Final Pedometer Booklet For Doe1

• A cross-curricular activity guide using pedometers •

Louisiana Department of Education Cecil J. Picard State Superintendent of Education Summer 2003

Louisiana State Board of Elementary and Secondary Education Mr. Paul Pastorek

Dr. James Stafford

Member-at-Large

Fifth BESE District

President

Vice President

Mr. Keith Johnson

Secretary-Treasurer

Second District

Ms. Donna Contois First BESE District

Mr. Dale Bayard Seventh BESE District

Ms. Glenny Lee Buquet Third BESE District

Ms. Linda Johnson Eighth BESE District

Mr. Walter Lee Fourth BESE District

Mr. Gerald Dill Member-at-Large

Dr. Richard Musemeche Sixth BESE District

Ms. Leslie Jacobs Member-at-Large

Ms. Weegie Peabody

Executive Director

For further information, contact Pam Wall Division of School and Community Support (225) 342-4147, [email protected]

A Project of:

www.LRCE.org This public document was published at a total cost of $2,988.00. One hundred fifty (150) copies of this public document were published in this printing at a cost of $2,988.00. The total cost of all printings of this document, including reprints, is $2,988. This document was published by the Louisiana Resource Center for Educators; 7305 Florida Blvd., Suite D; Baton Rouge, Louisiana 70806-4637. This document was paid for by the Louisiana Department of Education; Division of School and Community Support; 1201 North 3rd Street; Baton Rouge, Louisiana 70804. This material was printed in accordance with the standards for printing by state agencies established pursuant to R.S. 43:31.

Basic Walk-Through . . . . . . . . . . 1 What is a Pedometer? . . . . . . . . . . . . . . . . . . . . . . . . . . Uses & Instructions for Pedometers . . . . . . . . . . . . . . How to Wear the Pedometer .................. Pedometer Accessories ...................... Walking Tips . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Stretching for Fitness & Safety .............. Benefits of Using Pedometers . . . . . . . . . . . . . . . . . .

1 2 3 4 6 9 11

Classroom Lessons . . . . . . . . . 12 50 Lessons for Using the Pedometer Across the Curriculum . . . . . . . . . . . . . . . . . . . . . . . . . . Language Arts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Math . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Social Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

12 13 48 73 89

Appendix . . . . . . . . . . . . . . 102 Calorie Conversion Chart . . . . . . . . . . . . . . . . . . . . . . Steps to Miles Conversion Chart .............. Key Terms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Rubrics Web Sites ..........................

103 104 105 107

Basic Walk-Through

What is a Pedometer? A pedometer senses your body motion and counts your footsteps. This count is converted into distance by knowing the length of your usual stride. The pedometer has the potential to provide individuals with an objective measure of walking behavior, which accounts for a substantial amount of the calories expended in physical activity. Wearing a pedometer and recording your daily steps and distance is a great motivating tool for students. All pedometers contain mechanisms that detect movement. The pedometers that accompany this curriculum guide work on a fulcrum type of mechanism that records movement only. It will record when you sit down and when you get back up. This pedometer is designed to record movement and to see just how active you are throughout use. Recording an extra step here and there is not a big deal; the main focus should be on your total number of steps. These steps then can be converted to the number of calories and/or distance traveled. The simplest pedometers only count your steps and display steps and/or distance. The recommended number of steps is 6,000 for health and 10,000 for weight loss when you count all steps during the day.

Basic Walk-Through

Uses & Instructions for Pedometers The pedometers which accompany this curriculum guide measure only steps; however, more expensive models may include a stopwatch, clock, mile conversion and/or caloric burn counter. Step 1. Opening the Cover

Holding the pedometer upright, grasp the top of the lip with one hand. Use the other hand to push the bottom (projecting portion) of the body case away from the clip, thus opening the case. Step 2. Turning the Pedometer On

Press the yellow reset button until the pedometer displays only ZEROS.

Basic Walk-Through

How to Wear the Pedometer Most commonly, the pedometer should be attached to your belt, slacks, or warm-up pants approximately in line with the seam on your slacks or the center of your kneecap and parallel to the ground.

The pedometer will not give accurate readings if it is tilted to one side or the other. You may have to experiment to find the best placement for your body type. Try out different positions along the waist, counting the number of steps you take and comparing that number of steps to what the pedometer reads. If you find the pedometer is recording too many steps, move it towards your navel, away from your hip. If you find the pedometer to not be recording enough steps, try moving it closer to your hip bone. Do a simple walk test until you find the right zone for you. Remember to put the pedometer on first, and then reset it just before starting to walk. In order for the pedometer to record steps correctly, it should be completely closed.

The pedometer will NOT work correctly if it is attached to a shoe or shoelace.

Basic Walk-Through

Pedometer Accessories In your pedometer pack you will find safety straps, incentive toe tokens, and incentive mileage tokens.

Safety Straps The safety strap is an added feature that helps prevent the pedometers from falling and losing them in the grass or breaking on hard surfaces. The safety straps come in a variety of colors that could either match the student’s pedometer or their own school colors. It is recommended that the safety straps be used at all times.

How to Attach the Safety Strap: • • •

• •

Slide one side of the Velcro strap through the back of the belt clip. Velcro the ends of the strap together. Push the slide noose down towards the back of the pedometer. Put pedometer on your waistband. Attach the alligator clip to your pant waistband adjacent to the pedometer.

Basic Walk-Through

Incentive Toe Tokens Incentive toe tokens are included. These small plastic tokens come in a variety of colors. These tokens fit on a student’s shoelace, key chain or necklace. Incentive toe tokens are designed to be used to reward students and increase participation in activities. Toe tokens can be used as incentive rewards when a student reaches a set distance (ex. 5 miles). Teachers have found that toe tokens in increments of 5 miles seem to work the best because they seem to go quickly if awarding them for each mile.

Incentive Mileage Tokens Incentive mileage tokens are the small colored numbers in increments of twenty-five (25, 50, 75, 100) and are included in the kit. These too can be placed on a shoelace, key chain or necklace to represent miles (ex. 25 miles, 50 miles, etc.) achieved by the students. Some teachers may want to keep a running tally throughout the school year and reward students at the end of the year.

Basic Walk-Through

Walking Tips Walking becomes more efficient when one attempts to walk with a vertical posture, practices consistent heel-toe foot placement, relaxes the hips and allows for a natural arm swing. Getting started is as easy as one, two, and three. Pick a simple destination to start out with, such as a walk around the perimeter of the school. Make walking adventurous and fun. Try a little follow the leader. The students will pick up on that quickly and would welcome the idea to be the leader of a large group. Inclement weather does not have to hinder your walking program. Take a stroll through the halls and visit some teachers or workers that normally are out of the limelight, such as the secretary, librarian, or janitor. After-school programs can be done in a more regimental type of atmosphere. Smaller groups and a longer time frame help create a higher level of exercising that can be accomplished from week to week. Still, the main focus is to stay loose and have fun. Take the time to get to know yourself and those with whom you are walking.

Thoughts on Walking: • •

Walking is the single most beneficial, all-purpose physical activity for most of us. Walking treats the body with great respect, placing just the right amount of stress on the joints.

Basic Walk-Through

Thoughts on Walking (cont’d): • • • • • •

Walking enhances social, spiritual and emotional health, as well as physical conditioning. Walking helps maintain muscle mass, metabolism, and bone density while helping reduce one’s risk of heart disease, hypertension, high cholesterol, diabetes, and cancer. Some walkers report walking provides an atmosphere for creative thought, which beats sitting around thinking about negative stuff! Walking gives one a feeling of self-control and independence. Walking does not cost a penny. Walking can be done by just about everyone, anytime, anywhere.

Walking Safely—Some Tips: • • • • • • • • •

Consult your physician before starting an exercise regimen. Choose safe routes and consider walking with others. Eye and skin protection are a must during all seasons. Choose clothing that is right for the season. Stay hydrated—drink at least 5 ounces of fluid every 15-20 minutes of exercise. Warm-up and cool down with each walking workout. Don’t increase time duration, frequency or intensity of your walk routine by more than 10% each week in order to prevent fatigue or injury. Leave your headphones at home. Wear shoes that fit and feel comfortable.

Basic Walk-Through

Walking Equipment Tips: • • • • • • •

Consider leather, nylon or synthetic material for your shoes’ outer material. When deciding upon shoe length, use a thumb’s width between big toes and end of shoe as a guideline to ensure proper fit. Look for flexibility in fore foot and ball of foot area of shoe. When it comes to shoe width, look for a wide toe box. Remember to fit the wide part of your foot in the wide part of the shoe. Your shoe’s heel counter should be firm, vertical and fit your heel with minimal movement up and down. Finally and most of all—make sure your shoes feel comfortable!

Basic Walk-Through

Stretching for Fitness & Safety Before and after your walking workout, a variety of stretching or warm-up, cool-down exercises is recommended. Stretching is not a competition to see how flexible you can become. Your joints can become too loose as well as too tight. Listen to your body when stretching. Stretch only until you begin to feel the muscle pull - not to the point of discomfort - and hold for 10-20 seconds. The following stretches are recommended:

A. Achilles and Calf Stretch: Put both hands on a wall. Place your right foot about 12 to 18 inches behind your left, making sure both feet are pointing straight ahead. Lean forward and bend both knees, making sure that your right heel stays on the ground. Hold for 10-20 seconds and switch legs. Still leaning against the wall, extend your back foot another 12-18 inches. Your back leg should be almost straight behind you. Lean forward from the hips, keeping your torso erect. Make sure your back foot stays flat against the ground. Hold for 10-20 seconds, then switch legs.

B. Butterfly Stretch: Sit with your back straight. Put soles of feet together and let your knees drop toward the floor. Place your elbows on the inside of your knees, your hands on your ankles, and lean forward slightly. If this position is difficult for you, slide your feet

Basic Walk-Through

B. Butterfly Stretch (cont’d): farther away from your body. Hold for 10-20 seconds.

C. Quadriceps (Thigh) Stretch: Stand facing a wall, tree, etc. Lean against it with your right hand. Grab your left ankle with your left hand and tuck your heel into your buttocks. Hold for 10-20 seconds, making sure that your bent knee is pointed straight ahead and that you are not leaning off to one side. Repeat with your right leg, leaning on your left hand.

D. Hamstring Stretch: Sit with one leg extended straight forward, toes pointed up. Place the other leg forward with the knee bent and the sole of shoe touching the inner side of the knee of the fully extended leg. Slowly bend forward and attempt to touch the extended leg’s toes and hold for 10-20 seconds. Repeat with the other leg. By incorporating stretching into your warm-up and cool-down sessions, you are resetting the body for your next workout and minimizing the after-workout soreness that is associated with physical activity.

Basic Walk-Through

Benefits of Using Pedometers Walking has quickly become America’s #1 participating sport. Over 55 million Americans report walking as their choice of exercise. In a recent national survey, many walkers commented that walking benefits your body and mind, and lifts spirits while lowering your weight. It boosts your creativity and builds fitness without straining your joints. Even at the slowest pace, walking can help prevent osteoporosis, reduce your chances of heart disease, lower blood pressure, and strengthen your muscles.

