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Revision of The Internal Athlete: Cross Country Skiing (C) from Mon, 02/01/2010 - 04:27

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  Document Type: Lesson Plan
  Lesson Plan Type: Video,Interactive Instruction
  Subject: Science
  Grade Level: 9
  Time: 60 minutes
  Last Updated: 11-09-2010
     
  Keywords:
     
     
 
Created/Provided by:
NBC Learn
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CALIFORNIA STATE STANDARDS ADDRESSED

Science/9/Biology and Life Sciences
9.0 As a result of the coordinated structures and functions of organ systems, the internal environment of the human body remains relatively stable (homeostatic) despite changes in the outside environment. As a basis for understanding this concept: a. Students know how the complementary activity of major body systems provides cells with oxygen and nutrients and removes toxic waste products such as carbon dioxide. b. Students know how the nervous system mediates communication between different parts of the body and the body's interactions with the environment. c. Students know how feedback loops in the nervous and endocrine systems regulate conditions in the body. d. Students know the functions of the nervous system and the role of neurons in transmitting electrochemical impulses. e. Students know the roles of sensory neurons, interneurons, and motor neurons in sensation, thought, and response. f. * Students know the individual functions and sites of secretion of digestive enzymes (amylases, proteases, nucleases, lipases), stomach acid, and bile salts. g. * Students know the homeostatic role of the kidneys in the removal of nitrogenous wastes and the role of the liver in blood detoxification and glucose balance. h. * Students know the cellular and molecular basis of muscle contraction, including the roles of actin, myosin, Ca+2 , and ATP. i. * Students know how hormones (including digestive, reproductive, osmoregulatory) provide internal feedback mechanisms for homeostasis at the cellular level and in whole organisms.
 
BRIEF DESCRIPTION
This lesson is designed to explore the factors that affect the rate of oxygen an athlete uses in his/her lungs by making a simulated model of “burning” oxygen in the lungs of athletes. Students will also create a skit to summarize the oxygen-to-energy conversion process.

  

 
PROCEDURES
 
Goal(s):
This lesson is designed to explore the factors that affect the rate of oxygen an athlete uses in his/her lungs by making a simulated model of “burning” oxygen in the lungs of athletes. Students will also create a skit to summarize the oxygen-to-energy conversion process.
 
Specific Objectives:
Students will be able to:
  1. Ask scientific questions.
  2. Explore the factors that affect the rate of oxygen an athlete uses in his/her lungs.
  3. Make a simulated model of “burning” oxygen in the lungs of athletes.
  4. Create a skit to summarize the oxygen-to- energy conversion process.
 
Required Materials:
  • The NBC Learn Video: THE INTERNAL ATHLETE: CROSS COUNTRY SKIING
  • a 400 mL beker or a small glass jar or a clear plastic cup
  • a petri dish or a lid from a large jar
  • 3 birthday cake candles
  • stopwatch or clock that measures seconds
  • a ruler
  • construction paper
  • markers
 
Anticipatory Set (Lead-in):
Ask for three volunteers. Tell one student to pretend they are sleeping. Tell another student to just sit there and pretend to take notes. Tell the other student to start running in place or do jumping jacks. Ask the class what all the students have in common. Discuss answers. Tell them that they are all taking in oxygen. Ask the three students to all stand up and run in place. Ask the class if they think that all three students are taking in and using oxygen in the same way. Discuss answers. Tell students that they are going to learn the answer to that question in today’s lesson that includes a video about cross-country skiers and how they use oxygen.
View the NBC Learn Video: THE INTERNAL ATHLETE: CROSS COUNTRY SKIING

 
Lesson Plan Procedure:
See student activity sheet for the procedure.
 
Closure (Reflect Anticipatory Set):
Tell students that in the first example you had with the three volunteers, each of them was taking in oxygen, but even when they were all running in place there was a difference. What was that difference? Discuss answers. Point out that every person processes oxygen at different rates, some more efficiently than others. Cross-country skiers are able to train their body to take in and use oxygen at a much higher rate than other people do. Ask students to think about why it is so important for skiers and all people to be able to be physically fit, especially aerobically fit. Discuss answers. Explain that when you are aerobically fit your body is able to convert oxygen to energy at a more efficient rate. Encourage students to talk to their physical education teacher, coach, or doctor about changes they can make to become more aerobically fit.
 
Assessments & notes
 
Plan for Independent Practice:
Ask students to work in groups of four to prepare a simple skit that demonstrates the process that happens to your body from the point that you breathe in oxygen to the point where your muscles can move. Pass out construction paper and markers so students can create simple aids for their skit. Give students 20 minutes to decide what they will do and then ask each group to demonstrate their mini skit to the rest of the class.
 
