1. EXERCISE
The goal of the this lesson is to provide you with an exercise lesson that you can/will do in science class that goes beyond something students might already be getting in PE class.

2. Objectives Name ways that exercise benefits the body and mind
Define the 3 types of exercise and perform examples of each
Conduct an experiment that investigates variables that affect the efficiency of exercise
2 parts, Two 45 min classes
KEY POINTS:
Not based around competition. Any competition is self imposed by the students, or you can determine it based on what you think is best.
Does not emphasize comparison between student’s level of fitness or athleticism.
Need to reserve a large space, either outside or in a gym.
Look at your Student Worksheet

3. What is Exercise?
Any activity that requires physical effort that sustains or improves health and fitness.
You’ll start by having students brainstorm what their definition of exercise is on their student worksheets (Exercise SW). .You’ll see that the definition is broad and answers may vary. Talk about their answers.
Here is our definition. Lets have everyone write this in your Student Worksheet.
Then you’ll give them time to brainstorm as many sports, activities and exercises as they can. For today, I’ve created a list for you.

4. What are some examples of exercise?
Structural exercise: involves formal exercise routines, playing sports, working out in a gym
Lifestyle exercise: involves physical activity that results from carrying out our daily routines
(Talk about their answers and add some.)
This is a good time to differentiate it between lifestyle exercise and structural exercise, which children may not necessarily think about.
Structural exercise: involves formal exercise routines, playing sports, and joining a gym. Examples: walking, running, soccer, baseball, basketball, swimming, gymnastics, biking, dancing, weightlifting, tai chi, yoga, etc.
Lifestyle exercise: involves finding simple ways to exercise throughout one’s daily routines. For example, raking leaves, walking your dog, washing your car by hand, walking to school and taking the stairs are simple opportunities to be active. Examples: raking leaves, shoveling snow, walking the dog, washing a car by hand, walking to school/work, gardening/yard work, etc.
This is a good opportunity to expand on what student may think exercise is.
We will see a different categorization of exercise later on. Both lifestyle exercise and structural exercise can be further categorized as aerobic, anaerobic or stretching.

5. Benefits of Exercise 03 00
Next, you’ll have students brainstorm as many mental and physical benefits of exercise as they can on their SW.
They should work together in your groups.

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9. Benefits of Exercise MENTAL PHYSICAL
Lowers the risk of disease (diabetes, heart disease, osteoarthritis, etc.)
Maintains healthy weight
May help one sleep better
Lowers blood pressure
Keeps bones/muscles strong
Improves circulation
Reduces muscle soreness
Improves flexibility
Increases metabolism
Improves self-esteem/self-image
Improves mood (endorphins)
Gives one a sense of accomplishment of goals
Lowers stress
It is fun
Improves reaction time
Improves mental cognition/concentration
Improves ability to relax
Talk about answers and include ones they may not have thought about.
Good time to discuss mental and physical benefits.
Good time to ask them how they feel after exercise.

10. Types of Exercise Aerobic Anaerobic Stretching Cardiovascular
Strength Training
Stretching
So far we have:
Defined exercise
Brainstormed examples
Talked about the benefits of exercise
Now we’re going to talk about how exercise is categorized.
There are 3 types of exercises.
Aerobic Exercise: cardiovascular and endurance exercise; increases your heart rate and respiratory rate
Anaerobic Exercise: strength training and muscle building; moving your muscles against a resistance
Stretching: extending your muscles beyond their normal range of motion

11. Types of Exercise 03 00
Categorize as many examples of each type of exercise they can think of. For example, Yoga can be a stretching exercise or an anaerobic exercise.
Give the students 3 minutes to brainstorm.

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15. AEROBIC ANAEROBIC STRETCHING
running
walking dog
swimming
raking leaves
dancing
rollerblading
basketball
soccer
bike riding
shoveling
zumba
Jumping rope
ice skating
sprinting
karate
sit-ups
ANAEROBIC
ballet
STRETCHING
lifting weights
yoga
push ups
Tai Chi
Here is an example of some of the exercises and the categories students may put them in. These answers are subjective.
lifting heavy boxes
pilates
diving
strength training
pull ups
bench presses

16. Frequency Intensity Time Type FITT Principle Discuss FITT Principle
A way to measure exercise intensity is by rating how you feel while performing an activity. To fully maximize the benefits of exercise it should be challenging to you. Exercise that is easy for you might be hard for someone else, so it is important you continuously push your body so your “perceived effort” is high.
A person’s perception of how hard they exercise can be measured as light, moderate or vigorous.
Light aerobic exercise intensity will not cause you to sweat or notice any difference in breathing. You can easily talk without pausing to breath.
Moderate aerobic exercise will cause you to sweat after several minutes of performing the activity and you will notice a change in your breathing pattern.
Vigorous aerobic exercise will cause you to sweat after just a few minutes and your breathing pattern will be extremely fast and deep. One cannot speak more than a few words without pausing for a breath during vigorous aerobic exercise.
when doing yoga you might consciously focus all your body’s energy into holding a difficult position for several minutes rather than performing an easier position that does not require much energy or concentration.
Type

17. An accurate way to measure exercise is through heart rate, the number of times the heart beats per minute bpm
Resting heart rate for Children 10 years and older and adults (including seniors) can range any-where from bpm and still be considered normal or healthy.
Show students how to check their heart rate, and have them determine it and record it. You’ll keep track of time.
Next, you’ll then have them do it after doing two exercise, where we change only one variable. You’ll demonstrate the correct way of doing jumping jack as a moderate level.
Keep track of time while students are doing jumping jacks. After 1 minute, have them stop and check their heart rate.
After everyone has recorded it on their student worksheet, have 5 or 6 students (or the entire class) plot their heart rate on the large sheet of Post-it paper you created with the title “Heart Rate”.
Now have them do jumping jacks for 2 minutes. Again, have them check their heart rate, and have them record it. Have the same 5 or 6 students plot their heart rate on the class graph
The point here is that we are accurate measure the effectiveness of exercise by only changing 1 variable.
Graph.
Repeat.
Graph

18. Sample graph.

19. Graph.
Repeat.
Graph
Facilitate a discussion regarding why their heart rate increased between 1 minute and 2 minutes of exercise. Refer to the graph and show them how their heart rates increased.

20. Graph.
Repeat.
Graph
Facilitate a discussion regarding why their heart rate increased between 1 minute and 2 minutes of exercise. Refer to the graph and show them how their heart rates increased.

21. Exercise Variable Dice78
Push ups
1 min
Moderate 72
Now we’re going to have to check their heart rate after performing exercises with 3 different variables.
This table is filled in with an example of how a student’s table will look after two rounds.