Classroom Lessons

50 Lessons for Using the Pedometer Across the Curriculum The following sections include 50 lessons for using the pedometer in language arts, math, science, and social studies. The lessons support a wide range of curriculum objectives which are organized by subject area. We hope our suggestions will inspire your own ideas for using the pedometer to support your classroom objectives.

A Day in the Life A Walk in the Park All About Pedometers Calorie Counts Clicker Chit Chat Clicker Comics Famous Footsteps Feel the Burn! Footsteps to Your Future Forward March! Get on Your Feet! Healthy Steps Pedometer Persuasion Pedometer Poetry Pedometer Predator Pedometer Propaganda School Scaling Sellin’ Steps Show Me the Steps Show Me the Way Sports Steps Step n’ Stride Steppin’ Songs Steppin’ South Take Me Out to the Ball Game Teacher Tracks

15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40

The Tortoise and the Hare Trail Travel Tips Treasure Hunting Walk This Way Walk Your Socks Off! Walking in the Real World Who Walks More?

41 42 43 44 45 46 47

Language Arts

A Day in the Life Subject Area:

Language Arts

Concept/Skill:

Creative Writing

Standards:

ELA-2-M2, ELA-2-M3, ELA-2-M4, ELA-2-M5, ELA-3-M2, ELA-3-M3, ELA-3-M5, ELA-4-M3

Objective:

The learner will write a creative writing story about a “day in the life of a pedometer.”

Materials:

pedometers, paper, pencils

Procedures:

1. 2. 3. 4.

Assessments:

Brainstorm ideas about a day in the life of a dollar bill. Discuss what it might see, hear, taste, smell, and touch. Discuss sensory words. Allow students to use the pedometer for a few minutes to see how it works. Assign a creative writing assignment about a day in the life of a pedometer. Have the students share their ideas. class participation, rubric for creative writing

Language Arts

A Walk in the Park Subject Areas:

Science, Math, Social Studies, Language Arts

Concepts/Skills: Averaging, Collecting Data Systematically, Research Skills Standards:

S1-M-A1, S1-M-A3, D-1-M, D-2-M, G-1A-M2, G-1A-M3, ELA-4-M6

Objectives:

The learner will determine his/her own average number of steps. The learner will determine the average number of walking steps to various places.

Materials:

pedometers, paper, pencils, maps

Procedures:

1. 2. 3. 4. 5.

Assessments:

Review the instructions and uses for the pedometer. Have each student wear a pedometer and march in place for 60 seconds, recording the number of steps as he/she finishes. Each student should then determine how many steps would be taken if he/she kept up the same pace for one hour. One week? One year? Determine the class average by adding their total steps and dividing by the number of students. In groups, determine how long it would take to walk to New Orleans (or other nearby city) using the class average. class participation, data analysis

Language Arts

All About Pedometers Subject Area:

Language Arts

Concepts/Skills: Creative Writing, Research Skills Standards:

ELA-1-M1, ELA-1-M3, ELA-1-M5, ELA-2-M1, ELA-2-M3, ELA-3-M1, ELA-3-M2, ELA-3-M3

Objectives:

The learner will recognize characteristics of an informational article. The learner will research information about a pedometer. The learner will create an original informational article about a pedometer.

Materials:

pedometers, informational articles, various research materials, paper, pencils

Procedures:

1. 2. 3.

Assessments:

Read and discuss the characteristics of an informational article. Have the students research the uses and benefits of a pedometer. (see Basic Walk-Through) The students will imagine that they are to write an informational article for a science magazine. They should include the information found in their research. class participation, research rubric, informational articles

Language Arts

Calorie Counts Subject Areas:

Science, Language Arts, Math

Concepts/Skills: Comparing, Calculations Standards:

PS-M-C1, PS-M-C2, ELA-7-M1, G-1-M, G-2-M, M-3-E

Objectives:

The learner will identify the number of calories in various foods. The learner will attempt to walk off the number of calories in various foods.

Materials:

pedometers, various candy bars, various nutritional snacks, paper, pencils, Calorie Conversion Chart (see Appendix)

Procedures:

1. 2. 3. 4. 5. 6.

Assessment:

Discuss the key terms fat cell and calorie. (see Appendix) Give each student a small candy bar. Students will compute the number of steps it would take to walk off the calories in their candy bar. (see Appendix) Give them a time period and have them wear a pedometer to try to walk off the candy bar. The following day, have them eat a nutritional snack, discuss the calorie content, and compare the difference in the two snacks. Discuss their observations. class participation (rubric)

Language Arts

Clicker Chit Chat Subject Area:

Language Arts

Concepts/Skills: Creative Writing, Quotation Marks Standards:

ELA-4-M1, ELA-4-M3, ELA-4-M4, ELA-7-M1

Objectives:

The learner will compare and contrast a compass and a pedometer. The learner will create a possible dialogue between a compass and a pedometer.

Materials:

pedometers, compasses, paper, pencils

Procedures:

1. 2.

3. Assessments:

Discuss the uses of a compass and a pedometer. Allow the students to manipulate each as they are brainstorming. Have the students create a dialogue between a compass and a pedometer. What do they have in common? How are they different? (A variation might be a pedometer and a treadmill.) The students should correctly use punctuation as they write. Have students share their conversations. class participation, creative writing, dialogue

Language Arts

Clicker Comics Subject Area:

Language Arts

Concept/Skill:

Sequencing

Standards:

ELA-2-M1, ELA-2-M2, ELA-3-M1, ELA-3-M2, ELA-3-M3, ELA-3-M5, ELA-4-M2, ELA-4-M3, ELA-4-M6, ELA-7-M1

Objective:

The learner will create a comic strip about a super hero named “Pedometer Man.”

Materials:

comic strips, research on health and nutrition, paper, colored pencils

Procedures:

1. 2. 3. 4.

Assessments:

Discuss the skills involved in sequencing (order of events, key words). Have the students analyze several comic strips to emphasize the importance of sequencing. Lead a discussion on the benefits and requirements of a healthy lifestyle. Have the students create a comic strip about a super hero named “Pedometer Man.” This character should promote a healthy lifestyle. class participation, comic strip (rubric)

Language Arts

Famous Footsteps Subject Area:

Language Arts

Concept/Skill:

Quotations

Standards:

ELA-1-M1, ELA-1-M3, ELA-1-M4, ELA-2-M1, ELA-2-M3, ELA-2-M4, ELA-2-M6, ELA-3-M1, ELA-3-M2, ELA-3-M3, ELA-3-M4, ELA-3-M5

Objectives:

The learner will research famous quotations. The learner will create a paper incorporating famous quotations.

Materials:

pedometers, various research materials, paper, pencils

Procedures:

1. 2. 3. 4. 5.

Assessments:

Brainstorm famous quotations familiar to the students. Review the instructions and uses for the pedometer. Have the students research famous quotations that contain the words walk, step, etc. . . such as Neil Armstrong’s quote, “That’s one small step for man, one giant leap for mankind.” The students should write a paper and use at least five of the quotes they found while researching. Allow the students to share their papers with the class. class participation, paper

Language Arts

Feel the Burn! Subject Areas:

Science, Physical Education, Language Arts, Math

Concepts/Skills: Hypothesizing, Collecting and Charting Data Standards:

LS-M-A5, PS-M-C1, ELA-4-M6, D-1-M, D-2-M

Objective:

The learner will perform activities to determine which burns more energy.

Materials:

pedometers, jump ropes, paper, pencils, Calorie Conversion Chart (see Appendix)

Procedures:

1. 2. 3. 4.

Assessments:

Lead a discussion of calorie intake and how one burns energy in his/her body. Have the students hypothesize which activity burns more energy: hopping, skipping, jumping rope, jogging, or walking. Group students and have them wear a pedometer and perform one of the tasks for a given period of time. Chart each group’s results using the Calorie Conversion Chart and discuss the findings. (see Appendix) class participation, charts

Language Arts

Footsteps to Your Future Subject Areas:

Science, Language Arts

Concepts/Skills: Estimating, Scientific Method, Writing Process, Comparing Standards:

S1-M-A1, S1-M-A2, S1-M-A3, S1-M-A5, ELA-2-M3, ELA-2-M6, ELA-7-M1

Objectives:

The learner will brainstorm possible after-school activities. The learner will compare and contrast active and inactive lifestyles. The learner will record his/her activities and number of steps for five hours each day. The learner will use data to predict his/her lifestyle in the future.

Materials:

pedometers, paper, pencils

Procedures:

1. 2. 3. 4. 5. 6. 7.

Assessments:

Review the instructions and uses for the pedometer. Brainstorm about activities the students are involved in after school. Talk about exercise vs. sedentary lifestyle. Have students wear pedometers after school for one week and record their number of steps each hour for five hours, as well as any activity in which they participate. Compare the students’ activity levels and their number of steps. Have each student write a paragraph predicting his/her future if the activity level remains the same. Allow students to share their paragraphs. class participation, paragraphs (rubric)

Language Arts

Forward March! Subject Areas:

Math, Language Arts

Concepts/Skills: Averaging, Calculations Standards:

M-1-E, D-2-M, M-4-M, ELA-5-M6

Objective:

The learner will calculate distance traveled over time.

Materials:

pedometers, paper, pencils

Procedures:

1. 2. 3. 4. 5.

Assessments:

Review the instructions and uses for the pedometer. Have the students wear a pedometer and march in place for one minute. Divide the students into groups and have them find an average number of steps in the group. Chart their results. The students are to determine how long it would take to reach a certain number of steps. Example: How long would it take to reach one million steps traveling number of steps per minute? class participation, group participation rubric, chart

Language Arts

Get on Your Feet! Subject Areas:

Language Arts, Physical Education

Concept/Skill:

Create an original dance step

Standards:

ELA-1-M1, ELA-1-M3, ELA-1-M4, ELA-1-M5, ELA-7-M1

Objective:

The learner will create a dance to match a particular step count.

Materials:

pedometers, story about a dancer, a variety of music

Procedures:

1. 2. 3. 4.

Assessments:

Read a story to the students about a famous dancer. Discuss the key dance terms rhythm and step count with the students. (see Appendix) Make up several step counts with the students and have them do the step counts. Check the step count with the pedometers. Have the students create a step count dance and check their own with the pedometers. Allow the students to teach the rest of the class their step count dance. teacher observation, class participation, dance steps (rubric)

Language Arts

Healthy Steps Subject Area:

Language Arts

Concepts/Skills: Goal setting, Evaluating Standards:

ELA-1-M3, ELA-1-M5, ELA-4-M5

Objectives:

The learner will identify the benefits of exercise in a person’s life. The learner will set realistic exercise goals for a nine-week period and evaluate their own progress toward this goal at regular intervals.

Materials:

pedometers, story, foot pattern, colored pencils

Procedures:

1. 2. 3.