Assessment Based on Objectives:
See part two of student activity sheet for assessment questions.
 
Possible Connections to Other Subjects:
Language Arts: Students can research Olympic champions in cross-country skiing and create a PowerPoint presentation to show to the rest of the class.

Health: Students can research and compile information about becoming aerobically fit to create a booklet of tips and strategies, including illustrations and/or pictures.
 
Additional Notes:
N/A
 
Copyright:
N/A
 
 
 
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Submitted by NBCLearn on Fri, 01/22/2010 - 01:33


Title:

The Internal Athlete: Cross Country Skiing (C)

Grade Level:

9

Subject:

Science

Author:

nbclearn

Time:

60 minutes

Lesson Plan Type:

Video,Interactive Instruction

Keywords:

muscles, lungs, motion, oxygen, energy, heart rate, cross-country, skier, endurance, aerobic, capacity, maximum, oxygen, volume, intake, air, breathing, lungs, heart, blood, chemical, energy, conversion, cell, health, wellness, exercise, fitness

Brief Description:

This lesson is designed to explore the factors that affect the rate of oxygen an athlete uses in his/her lungs by making a simulated model of “burning” oxygen in the lungs of athletes. Students will also create a skit to summarize the oxygen-to-energy conversion process.

  


California State Standards Addressed:

Science/9/Biology and Life Sciences)9.0

Related Links:

Link 1:
Link 2:

Goal(s):

This lesson is designed to explore the factors that affect the rate of oxygen an athlete uses in his/her lungs by making a simulated model of “burning” oxygen in the lungs of athletes. Students will also create a skit to summarize the oxygen-to-energy conversion process.

Specific Objectives:

Students will be able to:
  1. Ask scientific questions.
  2. Explore the factors that affect the rate of oxygen an athlete uses in his/her lungs.
  3. Make a simulated model of “burning” oxygen in the lungs of athletes.
  4. Create a skit to summarize the oxygen-to- energy conversion process.

Required Materials:

  • The NBC Learn Video: THE INTERNAL ATHLETE: CROSS COUNTRY SKIING
  • a 400 mL beker or a small glass jar or a clear plastic cup
  • a petri dish or a lid from a large jar
  • 3 birthday cake candles
  • stopwatch or clock that measures seconds
  • a ruler
  • construction paper
  • markers

Anticipatory Set (Lead-in):

Ask for three volunteers. Tell one student to pretend they are sleeping. Tell another student to just sit there and pretend to take notes. Tell the other student to start running in place or do jumping jacks. Ask the class what all the students have in common. Discuss answers. Tell them that they are all taking in oxygen. Ask the three students to all stand up and run in place. Ask the class if they think that all three students are taking in and using oxygen in the same way. Discuss answers. Tell students that they are going to learn the answer to that question in today’s lesson that includes a video about cross-country skiers and how they use oxygen.
View the NBC Learn Video: THE INTERNAL ATHLETE: CROSS COUNTRY SKIING


Lesson Plan Procedure:

See student activity sheet for the procedure.

Closure (Reflect Anticipatory Set):

Tell students that in the first example you had with the three volunteers, each of them was taking in oxygen, but even when they were all running in place there was a difference. What was that difference? Discuss answers. Point out that every person processes oxygen at different rates, some more efficiently than others. Cross-country skiers are able to train their body to take in and use oxygen at a much higher rate than other people do. Ask students to think about why it is so important for skiers and all people to be able to be physically fit, especially aerobically fit. Discuss answers. Explain that when you are aerobically fit your body is able to convert oxygen to energy at a more efficient rate. Encourage students to talk to their physical education teacher, coach, or doctor about changes they can make to become more aerobically fit.

Plan for Independent Practice:

Ask students to work in groups of four to prepare a simple skit that demonstrates the process that happens to your body from the point that you breathe in oxygen to the point where your muscles can move. Pass out construction paper and markers so students can create simple aids for their skit. Give students 20 minutes to decide what they will do and then ask each group to demonstrate their mini skit to the rest of the class.

Assessment Based on Objectives:

See part two of student activity sheet for assessment questions.

Possible Connections to Other Subjects:

Language Arts: Students can research Olympic champions in cross-country skiing and create a PowerPoint presentation to show to the rest of the class.

Health: Students can research and compile information about becoming aerobically fit to create a booklet of tips and strategies, including illustrations and/or pictures.


Adaptations and Extensions:



Additional Notes:

N/A


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