUTLINE
IMPORTANCEOFPHYSICALACTIVITYDiscussion(3min.)
 Gettingexerciseisimportantforourhealthinmanyways.Doesanyoneknowthenameforexercise
thatmakesusoutofbreath?
 Answer:Aerobicexercise
 Lookattheword“aerobic”.Isthereaclueinthewordthatcanhelpus igureoutwhatitmeans?
 Answer:“Aero”(studentsmayneedhelpwiththis;trycircling“aero” irstandaskifthey
haveseenthispre ixanywhereelse–i.e.,“aerodynamic”).
 The irstpartoftheword“aero”meansair,soit’sexercisethatrequiresair.Ofcourseallexercise
requiresthatwebreathbutactivitiessuchasweighttrainingandstretchingdonotworkourheart
asmuchasaerobicactivities.
Aerobicexercise:anyactivitythatkeepsyourbodyinmotionforanextendedperiodoftime(10
minutesormore)andcausesyourheartandlungstocirculatebloodandoxygenmorequickly.Thisin‐
cludesactivitiesthatuselargemusclegroupssuchassoccer,jumpropingandrunning.
 Doyouthink1minuteofrunningisenoughtomakeyourheartstronger?WhyorWhynot?
 Answer:No.Weneedtostayactiveandkeepourheartbeatinghardforatleast10
minutestomakeyourheartmore it—rememberoneofthePHSgoalsistobeactiveeve‐
ryday.Youshouldaimtoget60minutesormoreofphysicalactivityeachday.
 Ifyoucansingasongorcarryonaconversationeasily,youaren’texercisinghardenough.Ifyoucan
singjustacouplewordsorcanonlygetacoupleofwordsspokenandthenneedtotakeabigbreath,
yourheartisbeatinghardenough.
 Whatwouldhappentoyourrestingheartrateifyouincreasedtheamountofaerobicexerciseyou
didregularly?
 Answer:Yourrestingheartratewoulddecrease.Yourheartmusclegetsstrongerand
moreef icientsoitpumpslessoftenbutpushesthesameamountofblood.Also,your
heartratereturnstoitsnormalrestingratefaster.
FATANDMUSCLEMODELSDemonstration(2min.)
(Materials:fatandmusclemodels)
Showthemodelsof5lbs.offatandmuscle.
Lesson #5, page 7
Lesson#5GettheBeat
LESSONOUTLINE
 Whichweighsmore:5poundsofmuscleor5poundsoffat?
 Answer:It’satrickquestion.Fivepoundsoffatand5poundsofmusclebothweigh5
pounds.
 Whenyoubecomemore it,youstrengthenyourheartmuscleandbuildmoremuscleonyourbody.
Wesayyourleanbodymassincreases.Often,theamountofbodyfatdecreases.Noticethediffer‐
enceinthesetwomodels.Themuscleisdenseandtightlyboundsoitoccupieslessspacethanfat.
Themuscletakesuplessspacethanthefatbuttheybothweigh5pounds.
WRAP‐UP(1min.)
 Whatissomethingyoulearnedtodaythatyouwilltakehomeandsharewithothers?
 Example:theheartisamusclethatwecanmakestrongerthroughexercisetokeepus
healthy;heartratemeasureshowfastourheartbeats;thefasterourheartbeatsthe
strongerwemakeourheart;get60minutesofactivityperday;heartrateisameasure‐
mentofaerobicactivity.
 WhichPHSgoal(s)relatestowhatwelearnedtoday?Letstudentssharewhattheylearnedandhowit
connectswithanyofthePHSgoals.
 Example:“Beactiveeveryday”or“Spendlesstimeinfrontofascreen”
 Trytoworkonthisgoal(s)betweennowandthenextlesson,wherewewillmakeadeliciousrain‐
bowsalad.
Lesson #5, page 8
Lesson#5GettheBeat Extensions
DISCUSSIONQUESTIONS
 Nowthatweknowwhatourheartrateisandhowexerciseaffectsit,doyouthinkthat
____________________(insertnameofprofessionalathlete)hasaloworahighrestingheartrate?
 Answer:Theyhavealowrestingheartratebecausetheyexercisetheirheartsofre‐
quentlythatitisverystronganddoesn’thavetobeatveryoftenwhentheathleteisat
rest.Whenourheartbecomesstronger,itcanpumpmorebloodinasinglebeat.This
meansthatsomeonewhodoesalotofaerobicactivity’sheartneedstobeatfewertimes
tosendthesameamountofbloodaroundthebodyassomeonewhodoesnotdoas
muchaerobicexercise.
 Whataresomeexamplesofaerobicexercisethatyouliketodo?
 Examples:Running,dancing,skating,swimming,etc.
ADDITIONALACTIVITIES
Ifyouhaveextratime,youcantakethestudentsoutsidetocompletethislesson.Youmayalsoaddad‐
ditionalactivitiesforthemtodototesttheirheartrate.
Iftheclasscangooutside,youcanincorporateacardiovascularactivitysuchasajumpcontest,a
gameoftag,orsoccer.
©2015RegentsoftheUniversityofMichigan
Lesson #5, page 9