Assessments:

Read an inspirational story about someone who endured through hardship. Discuss the importance of setting and meeting goals in life. Additionally, discuss the benefits of exercise in everyone’s life. Have the students create an exercise goal for a nine-week period. This does not necessarily have to be a weight goal. Those who do choose a weight goal, however, should be allowed to use the pedometers to measure their progress. Each week have the students evaluate their progress toward their goals. With each step they move toward their goal, the students should decorate or color a “foot” to be added to the wall with a title such as “Stepping Toward Our Goal”. When the nine weeks end, evaluate and discuss each class’ progress. evaluation chart, class participation

Language Arts

Pedometer Persuasion Subject Area:

Language Arts

Concept/Skill:

Persuasive Writing

Standards:

ELA-1-M1, ELA-1-M3, ELA-1-M4, ELA-1-M5, ELA-2-M1, ELA-2-M2, ELA-2-M3, ELA-3-M1, ELA-3-M2, ELA-3-M3, ELA-3-M5

Objectives:

The learner will identify characteristics of persuasive writing. The learner will write a persuasive letter.

Materials:

examples of persuasive writing, paper, pencils

Procedures:

1. 2. 3.

Assessments:

Discuss characteristics of persuasive writing. Read a persuasive piece of writing. Have the students write a persuasive letter to a local merchant convincing the merchant to include pedometers in the store’s inventory. Make sure they discuss the benefits of the instrument. class participation, persuasive letter

Language Arts

Pedometer Poetry Subject Area:

Language Arts

Concepts/Skills: Poetry, Brainstorming Standards:

ELA-2-M4, ELA-4-M3

Objective:

The learner will create original poetry about pedometers or something relevant to pedometers.

Materials:

pedometers, paper, pencils, colors or markers

Procedures:

1. 2. 3. 4. 5. 6.

Assessments:

Review the instructions and uses for the pedometer. Discuss various types of poetry. Have the students brainstorm words that have something to do with pedometers. Students are to use the words from the brainstorming session to create poetry. Examples might include: acrostics, cinquains, limericks, and/or diamantes. Students should illustrate their poetry. Allow students an opportunity to share their poems. class participation, poetry (rubric)

Language Arts

Pedometer Predator Subject Areas:

Language Arts, Science

Concept/Skill:

Brainstorming—Creating an Original Work

Standards:

ELA-1-M2, ELA-4-M3, ELA-4-M4, ELA-2-M6, ELA-2-M1, SI-M-A4, SI-M-B3, SI-M-B6

Objective:

The learner will create an original video game.

Materials:

pedometers, poster board, various decorative supplies, paper, pencils

Procedures:

1. 2. 3.

4. Assessments:

Brainstorm what the students know about modern video games. Review the instructions and uses for the pedometer and give each group one pedometer to use. Each group is to design an original video game using a pedometer. They should create a visual in the form of a story-board to show what their game would be like. Additionally, the students should write the rules for their video game in the form of a booklet. A three-dimensional version may be made as an extension of this assignment. Groups should display and explain their video game to the class. group participation rubric, video game visual and explanation (rubric)

Language Arts

Pedometer Propaganda Subject Area:

Language Arts

Concept/Skill:

Propaganda Techniques

Standards:

ELA-1-M1, ELA-1-M3, ELA-1-M5, ELA-2-M1, ELA-2-M2, ELA-2-M3, ELA-2-M4, ELA-2-M6, ELA-3-M1, ELA-3-M2, ELA-3-M3, ELA-4-M5, ELA-4-M6

Objectives:

The learner will distinguish between various propaganda techniques. The learner will create an original advertising campaign for a pedometer.

Materials:

pedometers, a variety of advertisements and commercials for the students to analyze, posters, colored pencils, video camera (if possible)

Procedures:

1. 2. 3.

4. Assessments:

Discuss various propaganda techniques as the students view different advertisements and commercials. Discuss the uses and benefits of the pedometer. (see Basic Walk-Through) Have the students create an advertising campaign to introduce the pedometer to the public. Their campaign should include an advertising layout for a magazine, newspaper, or storyboard as well as a commercial. Have the students present their campaign to the class. Video their commercials if possible. teacher observation, class participation, advertising rubric, oral presentation rubric

Language Arts

School Scaling Subject Areas:

Language Arts, Math, Social Studies

Concepts/Skills: Predicting, Estimating, Map Skills Standards:

ELA-7-M1, M-3-H, D-1-M, D-2-M, G-1A-M2

Objectives:

The learner will use a diagram of the school to predict area. The learner will use a pedometer to measure distances within a school. The learner will draw a scale map of the school.

Materials:

pedometers, paper, pencils, graph paper

Procedures:

1. 2. 3. 4.

Assessments:

Have the students draw a diagram of the school. The students will predict how many steps it will take to go from the classroom to a variety of places within the school. The students will use the pedometer to measure the actual steps it takes to reach these places within the school. The students will use graph paper to draw a scale map of the school using their particular number of steps. teacher observation, class participation, scale drawings

Language Arts

Sellin’ Steps Subject Area:

Language Arts

Concept/Skill:

Propaganda Techniques

Standards:

ELA-2-M1, ELA-2-M3, ELA-2-M6, ELA-3-M2, ELA-3-M3, ELA-5-M1, ELA-5-M2, ELA-5-M3, ELA-5-M4, ELA-6-M1, ELA-6-M3

Objectives:

The learner will analyze advertising to identify various propaganda techniques. The learner will create a brochure or flyer advertising a pedometer.

Materials:

various advertisements, paper, colored pencils

Procedures:

1. 2.

Assessments:

Explain the various propaganda techniques used in different advertisements. Have the students identify different types as they are shown a variety of advertisements. Have the students use one of the propaganda techniques learned to create a brochure or a flyer advertising a pedometer. class participation, brochure or flyer

Language Arts

Show Me the Steps Subject Areas:

Language Arts, Social Studies

Concepts/Skills: Following Directions, Map Skills Standards:

ELA-5-M3, ELA-4-M2, ELA-7-M2, ELA-4-M3, G-1A-M2

Objective:

The learner will create a set of directions using a community map.

Materials:

pedometers, community maps, paper, pencils, Steps to Miles Conversion Chart (see Appendix)

Procedures:

1. 2. 3. 4.

Assessments:

Review the instructions and uses for the pedometer with the students. Divide the class into groups and provide each group with a community map. Have the students study the map and write directions from the school to various places within the community. Each group should convert the miles into steps. (see Appendix) Groups should then exchange directions, convert them back to miles, follow them and tell the class where they feel the map would lead them. class participation, group participation rubric, maps

Language Arts

Show Me the Way Subject Area:

Language Arts

Concept/Skill:

Following Directions

Standards:

ELA-2-M1, ELA-2-M3, ELA-3-M5, ELA-4-M1, ELA-4-M2, ELA-4-M3, ELA-4-M4

Objective:

The learner will create a following directions paragraph.

Materials:

pedometers, paper, pencils, examples of following directions paragraphs

Procedures:

1. 2. 3. 4.

Assessments:

Discuss the importance of following directions and sequencing. Orally read some examples of following directions paragraphs. Allow the students a few minutes to manipulate the pedometer. Have the students write a paragraph teaching someone else to use a pedometer. Stress the importance of sequencing correctly as they write. class participation, paragraphs

Language Arts

Sports Steps Subject Areas:

Science, Health, Language Arts, Math

Concepts/Skills: Nutrition, Questioning, Collecting & Analyzing Data, Graphing Standards:

LS-M-A5, PS-M-C1, ELA-4-M6, ELA-7-M4, D-1-M, D-2-M

Objectives:

The learner will predict which sport might burn the most calories. The learner will participate in a group sport.

Materials:

pedometers, various sports equipment, paper, pencils

Procedures:

1. 2. 3. 4. 5. 6. 7. 8. 9.

Assessments:

Review the instructions and uses for the pedometer. Pose the following question: “Which activities burn fat the fastest? Which sport?” Discuss the calorie content in a favorite snack food. Have the students predict how they might burn that number of calories the fastest. Divide the students into groups and have them put on a pedometer. Assign different sports to the various groups. Examples might include: frisbee, football, kickball, relay races, and basketball. After a certain period of time, have each student check his/her pedometer and record the number of steps taken. Discuss the data to determine which group burned the most calories. Which person burned the most calories? Graph the results. class participation (rubric), graphing results

Language Arts

Step n’ Stride Subject Areas:

Science, Math, Language Arts

Concepts/Skills: Calculating, Interpreting Data, Predicting Standards:

S1-M-A1, S1-M-A2, S1-M-A3, D-1-M, D-2-M, ELA-5-M6

Objectives:

The learner will calculate his/her own stride length. The learner will predict the number of steps taken when considering stride length.

Materials:

pedometers, paper, pencils

Procedures:

1. 2. 3. 4. 5.

Assessments:

Have two students wear a pedometer and walk a given distance. Record their number of steps. Discuss stride length and its effect on the number of steps a person walks. Have each student calculate his/her own stride length by walking a set distance and dividing the distance walked by his/her number of steps. Graph the class results. Predict a student’s number of steps based on his/her stride length. Have each student walk that distance and check for accuracy. class participation, graphs

Language Arts

Steppin’ Songs Subject Area:

Language Arts

Concept/Skill:

Create an Original Song

Standards:

ELA-1-M3, ELA-2-M3, ELA-4-M2, ELA-4-M3, ELA-4-M4, ELA-4-M6

Objective:

The learner will create an original song to an already familiar tune.

Materials:

pedometers, songs about steps or walking, paper, pencil

Procedures:

1.

2. 3.

4. Assessments:

Play a song dealing with steps or walking. Suggestions might include: “These Boots Are Made for Walking” “Walk this Way” “Walking to New Orleans” “Every Step You Take” Review the instructions and uses for the pedometer. Have groups of students explain the uses and benefits of a pedometer by writing an original song to a familiar tune. Suggestions might include theme songs to: “Gilligan’s Island” “The Brady Bunch” “Green Acres” “Cheers” Each group should present their song to the class. class participation, original song (rubric), oral presentation rubric

Language Arts

Steppin’ South Subject Areas:

Social Studies, Language Arts

Concepts/Skills: Map Skills, Sensory Words Standards:

G-1A-M3, E-1B-M7, ELA-2-M3, ELA-2-M4, ELA-2-M5, ELA-2-M6, ELA-3-M1, ELA-3-M2, ELA-3-M3, ELA-3-M4

Objectives:

The learner will research routes to a certain destination. The learner will create journal articles about a walking trip to a particular destination.

Materials:

pedometers, research materials, paper, pencils

Procedures:

1. 2. 3. 4.

Assessments:

Review the instructions and uses for the pedometer. Research different routes one might take from Baton Rouge to New Orleans. Divide the class into groups and assign each group a route. Students should pretend they are walking this route. Have them keep a journal of their trip. They should tell the distance they have traveled each day along with what they have seen, smelled, tasted, touched, and heard along the way. Pedometers may be used to convert steps to miles and vice versa. Their information should be accurate with the route taken. class participation, group presentation, journal writings

Language Arts

Take Me out to the Ball Game Subject Areas:

Language Arts, Physical Education

Concept/Skill:

Predicting

Standard:

ELA-7-M1

Objectives:

The learner will predict who walks a greater distance in a sports event. The learner will compare the results of his/her findings.

Materials:

pedometers, paper, pencils

Procedures:

1. 2. 3. 4. 5.

Assessment:

Review the instructions and uses for the pedometer. Discuss the differences in a referee and an umpire. Have the students predict who they feel walks a greater distance in a game: a baseball umpire (behind the plate and in the field), a basketball referee, or a football referee. Give the pedometer to each and have him/her wear it during a game and record the results. Discuss the findings with the class as well as any unexpected results. class participation

Language Arts

Teacher Tracks Subject Areas:

Math, Language Arts

Concepts/Skills: Estimating, Predicting, Averaging Standards:

M-1-E, M-4-M, D-1-M, D-2-M, ELA-5-M6, ELA-7-M1

Objective:

The learner will make predictions, analyze, and chart data.

Materials:

pedometers, paper, pencils

Procedures:

1. 2. 3. 4. 5. 6.

Assessments:

Review the instructions and uses for the pedometer. Discuss the different subject areas or disciplines within a school. Have the students predict how many steps each teacher walks in an average day. Ask a teacher representing each discipline to wear a pedometer each day for three consecutive days and record his/her number of steps. Have the students create a chart for each day and discuss the results. Which discipline appears to walk more? Why? Predict reasons for any unexpected results. Create a master chart by averaging each teacher’s three-day results. predictions, class participation, group participation rubric, charts

Language Arts

The Tortoise and the Hare Subject Areas:

Language Arts, Math

Concepts/Skills: Fables, Estimation, Conversions Standards:

ELA-1-M5, ELA-2-M1, ELA-4-M5, ELA-6-M2, ELA-7-1, M-3-H, M-5-M

Objectives:

The learner will estimate the distance in a race. The learner will convert steps to miles. The learner will create a new ending to a familiar fable.

Materials:

pedometers, pencils, paper, “The Tortoise and the Hare” fable, Steps to Miles Conversion Chart (see Appendix)

Procedures:

1. 2. 3.

4. Assessments:

Orally read and discuss the fable “The Tortoise and the Hare.” Have the students estimate the distance of the race. Using the step conversion, have the students figure the number of steps each animal would have taken in the course of the race. It will be important to remember how each animal moves. (see Appendix) Have the students create a different ending to the story and share them with the class. class participation, story endings

Language Arts

Trail Travel Tips Subject Areas:

Social Studies, Language Arts

Concepts/Skills: Research Skills, Mapping Skills Standards:

G-1A-M1, G-1A-M3, ELA-1-M5, ELA-2-M3, ELA-2-M4, ELA-3-M2, ELA-3-M3, ELA-3-M4, ELA-3-M5, ELA-5-M2, ELA-7-M4

Objectives:

The learner will research information about hiking trails. The learner will plan a week-long hiking trip. The learner will create a map and a brochure to accompany their hiking trip.

Materials:

pedometers, research materials, paper, colored pencils, Steps to Miles Conversion Chart (see Appendix)

Procedures:

1. 2. 3. 4. 5.

Assessments:

Have the students research and plan a weeklong hiking trip to a destination of their choice. The students should decide how far they will hike each day and where they will camp for the night. Using the pedometer, the students will convert steps to miles and decide how many steps they would have to make each day to reach their goal. (see Appendix) Students would then create a map of their hiking trail and a brochure to advertise their trip. Have the students share their hiking trip information, map, and brochure with the class. class participation, teacher observation, map, and brochure

Language Arts

Treasure Hunting Subject Areas:

Social Studies, Language Arts

Concepts/Skills: Research, Following Directions Standards:

Sections B, C, D (Time, Continuity, & Change) All benchmarks

Objectives:

The learner will discuss a period in history. The learner will correctly use a GPS system and a pedometer. The learner will correctly follow directions.

Materials:

pedometers, GPS systems, “treasure maps,” “treasure”

Procedures:

1. 2. 3.

Assessments:

Review information about a time and/or place in history in which people searched for some kind of treasure (ex. California Gold Rush). Explain the instructions and uses for the pedometer and for a GPS system. Give the students a “treasure map” and have them use the pedometer and the GPS system to find a “treasure.” class participation rubric, treasure

Language Arts

Walk This Way Subject Areas:

Math, Language Arts, Social Studies

Concepts/Skills: Measurement, Following Directions, Map Skills Standards:

M-1-E, M-1-H, ELA-4-M6, ELA-5-M6, G-1A-M3

Objective:

The learner will follow a set of directions to create a design.

Materials:

pedometers, instruction (direction) sheets, string, markers

Procedures:

1. 2.

3.

Assessments:

Review the instructions and uses for the pedometer. Give the students a list of directions and have them walk them off using the pedometers. Allow them to carry a string and lay it down as they walk. Have them place a marker on the ground each time they change directions. When they finish, they should have constructed a design. One example might be: 10 steps Northeast 10 steps Southeast 10 steps West Northwest 10 steps East 10 steps West Southwest **If done correctly, they will have created a star.** Have the students calculate the total distance walked and the displacement (number of steps in a straight line from where they started to where they ended). class participation, design

Language Arts

Walk Your Socks Off! Subject Areas:

Science, Physical Education, Language Arts

Concepts/Skills: Goal Setting, Predicting Standards:

S1-M-A1, S1-M-A2, ELA-7-M4

Objectives:

The learner will predict the number of steps taken in a given time frame. The learner will participate in a walking marathon.

Materials:

pedometers, stopwatch (optional), paper, pencils

Procedures:

1. 2. 3. 4.

5. 6. Assessment:

Discuss the key term marathon with the students. (see Appendix) Set a goal of a number of steps or a time frame and have a walking marathon. Predict how many steps the students believe they will walk in the given time frame. Have the students walk and count their steps. When one gets tired, another student must take over and continue the marathon. Use the pedometer to measure the number of steps taken. The marathon is over when the goal is reached or the time limit has ended. Revisit the students’ predictions and compare them with the actual results. class participation rubric

Language Arts

Walking in the Real World Subject Areas:

Math, Language Arts

Concepts/Skills: Career Choices, Predicting, Averaging Standards:

D-1-M, D-2-M, M-1-E, ELA-4-M3, ELA-5-M3, ELA-5-M6, ELA-7-M1

Objectives:

Given a list of school-related occupations, the learner will predict whom they feel walks the greatest distance in an average day. The learner will chart his/her findings.

Materials:

pedometers, pencils, colored pencils, poster boards or paper

Procedures:

1. 2. 3. 4. 5.

Assessments:

Discuss different job descriptions of school-related personnel. Have the students make predictions from these job descriptions as to whom they feel walks the greatest distance in an average day. Ask someone representing each job to wear a pedometer for a day and record his or her results. Graph the results in various ways. Discuss the findings. class participation, graphs

Language Arts

Who Walks More? Subject Areas:

Science, Language Arts, Math

Concepts/Skills: Predicting, Comparing, Analyzing Data Standards:

S1-M-A1, S1-M-A2, S1-M-A5, S1-M-A7, ELA-7-M1, N-2-E, N-9-E

Objective:

The learner will predict the number of steps taken to a certain destination.

Materials:

pedometers, pencil, paper

Procedures:

1. 2. 3. 4.

Assessment:

Review the instructions and uses for the pedometer. Have the students predict how many steps their mother walks during a trip to the grocery store or to a local merchant and how many steps their father walks during the same trip. Ask several mothers and fathers to wear a pedometer to the grocery store and/or to a local merchant. Have them submit their number of steps, and if possible, their grocery lists. Discuss the students’ findings and any unexpected results. Were their predictions accurate? Why or why not? class participation

A Walk in the Park Baby Steps Calorie Counts Creative Conversions Cruisin’ Campus Every Little Step We Take Fancy Feet Feel the Burn! Forward March! Go the Distance Healthy Hearts Journeys from the Past Pedometer Perimeter School Scaling Solar Steps Sports Steps Step n’ Stride Step to the Beat Sum Up My Steps Teacher Tracks The Tortoise and the Hare Walk this Way Walking in the Real World Who Walks More?

49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72

Math

A Walk in the Park Subject Areas:

Science, Math, Social Studies, Language Arts

Concepts/Skills: Averaging, Collecting Data Systematically, Research Skills Standards:

S1-M-A1, S1-M-A3, D-1-M, D-2-M, G-1A-M2, G-1A-M3, ELA-4-M6

Objectives:

The learner will determine his/her own average number of steps. The learner will determine the average number of walking steps to various places.

Materials:

pedometers, paper, pencils, maps

Procedures:

1. 2. 3. 4. 5.

Assessments:

Review the instructions and uses for the pedometer. Have each student wear a pedometer and march in place for 60 seconds, recording the number of steps as he/she finishes. Each student should then determine how many steps would be taken if he/she kept up the same pace for one hour. One week? One year? Determine the class average by adding their total steps and dividing by the number of students. In groups, determine how long it would take to walk to New Orleans (or other nearby city) using the class average. class participation, data analysis

Math

Baby Steps Subject Area:

Math

Concepts/Skills: Estimation, Measurement Standards:

G-1-M, G-2-M, M-1-E, M-3-E

Objectives:

The learner will estimate distance. The learner will recreate a design using pedometers. The learner will compare calculations.

Materials:

pedometers, sheet of designs, a measuring device, paper, pencils

Procedures:

1. 2. 3. 4. 5.

Assessments:

Give the students several designs to look at and estimate which designs can be done in the fewest amount of steps. Review the instructions and uses for the pedometer. Have the students recreate the design using a pedometer and record their number of steps. The students should then actually measure the designs and compare the actual measurements with their estimates and number of steps. Discuss their results. class participation, comparisons

Math

Calorie Counts Subject Areas:

Science, Language Arts, Math

Concepts/Skills: Comparing, Calculations Standards:

PS-M-C1, PS-M-C2, ELA-7-M1, G-1-M, G-2-M, M-3-E

Objectives:

The learner will identify the number of calories in various foods. The learner will attempt to walk off the number of calories in various foods.

Materials:

pedometers, various candy bars, various nutritional snacks, paper, pencils, Calorie Conversion Chart (see Appendix)

Procedures:

1. 2. 3. 4. 5. 6.

Assessment:

Discuss the key terms fat cell and calorie. (see Appendix) Give each student a small candy bar. Students will compute the number of steps it would take to walk off the calories in their candy bar. (see Appendix) Give them a time period and have them wear a pedometer to try to walk off the candy bar. The following day, have them eat a nutritional snack, discuss the calorie content, and compare the difference in the two snacks. Discuss their observations. class participation (rubric)

Math

Creative Conversions Subject Area:

Math

Concept/Skill:

Conversions

Standards:

M-1-E, M-3-M, M-5-M, M-6-M, D-2-M

Objectives:

The learner will wear a pedometer for a day and record the number of steps taken. The learner will use a conversion table to convert steps to yards and miles.

Materials:

pedometers, paper, pencils, Steps to Miles Conversion Chart (see Appendix)

Procedures:

1. 2. 3. 4. 5.

Assessments:

Review the instructions and uses for the pedometer. Have the students in the class wear pedometers for one day and find the sum of all the steps they take. Convert the number of steps taken to yards first and then to miles using the Steps to Miles Conversion Chart. (see Appendix) Determine how many steps it would take to reach a certain destination based on yards and miles. Share their results. class participation, conversions

Math

Cruisin’ Campus Subject Areas:

Social Studies, Math

Concepts/Skills: Averaging, Map Skills Standards:

G-1A-M2, D-1-M, D-2-M, P-2-M

Objectives:

The learner will use a pedometer to calculate an average stride length for his/her group. The learner will study a schedule and a map to determine the shortest and the fastest route a college student might take to class.

Materials:

pedometers, map of college campus, schedule of classes, paper, pencils, Steps to Miles Conversion Chart (see Appendix)

Procedures:

1. 2. 3. 4. 5.

6. Assessments:

Review the instructions and uses for the pedometer. Study and discuss a chart of a college student’s schedule. Study and discuss a map of a college campus. Divide students into groups and have them calculate their average stride length over a given distance. Each group would then use their average stride length to address the following situation: A college student must decide on the shortest distance to class on certain days. Use your knowledge of maps, map legends, and charts to help him decide which route to take each day based on his schedule. Convert his route to steps by using the step conversion for his pedometer. (see Appendix) Chart their suggestions in the form of a table or chart. class participation, group participation rubric, table or chart

Math

Every Little Step We Take Subject Area:

Math

Concepts/Skills: Averaging, Systematically Collecting Data, (Building Research Skills) Standards:

D-1-M, D-2-M

Objectives:

The learner will record the number of steps taken each day for one week. The learner will calculate averages from data.

Materials:

pedometers, paper, pencils

Procedures:

1. 2. 3. 4. 5. 6.

Assessments:

Discuss the key term averaging with the class. (see Appendix) Find the average of several things within the classroom. Review the instructions and uses for the pedometer. Have every student in the class wear a pedometer for one day. Students should record the number of steps taken at the end of the day. Discuss the results the following day and determine the class average for the day. Continue this process for one week and develop a class average for the week. Discuss the results. class participation, record log

Math

Fancy Feet Subject Areas:

Science, Math

Concepts/Skills: Analyzing Data, Hypothesizing, Questioning Standards:

S1-M-A1, S1-M-A3, S1-M-A5, D-1-M, D-2-M

Objectives:

The learner will formulate an average number of steps in a given time. The learner will analyze data to answer a question.

Materials:

pedometers, paper, pencils

Procedures:

1. 2. 3.

4. Assessments:

Have each student wear a pedometer and walk in place for 60 seconds. Analyze the data and develop a class average. Convert the average in one minute to a class average for an hour. Pose the following question for students to answer: “If we travel at (class hourly average) and slow down two steps per minute after the first hour, how long would it take for us to come to a complete stop?” Allow the students to answer the question individually or in groups. class participation, data analysis

Math

Feel the Burn! Subject Areas:

Science, Physical Education, Language Arts, Math

Concepts/Skills: Hypothesizing, Collecting and Charting Data Standards:

LS-M-A5, PS-M-C1, ELA-4-M6, D-1-M, D-2-M

Objective:

The learner will perform activities to determine which burns more energy.

Materials:

pedometers, jump ropes, paper, pencils, Calorie Conversion Chart (see Appendix)

Procedures:

1. 2. 3. 4.

Assessments:

Lead a discussion of calorie intake and how one burns energy in his/her body. Have the students hypothesize which activity burns more energy: hopping, skipping, jumping rope, jogging, or walking. Group students and have them wear a pedometer and perform one of the tasks for a given period of time. Chart each group’s results using the Calorie Conversion Chart and discuss the findings. (see Appendix) class participation, charts

Math

Forward March! Subject Areas:

Math, Language Arts

Concepts/Skills: Averaging, Calculations Standards:

M-1-E, D-2-M, M-4-M, ELA-5-M6

Objective:

The learner will calculate distance traveled over time.

Materials:

pedometers, paper, pencils

Procedures:

1. 2. 3. 4. 5.

Assessments:

Review the instructions and uses for the pedometer. Have the students wear a pedometer and march in place for one minute. Divide the students into groups and have them find an average number of steps in the group. Chart their results. The students are to determine how long it would take to reach a certain number of steps. Example: How long would it take to reach one million steps traveling number of steps per minute? class participation, group participation rubric, chart

Math

Go the Distance Subject Area:

Math

Concept/Skill:

Metric System

Standards:

M-1-E, D-1-M

Objectives:

The learner will measure various distances and convert distance to meters. The learner will chart results of conversions.

Materials:

pedometers, yardsticks or tape measures, paper, pencils, markers to mark distances

Procedures:

1. 2. 3. 4. 5.

Assessments:

Review the instructions and uses for the pedometer. Discuss how to convert feet or yards to meters. Have several places marked off for the students to measure. They should measure each distance in steps using the pedometers, in yards using a tape measure, and in meters by doing a metric conversion. Have the students chart their results. teacher observation, class participation, charts

Math

Healthy Hearts Subject Areas:

Science, Math

Concept/Skill:

Analyzing Data—Heart Rate #2

Standards:

S1-M-A1, S1-M-A3, S1-M-A5, D-1-M, D-2-M

Objective:

The learner will measure and record his/her pulse rate and number of steps over a given distance at various speeds.

Materials:

pedometers, paper, pencils

Procedures:

1. 2. 3.

4. 5. Assessments:

Review the instructions and uses for the pedometer, how to take a pulse rate, and the class graph made in “Step to the Beat.” Pose the following question: “Does speed affect pulse rate?” Using the pedometer, have the students travel the same distance at three different speeds and record their number of steps and their pulse rates as they finish. One should be slow, one should be average, and one should be fast. Make a classroom comparison of their number of steps and their pulse rates. Analyze the data with the students. What can be inferred from the information? Why are there differences among students? class participation, data gathered

Math

Journeys from the Past Subject Areas:

Social Studies, Math

Concepts/Skills: Calculations, Research Skills Standards:

H-1B-M9, H-1B-M10, H-1D-M1, D-1-M, D-2-M

Objective:

The learner will calculate the number of steps men and women walked in historic events.

Materials:

pedometers, various research materials, paper, pencils

Procedures:

1. 2.

Assessment:

Research a famous event in American History such as the Trail of Tears or the Bataan Death March. Have the students learn about the event and discover how many miles were walked. Calculate the number of steps the men and women walked. class participation

Math

Pedometer Perimeter Subject Area:

Math

Concept/Skill:

Perimeter

Standards:

M-1-E, M-1-M, M-2-M, M-3-M

Objective:

The learner will find and diagram the perimeter of different areas.

Materials:

pedometers, paper, pencils

Procedures:

1. 2. 3. 4.

Assessments:

Discuss the key term perimeter and how to discover it using the pedometer. (see Appendix) Give the students a list of several places in the school and have them step off and discover the perimeter of each area. Have them draw a diagram of each area and label each side. Allow them to share diagrams. class participation (rubric), diagram

Math

School Scaling Subject Areas:

Language Arts, Math, Social Studies

Concepts/Skills: Predicting, Estimating, Map Skills Standards:

ELA-7-M1, M-3-H, D-1-M, D-2-M, G-1A-M2

Objectives:

The learner will use a diagram of the school to predict area. The learner will use a pedometer to measure distances within a school. The learner will draw a scale map of the school.

Materials:

pedometers, paper, pencils, graph paper

Procedures:

1. 2. 3. 4.

Assessments:

Have the students draw a diagram of the school. The students will predict how many steps it will take to go from the classroom to a variety of places within the school. The students will use the pedometer to measure the actual steps it takes to reach these places within the school. The students will use graph paper to draw a scale map of the school using their particular number of steps. teacher observation, class participation, scale drawings

Math

Solar Steps Subject Areas:

Science, Math

Concepts/Skills: Space, Ratio, Proportion Standards:

ESS-M-C5, S1-M-A5, S1-M-B4, M-7-M

Objectives:

The learner will position markers to create a large-scale model of the solar system. The learner will convert a standard unit of measure to a non-standard unit of measure to form a ratio.

Materials:

pedometers, long distance such as a football field, markers for the planets

Procedures:

1. 2. 3. 4. 5. 6.

Assessments:

Discuss the relative distances between the planets in our solar system. Pose the following question: “If the sun were on one goal line of a football field and Pluto were on the other goal line, what is the ratio of miles per step from the sun to Pluto?” Have the students compute the answer using a pedometer. Using the ratio determined, have the students position the other planets on the football field. Analyze the results. Have a different student perform the same task. Compare the number of steps between students. Does the ratio hold true even if the number changes? **This exercise should reinforce why we use standard units of measure** class participation, scale model, ratio formed

Math

Sports Steps Subject Areas:

Science, Health, Language Arts, Math

Concepts/Skills: Nutrition, Questioning, Collecting & Analyzing Data, Graphing Standards:

LS-M-A5, PS-M-C1, ELA-4-M6, ELA-7-M4, D-1-M, D-2-M

Objectives:

The learner will predict which sport might burn the most calories. The learner will participate in a group sport.

Materials:

pedometers, various sports equipment, paper, pencils

Procedures:

1. 2. 3. 4. 5. 6. 7. 8. 9.

Assessments:

Review the instructions and uses for the pedometer. Pose the following question: “Which activities burn fat the fastest? Which sport?” Discuss the calorie content in a favorite snack food. Have the students predict how they might burn that number of calories the fastest. Divide the students into groups and have them put on a pedometer. Assign different sports to the various groups. Examples might include: frisbee, football, kickball, relay races, and basketball. After a certain period of time, have each student check his/her pedometer and record the number of steps taken. Discuss the data to determine which group burned the most calories. Which person burned the most calories? Graph the results. class participation (rubric), graphing results

Math

Step n’ Stride Subject Areas:

Science, Math, Language Arts

Concepts/Skills: Calculating, Interpreting Data, Predicting Standards:

S1-M-A1, S1-M-A2, S1-M-A3, D-1-M, D-2-M, ELA-5-M6

Objectives:

The learner will calculate his/her own stride length. The learner will predict the number of steps taken when considering stride length.

Materials:

pedometers, paper, pencils

Procedures:

1. 2. 3. 4. 5.

Assessments:

Have two students wear a pedometer and walk a given distance. Record their number of steps. Discuss stride length and its effect on the number of steps a person walks. Have each student calculate his/her own stride length by walking a set distance and dividing the distance walked by his/her number of steps. Graph the class results. Predict a student’s number of steps based on his/her stride length. Have each student walk that distance and check for accuracy. class participation, graphs

Math

Step to the Beat Subject Areas:

Science, Math

Concept/Skill:

Analyzing Data — Heart Rate #1

Standards:

S1-M-A4, S1-M-A5, D-1-M, D-2-M

Objectives:

The learner will determine his/her pulse rate after walking a given distance. The learner will make a data table or graph the classroom results.

Materials:

pedometers, paper, pencils

Procedures:

1. 2. 3. 4. 5. 6.

Assessments:

Review the instructions and uses for the pedometer. Pose the following question: “Does everyone’s heart rate remain the same when walking a set distance?” Teach the students how to take their own pulse. Using pedometers, have the students walk a long distance such as a track around a football field. As they finish, have them immediately record their pulse rate. Create a class graph of the results. class participation, graph or data table

Math

Sum up My Steps Subject Area:

Math

Concept/Skill:

Measures of Central Tendency

Standards:

M-1-E, M-3-M, M-5-M, D-2-M

Objectives:

The learner will wear a pedometer for a given period of time and record their number of steps. The learner will calculate measures of central tendency.

Materials:

pedometers, paper, pencils

Procedures:

1. 2. 3. 4. 5. 6.

Assessments:

Review the instructions and uses for the pedometer. Have each student in the class wear a pedometer and walk for a given period of time. Each child should record his/her results. Find the sum of steps for the entire class. Calculate the class average, mean, median, and mode. Break the class into groups and have each group find its own average, mean, median, and mode. class participation, group participation (rubric), calculations

Math

Teacher Tracks Subject Areas:

Math, Language Arts

Concepts/Skills: Estimating, Predicting, Averaging Standards:

M-1-E, M-4-M, D-1-M, D-2-M, ELA-5-M6, ELA-7-M1

Objective:

The learner will make predictions, analyze, and chart data.

Materials:

pedometers, paper, pencils

Procedures:

1. 2. 3. 4. 5. 6.

Assessments:

Review the instructions and uses for the pedometer. Discuss the different subject areas or disciplines within a school. Have the students predict how many steps each teacher walks in an average day. Ask a teacher representing each discipline to wear a pedometer each day for three consecutive days and record his/her number of steps. Have the students create a chart for each day and discuss the results. Which discipline appears to walk more? Why? Predict reasons for any unexpected results. Create a master chart by averaging each teacher’s three-day results. predictions, class participation, group participation rubric, charts

Math

The Tortoise and the Hare Subject Areas:

Language Arts, Math

Concepts/Skills: Fables, Estimation, Conversions Standards:

ELA-1-M5, ELA-2-M1, ELA-4-M5, ELA-6-M2, ELA-7-1, M-3-H, M-5-M

Objectives:

The learner will estimate the distance in a race. The learner will convert steps to miles. The learner will create a new ending to a familiar fable.

Materials:

pedometers, pencils, paper, “The Tortoise and the Hare” fable, Steps to Miles Conversion Chart (see Appendix)

Procedures:

1. 2. 3.

4. Assessments:

Orally read and discuss the fable “The Tortoise and the Hare.” Have the students estimate the distance of the race. Using the step conversion, have the students figure the number of steps each animal would have taken in the course of the race. It will be important to remember how each animal moves. (see Appendix) Have the students create a different ending to the story and share them with the class. class participation, story endings

Math

Walk This Way Subject Areas:

Math, Language Arts, Social Studies

Concepts/Skills: Measurement, Following Directions, Map Skills Standards:

M-1-E, M-1-H, ELA-4-M6, ELA-5-M6, G-1A-M3

Objective:

The learner will follow a set of directions to create a design.

Materials:

pedometers, instruction (direction) sheets, string, markers

Procedures:

1. 2.

3.

Assessments:

Review the instructions and uses for the pedometer. Give the students a list of directions and have them walk them off using the pedometers. Allow them to carry a string and lay it down as they walk. Have them place a marker on the ground each time they change directions. When they finish, they should have constructed a design. One example might be: 10 steps Northeast 10 steps Southeast 10 steps West Northwest 10 steps East 10 steps West Southwest **If done correctly, they will have created a star.** Have the students calculate the total distance walked and the displacement (number of steps in a straight line from where they started to where they ended). class participation, design

Math

Walking in the Real World Subject Areas:

Math, Language Arts

Concepts/Skills: Career Choices, Predicting, Averaging Standards:

D-1-M, D-2-M, M-1-E, ELA-4-M3, ELA-5-M3, ELA-5-M6, ELA-7-M1

Objectives:

Given a list of school-related occupations, the learner will predict whom they feel walks the greatest distance in an average day. The learner will chart his/her findings.

Materials:

pedometers, pencils, colored pencils, poster boards or paper

Procedures:

1. 2. 3. 4. 5.

Assessments:

Discuss different job descriptions of school-related personnel. Have the students make predictions from these job descriptions as to whom they feel walks the greatest distance in an average day. Ask someone representing each job to wear a pedometer for a day and record his or her results. Graph the results in various ways. Discuss the findings. class participation, graphs

Math

Who Walks More? Subject Areas:

Science, Language Arts, Math

Concepts/Skills: Predicting, Comparing, Analyzing Data Standards:

S1-M-A1, S1-M-A2, S1-M-A5, S1-M-A7, ELA-7-M1, N-2-E, N-9-E

Objective:

The learner will predict the number of steps taken to a certain destination.

Materials:

pedometers, pencil, paper

Procedures:

1. 2. 3. 4.

Assessment:

Review the instructions and uses for the pedometer. Have the students predict how many steps their mother walks during a trip to the grocery store or to a local merchant and how many steps their father walks during the same trip. Ask several mothers and fathers to wear a pedometer to the grocery store and/or to a local merchant. Have them submit their number of steps, and if possible, their grocery lists. Discuss the students’ findings and any unexpected results. Were their predictions accurate? Why or why not? class participation

A Walk in the Park Calorie Counts Clickin’ Calories Fancy Feet Feel the Burn! Footsteps to Your Future Healthy Hearts Pedometer Predator Scientific Steps Solar Steps Sports Steps Step n’ Stride Step to the Beat Walk Your Socks Off! Who Walks More?

74 75 76 77 78 79 80 81 82 83 84 85 86 87 88

Science

A Walk in the Park Subject Areas:

Science, Math, Social Studies, Language Arts

Concepts/Skills: Averaging, Collecting Data Systematically, Research Skills Standards:

S1-M-A1, S1-M-A3, D-1-M, D-2-M, G-1A-M2, G-1A-M3, ELA-4-M6

Objectives:

The learner will determine his/her own average number of steps. The learner will determine the average number of walking steps to various places.

Materials:

pedometers, paper, pencils, maps

Procedures:

1. 2. 3. 4. 5.

Assessments:

Review the instructions and uses for the pedometer. Have each student wear a pedometer and march in place for 60 seconds, recording the number of steps as he/she finishes. Each student should then determine how many steps would be taken if he/she kept up the same pace for one hour. One week? One year? Determine the class average by adding their total steps and dividing by the number of students. In groups, determine how long it would take to walk to New Orleans (or other nearby city) using the class average. class participation, data analysis

Science

Calorie Counts Subject Areas:

Science, Language Arts, Math

Concepts/Skills: Comparing, Calculations Standards:

PS-M-C1, PS-M-C2, ELA-7-M1, G-1-M, G-2-M, M-3-E

Objectives:

The learner will identify the number of calories in various foods. The learner will attempt to walk off the number of calories in various foods.

Materials:

pedometers, various candy bars, various nutritional snacks, paper, pencils, Calorie Conversion Chart (see Appendix)

Procedures:

1. 2. 3. 4. 5. 6.

Assessment:

Discuss the key terms fat cell and calorie. (see Appendix) Give each student a small candy bar. Students will compute the number of steps it would take to walk off the calories in their candy bar. (see Appendix) Give them a time period and have them wear a pedometer to try to walk off the candy bar. The following day, have them eat a nutritional snack, discuss the calorie content, and compare the difference in the two snacks. Discuss their observations. class participation (rubric)

Science

Clickin’ Calories Subject Areas:

Science, Health

Concept/Skill:

Calculations

Standards:

PS-M-C1, PS-M-C2

Objective:

The learner will determine the number of steps it would take to burn a particular number of calories.

Materials:

books showing number of calories, paper, pencils, Calorie Conversion Chart (see Appendix)

Procedures:

1. 2. 3. 4. 5.

Assessment:

Have the students choose a fast food restaurant. Using a Weight Watchers calorie book, have the students write down the total calories of their favorite meal. The students should then figure out how many steps it would take to walk or jog off the entire meal. (see Appendix) Allow them to choose one part of the meal and attempt to walk or jog enough steps to burn that number of calories in a given time frame. Discuss their results. class participation

Science

Fancy Feet Subject Areas:

Science, Math

Concepts/Skills: Analyzing Data, Hypothesizing, Questioning Standards:

S1-M-A1, S1-M-A3, S1-M-A5, D-1-M, D-2-M

Objectives:

The learner will formulate an average number of steps in a given time. The learner will analyze data to answer a question.

Materials:

pedometers, paper, pencils

Procedures:

1. 2. 3.

4. Assessments:

Have each student wear a pedometer and walk in place for 60 seconds. Analyze the data and develop a class average. Convert the average in one minute to a class average for an hour. Pose the following question for students to answer: “If we travel at (class hourly average) and slow down two steps per minute after the first hour, how long would it take for us to come to a complete stop?” Allow the students to answer the question individually or in groups. class participation, data analysis

Science

Feel the Burn! Subject Areas:

Science, Physical Education, Language Arts, Math

Concepts/Skills: Hypothesizing, Collecting and Charting Data Standards:

LS-M-A5, PS-M-C1, ELA-4-M6, D-1-M, D-2-M

Objective:

The learner will perform activities to determine which burns more energy.

Materials:

pedometers, jump ropes, paper, pencils, Calorie Conversion Chart (see Appendix)

Procedures:

1. 2. 3. 4.

Assessments:

Lead a discussion of calorie intake and how one burns energy in his/her body. Have the students hypothesize which activity burns more energy: hopping, skipping, jumping rope, jogging, or walking. Group students and have them wear a pedometer and perform one of the tasks for a given period of time. Chart each group’s results using the Calorie Conversion Chart and discuss the findings. (see Appendix) class participation, charts

Science

Footsteps to Your Future Subject Areas:

Science, Language Arts

Concepts/Skills: Estimating, Scientific Method, Writing Process, Comparing Standards:

S1-M-A1, S1-M-A2, S1-M-A3, S1-M-A5, ELA-2-M3, ELA-2-M6, ELA-7-M1

Objectives:

The learner will brainstorm possible after-school activities. The learner will compare and contrast active and inactive lifestyles. The learner will record his/her activities and number of steps for five hours each day. The learner will use data to predict his/her lifestyle in the future.

Materials:

pedometers, paper, pencils

Procedures:

1. 2. 3. 4. 5. 6. 7.

Assessments:

Review the instructions and uses for the pedometer. Brainstorm about activities the students are involved in after school. Talk about exercise vs. sedentary lifestyle. Have students wear pedometers after school for one week and record their number of steps each hour for five hours, as well as any activity in which they participate. Compare the students’ activity levels and their number of steps. Have each student write a paragraph predicting his/her future if the activity level remains the same. Allow students to share their paragraphs. class participation, paragraphs (rubric)

Science

Healthy Hearts Subject Areas:

Science, Math

Concept/Skill:

Analyzing Data—Heart Rate #2

Standards:

S1-M-A1, S1-M-A3, S1-M-A5, D-1-M, D-2-M

Objective:

The learner will measure and record his/her pulse rate and number of steps over a given distance at various speeds.

Materials:

pedometers, paper, pencils

Procedures:

1. 2. 3.

4. 5. Assessments:

Review the instructions and uses for the pedometer, how to take a pulse rate, and the class graph made in “Step to the Beat.” Pose the following question: “Does speed affect pulse rate?” Using the pedometer, have the students travel the same distance at three different speeds and record their number of steps and their pulse rates as they finish. One should be slow, one should be average, and one should be fast. Make a classroom comparison of their number of steps and their pulse rates. Analyze the data with the students. What can be inferred from the information? Why are there differences among students? class participation, data gathered

Science

Pedometer Predator Subject Areas:

Language Arts, Science

Concept/Skill:

Brainstorming—Creating an Original Work

Standards:

ELA-1-M2, ELA-4-M3, ELA-4-M4, ELA-2-M6, ELA-2-M1, SI-M-A4, SI-M-B3, SI-M-B6

Objective:

The learner will create an original video game.

Materials:

pedometers, poster board, various decorative supplies, paper, pencils

Procedures:

1. 2. 3.

4. Assessments:

Brainstorm what the students know about modern video games. Review the instructions and uses for the pedometer and give each group one to use. Each group is to design an original video game using a pedometer. They should create a visual in the form of a story-board to show what their game would be like. Additionally, the students should write the rules for their video game in the form of a booklet. A three-dimensional version may be made as an extension of this assignment. Groups should display and explain their video game to the class. group participation rubric, video game visual and explanation (rubric)

Science

Scientific Steps Subject Area:

Science

Concept/Skill:

Scientific Method

Standards:

S1-M-A1, S1-M-A2, S1-M-A5, S1-M-A7

Objectives:

The learner will design a pedometer experiment using the steps of the scientific method. The learner will conduct an experiment and discuss the findings.

Materials:

pedometers, paper, pencils

Procedures:

1. 2. 3. 4.

Assessments:

Review and discuss the steps in the scientific method. Review the instructions and uses for the pedometer. Have the students create a scientific experiment using a pedometer. Each student or group of students should write each step of the experiment, perform each step, and record his/her findings. class participation, scientific method worksheet

Science

Solar Steps Subject Areas:

Science, Math

Concepts/Skills: Space, Ratio, Proportion Standards:

ESS-M-C5, S1-M-A5, S1-M-B4, M-7-M

Objectives:

The learner will position markers to create a large-scale model of the solar system. The learner will convert a standard unit of measure to a non-standard unit of measure to form a ratio.

Materials:

pedometers, long distance such as a football field, markers for the planets

Procedures:

1. 2. 3. 4. 5. 6.

Assessments:

Discuss the relative distances between the planets in our solar system. Pose the following question: “If the sun were on one goal line of a football field and Pluto were on the other goal line, what is the ratio of miles per step from the sun to Pluto?” Have the students compute the answer using a pedometer. Using the ratio determined, have the students position the other planets on the football field. Analyze the results. Have a different student perform the same task. Compare the number of steps between students. Does the ratio hold true even if the number changes? **This exercise should reinforce why we use standard units of measure** class participation, scale model, ratio formed

Science

Sports Steps Subject Areas:

Science, Health, Language Arts, Math

Concepts/Skills: Nutrition, Questioning, Collecting & Analyzing Data, Graphing Standards:

LS-M-A5, PS-M-C1, ELA-4-M6, ELA-7-M4, D-1-M, D-2-M

Objectives:

The learner will predict which sport might burn the most calories. The learner will participate in a group sport.

Materials:

pedometers, various sports equipment, paper, pencils

Procedures:

1. 2. 3. 4. 5. 6. 7. 8. 9.

Assessments:

Review the instructions and uses for the pedometer. Pose the following question: “Which activities burn fat the fastest? Which sport?” Discuss the calorie content in a favorite snack food. Have the students predict how they might burn that number of calories the fastest. Divide the students into groups and have them put on a pedometer. Assign different sports to the various groups. Examples might include: frisbee, football, kickball, relay races, and basketball. After a certain period of time, have each student check his/her pedometer and record the number of steps taken. Discuss the data to determine which group burned the most calories. Which person burned the most calories? Graph the results. class participation (rubric), graphing results

Science

Step n’ Stride Subject Areas:

Science, Math, Language Arts

Concepts/Skills: Calculating, Interpreting Data, Predicting Standards:

S1-M-A1, S1-M-A2, S1-M-A3, D-1-M, D-2-M, ELA-5-M6

Objectives:

The learner will calculate his/her own stride length. The learner will predict the number of steps taken when considering stride length.

Materials:

pedometers, paper, pencils

Procedures:

1. 2. 3. 4. 5.

Assessments:

Have two students wear a pedometer and walk a given distance. Record their number of steps. Discuss stride length and its effect on the number of steps a person walks. Have each student calculate his/her own stride length by walking a set distance and dividing the distance walked by his/her number of steps. Graph the class results. Predict a student’s number of steps based on his/her stride length. Have each student walk that distance and check for accuracy. class participation, graphs

Science

Step to the Beat Subject Areas:

Science, Math

Concept/Skill:

Analyzing Data — Heart Rate #1

Standards:

S1-M-A4, S1-M-A5, D-1-M, D-2-M

Objectives:

The learner will determine his/her pulse rate after walking a given distance. The learner will make a data table or graph the classroom results.

Materials:

pedometers, paper, pencils

Procedures:

1. 2. 3. 4. 5. 6.

Assessments:

Review the instructions and uses for the pedometer. Pose the following question: “Does everyone’s heart rate remain the same when walking a set distance?” Teach the students how to take their own pulse. Using pedometers, have the students walk a long distance such as a track around a football field. As they finish, have them immediately record their pulse rate. Create a class graph of the results. class participation, graph or data table

Science

Walk Your Socks Off! Subject Areas:

Science, Physical Education, Language Arts

Concepts/Skills: Goal Setting, Predicting Standards:

S1-M-A1, S1-M-A2, ELA-7-M4

Objectives:

The learner will predict the number of steps taken in a given time frame. The learner will participate in a walking marathon.

Materials:

pedometers, stopwatch (optional), paper, pencils

Procedures:

1. 2. 3. 4.

5. 6. Assessment:

Discuss the key term marathon with the students. (see Appendix) Set a goal of a number of steps or a time frame and have a walking marathon. Predict how many steps the students believe they will walk in the given time frame. Have the students walk and count their steps. When one gets tired, another student must take over and continue the marathon. Use the pedometer to measure the number of steps taken. The marathon is over when the goal is reached or the time limit has ended. Revisit the students’ predictions and compare them with the actual results. class participation rubric

Science

Who Walks More? Subject Areas:

Science, Language Arts, Math

Concepts/Skills: Predicting, Comparing, Analyzing Data Standards:

S1-M-A1, S1-M-A2, S1-M-A5, S1-M-A7, ELA-7-M1, N-2-E, N-9-E

Objective:

The learner will predict the number of steps taken to a certain destination.

Materials:

pedometers, pencil, paper

Procedures:

1. 2. 3. 4.

Assessment:

Review the instructions and uses for the pedometer. Have the students predict how many steps their mother walks during a trip to the grocery store or to a local merchant and how many steps their father walks during the same trip. Ask several mothers and fathers to wear a pedometer to the grocery store and/or to a local merchant. Have them submit their number of steps, and if possible, their grocery lists. Discuss the students’ findings and any unexpected results. Were their predictions accurate? Why or why not? class participation

A Walk in the Park Cruisin’ Campus Footloose! Journeys from the Past Mapmaker, Mapmaker, Make Me a Map School Scaling Show Me the Steps Steppin’ South Steps in Time Trail Travel Tips Treasure Hunting Walk This Way

90 91 92 93 94 95 96 97 98 99 100 101

Social Studies

A Walk in the Park Subject Areas:

Science, Math, Social Studies, Language Arts

Concepts/Skills: Averaging, Collecting Data Systematically, Research Skills Standards:

S1-M-A1, S1-M-A3, D-1-M, D-2-M, G-1A-M2, G-1A-M3, ELA-4-M6

Objectives:

The learner will determine his/her own average number of steps. The learner will determine the average number of walking steps to various places.

Materials:

pedometers, paper, pencils, maps

Procedures:

1. 2. 3. 4. 5.

Assessments:

Review the instructions and uses for the pedometer. Have each student wear a pedometer and march in place for 60 seconds, recording the number of steps as he/she finishes. Each student should then determine how many steps would be taken if he/she kept up the same pace for one hour. One week? One year? Determine the class average by adding their total steps and dividing by the number of students. In groups, determine how long it would take to walk to New Orleans (or other nearby city) using the class average. class participation, data analysis

Social Studies

Cruisin’ Campus Subject Areas:

Social Studies, Math

Concepts/Skills: Averaging, Map Skills Standards:

G-1A-M2, D-1-M, D-2-M, P-2-M

Objectives:

The learner will use a pedometer to calculate an average stride length for his/her group. The learner will study a schedule and a map to determine the shortest and the fastest route a college student might take to class.

Materials:

pedometers, map of college campus, schedule of classes, paper, pencils, Steps to Miles Conversion Chart (see Appendix)

Procedures:

1. 2. 3. 4. 5.

6. Assessments:

Review the instructions and uses for the pedometer. Study and discuss a chart of a college student’s schedule. Study and discuss a map of a college campus. Divide students into groups and have them calculate their average stride length over a given distance. Each group would then use their average stride length to address the following situation: A college student must decide on the shortest distance to class on certain days. Use your knowledge of maps, map legends, and charts to help him decide which route to take each day based on his schedule. Convert his route to steps by using the step conversion for his pedometer. (see Appendix) Chart their suggestions in the form of a table or chart. class participation, group participation rubric, table or chart

Social Studies

Footloose! Subject Area:

Social Studies

Concept/Skill:

Compare/Contrast

Standards:

Sections B, C, D (Time, Continuity, & Change) All benchmarks

Objectives:

The learner will identify elements of culture. The learner will learn a traditional dance. The learner will demonstrate traditional dance steps.

Materials:

pedometers, CD or tape player

Procedures:

1. 2.

3.

Assessment:

Discuss the key term culture. Point out that dances are a part of the culture of a region or place. (see Appendix) Teach the students two traditional dances such as the “Virginia Reel” or the “Mambo.” Using the pedometer, have the students discover how many steps are in some of the traditional dances. Allow the students to demonstrate some contemporary dance steps. Use the pedometer to see how many steps are in more modern dances. class participation

Social Studies

Journeys from the Past Subject Areas:

Social Studies, Math

Concepts/Skills: Calculations, Research Skills Standards:

H-1B-M9, H-1B-M10, H-1D-M1, D-1-M, D-2-M

Objective:

The learner will calculate the number of steps men and women walked in historic events.

Materials:

pedometers, various research materials, paper, pencils

Procedures:

1. 2.

Assessment:

Research a famous event in American History such as the Trail of Tears or the Bataan Death March. Have the students learn about the event and discover how many miles were walked. Calculate the number of steps the men and women walked. class participation

Social Studies

Mapmaker, Mapmaker, Make Me a Map Subject Area:

Social Studies

Concept/Skill:

Map Skills

Standards:

G-1A-M1, G-1A-M2, G-1A-M3

Objective:

The learner will create a map of their school by using the pedometer

Materials:

pedometers, paper, pencils

Procedures:

1. 2. 3. 4. 5.

Assessments:

Review basic map skills and discuss the key terms direction, scale, legend and key with the students. (see Appendix) Ensure each student knows how to correctly use the pedometer. Show the students how to convert steps to feet or yards. Have the students create a map of the school to scale by walking off distances using the pedometer and converting their steps to feet or yards. Allow students to share their maps. teacher observation, class participation, map (rubric)

Social Studies

School Scaling Subject Areas:

Language Arts, Math, Social Studies

Concepts/Skills: Predicting, Estimating, Map Skills Standards:

ELA-7-M1, M-3-H, D-1-M, D-2-M, G-1A-M2

Objectives:

The learner will use a diagram of the school to predict area. The learner will use a pedometer to measure distances within a school. The learner will draw a scale map of the school.

Materials:

pedometers, paper, pencils, graph paper

Procedures:

1. 2. 3. 4.

Assessments:

Have the students draw a diagram of the school. The students will predict how many steps it will take to go from the classroom to a variety of places within the school. The students will use the pedometer to measure the actual steps it takes to reach these places within the school. The students will use graph paper to draw a scale map of the school using their particular number of steps. teacher observation, class participation, scale drawings

Social Studies

Show Me the Steps Subject Areas:

Language Arts, Social Studies

Concepts/Skills: Following Directions, Map Skills Standards:

ELA-5-M3, ELA-4-M2, ELA-7-M2, ELA-4-M3, G-1A-M2

Objective:

The learner will create a set of directions using a community map.

Materials:

pedometers, community maps, paper, pencils, Steps to Miles Conversion Chart (see Appendix)

Procedures:

1. 2. 3. 4.

Assessments:

Review the instructions and uses for the pedometer with the students. Divide the class into groups and provide each group with a community map. Have the students study the map and write directions from the school to various places within the community. Each group should convert the miles into steps. (see Appendix) Groups should then exchange directions, convert them back to miles, follow them and tell the class where they feel the map would lead them. class participation, group participation rubric, maps

Social Studies

Steppin’ South Subject Areas:

Social Studies, Language Arts

Concepts/Skills: Map Skills, Sensory Words Standards:

G-1A-M3, E-1B-M7, ELA-2-M3, ELA-2-M4, ELA-2-M5, ELA-2-M6, ELA-3-M1, ELA-3-M2, ELA-3-M3, ELA-3-M4

Objectives:

The learner will research routes to a certain destination. The learner will create journal articles about a walking trip to a particular destination.

Materials:

pedometers, research materials, paper, pencils

Procedures:

1. 2. 3. 4.

Assessments:

Review the instructions and uses for the pedometer. Research different routes one might take from Baton Rouge to New Orleans. Divide the class into groups and assign each group a route. Students should pretend they are walking this route. Have them keep a journal of their trip. They should tell the distance they have traveled each day along with what they have seen, smelled, tasted, touched, and heard along the way. Pedometers may be used to convert steps to miles and vice versa. Their information should be accurate with the route taken. class participation, group presentation, journal writings

Social Studies

Steps in Time Subject Area:

Social Studies

Concept/Skill:

Brainstorming

Standards:

H-1D-M1, G-1B-M1

Objective:

The learner will brainstorm ways a pedometer, had it been invented, may have helped famous people in history.

Materials:

pedometers, paper, pencils, markers

Procedures:

1. 2. 3.

Assessments:

Discuss some famous people in history. (Ex. Christopher Columbus, Napoleon, George Washington, Indians, Pilgrims) Review the instructions and uses for the pedometer. Divide your students into groups and allow them to brainstorm ways in which a pedometer might have helped these people. class participation, brainstorming ideas

Social Studies

Trail Travel Tips Subject Areas:

Social Studies, Language Arts

Concepts/Skills: Research Skills, Mapping Skills Standards:

G-1A-M1, G-1A-M3, ELA-1-M5, ELA-2-M3, ELA-2-M4, ELA-3-M2, ELA-3-M3, ELA-3-M4, ELA-3-M5, ELA-5-M2, ELA-7-M4

Objectives:

The learner will research information about hiking trails. The learner will plan a week-long hiking trip. The learner will create a map and a brochure to accompany their hiking trip.

Materials:

pedometers, research materials, paper, colored pencils, Steps to Miles Conversion Chart (see Appendix)

Procedures:

1. 2. 3. 4. 5.

Assessments:

Have the students research and plan a weeklong hiking trip to a destination of their choice. The students should decide how far they will hike each day and where they will camp for the night. Using the pedometer, the students will convert steps to miles and decide how many steps they would have to make each day to reach their goal. (see Appendix) Students would then create a map of their hiking trail and a brochure to advertise their trip. Have the students share their hiking trip information, map, and brochure with the class. class participation, teacher

Social Studies

Treasure Hunting Subject Areas:

Social Studies, Language Arts

Concepts/Skills: Research, Following Directions Standards:

Sections B, C, D (Time, Continuity, & Change) All benchmarks

Objectives:

The learner will discuss a period in history. The learner will correctly use a GPS system and a pedometer. The learner will correctly follow directions.

Materials:

pedometers, GPS systems, “treasure maps,” “treasure”

Procedures:

1. 2. 3.

Assessments:

Review information about a time and/or place in history in which people searched for some kind of treasure (ex. California Gold Rush). Explain the instructions and uses for the pedometer and for a GPS system. Give the students a “treasure map” and have them use the pedometer and the GPS system to find a “treasure.” class participation rubric, treasure

Social Studies

Walk This Way Subject Areas:

Math, Language Arts, Social Studies

Concepts/Skills: Measurement, Following Directions, Map Skills Standards:

M-1-E, M-1-H, ELA-4-M6, ELA-5-M6, G-1A-M3

Objective:

The learner will follow a set of directions to create a design.

Materials:

pedometers, instruction (direction) sheets, string, markers

Procedures:

1. 2.

3.

Assessments:

Review the instructions and uses for the pedometer. Give the students a list of directions and have them walk them off using the pedometers. Allow them to carry a string and lay it down as they walk. Have them place a marker on the ground each time they change directions. When they finish, they should have constructed a design. One example might be: 10 steps Northeast 10 steps Southeast 10 steps West Northwest 10 steps East 10 steps West Southwest **If done correctly, they will have created a star.** Have the students calculate the total distance walked and the displacement (number of steps in a straight line from where they started to where they ended). class participation, design

Calorie Conversion Chart Steps to Miles Conversion Chart Key Terms Rubrics Web Sites

103 104 105 107

Appendix

Calorie Conversion Chart The following chart is approximate but should fulfill the requirements for the lessons.

10, 000 steps approximately equals:

Weight 100 — 119 lbs. 120 — 139 lbs. 140 — 159 lbs. 160 — 179 lbs. 180 — 199 lbs. 200 — 219 lbs. 220 — 239 lbs. 240 — 259 lbs. 260 — 279 lbs.

Calorie Cost 420 440 460 480 500 520 540 560 580

Appendix

Steps to Miles Conversion Chart The following chart is approximate but should fulfill the requirements for the lessons.

Steps

Miles

600 1,200 1,800 2,400 3,000 3,600 4,200 4,800 5,400 6,000 6,600 7,200

¼ Mile ½ Mile ¾ Mile 1 Mile 1¼ Miles 1½ Miles 1¾ Miles 2 Miles 2¼ Miles 2½ Miles 2¾ Miles 3 Miles

Appendix

Key Terms averaging -

To find the mean of, when sums or quantities are unequal; to reduce to a mean.

calorie -

A unit of energy—producing potential equal to the amount of heat that is contained in food and released upon oxidation by the body.

culture -

The act of developing intellectual ability with education; the cumulative habits, beliefs, and shared experiences of a social, political, or hereditary group. A form of civilization, particularly the beliefs, arts, and customs.

direction -

An instruction, order or command. The path or line along which something points. The statement in degrees of the angle measured between due north and a given line or course on a compass.

fat cell -

Any of the various cells found in adipose tissue that are specialized for the storage of fat. You can think of a fat cell as a tiny plastic bag that holds a drop of fat. Fat cells are formed in the developing fetus during the third trimester of pregnancy, and later at the onset of puberty. Fat cells do not multiply after puberty. As your body stores more fat, the number of fat cells remains the same, but the fat cells simply get bigger.

Appendix

A normal person has between 30 and 35 billion fat cells. Each cell weighs about .4 to .6 micrograms. key -

A table, gloss, or cipher for decoding or interpreting.

legend -

An explanatory table or list of the symbols appearing on a map or chart.

marathon - A foot race of slightly more than 26 miles, usually run on the streets of a city; any contest of endurance. perimeter -

The total area around the outside boundary of a plane area. The size of something as given by the distance around it.

rhythm -

Music, speech, or movements characterized by equal or regularly alternating beats. In the widest sense, a dividing into short portions by a regular succession of motions, impulses, sounds, accents, etc., producing an agreeable effect, as in music, poetry, dance, or the like.

scale -

A series of marks indicating the relationship between a map or model and the actual dimensions.

step count - The number of steps that occurs in a given number of beats.

Appendix

Rubrics Web Sites •

Automating Authentic Assessment with Rubrics http://stone.web.brevard.k12.fl.us/html/comprubric.html

•

Kathy Schrock’s Assessment Rubrics http://school.discovery.com/schrockguide/assess.html

•

Rubrics from the Staff Room for Ontario http://www.odyssey.on.ca/~elaine.coxon/rubrics.htm

•

Rubrics Activity Bank http://www.sdcoe.k12.ca.us/score/actbank/trubrics.htm

•

Using Rubrics in Middle School http://www.middleweb.com/rubricsHG.html

•

Blue Web’n Site Evaluation Rubric http://www.kn.pacbell.com/wired/bluewebn/rubric.html

•

Language Arts and Multimedia Rubric http://www.corona.bell.k12.ca.us/teach/imag/rubric.html

•

Critical Thinking and Problem Solving Skills http://falcon.jmu.edu/~ramseyil/critical.htm

•

Rubrics for Project-Based Learning Activities http://rubistar.4teachers.org/

Summer 2003