UbD Curriculum Unit Plan with Common Core State Standards

Unit Title: A Healthy Heart for a Healthy Life Grade Levels: 7

Subject/Topic Areas: Life Science: cardiovascular system, respiratory system, BMI

Statistics: mean, median, mode, outliers, bell curve, various graphs

Physical Education: heart rate, respiratory rate, aerobic and anaerobic exercise, data collection

Key Words: cardiovascular system, respiratory system, body mass index, mean, mode, median, outliers, bell curve, bar graph, circle
graph, histogram, scatter plot graph, line graph, heart rate, respiratory rate, aerobic exercise, anaerobic exercise, data collection, data
entry, data analysis, inferences, generalizations

Designed by: Grace Loflin, Jordan Sachs, Sharon Warden Time Frame: 1 week

School District: Fountain Valley School District School: Fulton Middle School

Brief Summary of Unit (including curricular context and unit goals):

Students will explore the effects of exercise through a cross-curricular instruction plan focusing on mathematics, physical education,
and life science. Students will learn how to collect vital sign data from their physical education lesson, and then apply this information
to various formulas within their mathematics course. In addition, life science instruction will focus on the physiological effects of
exercise and how this applies to our overall health. For the students final assessment, they will create a brochure integrating all
lessons from the three content areas demonstrating their depth of knowledge .

Unit design status: Completed template pages Stage 1, 3, and 3

Completed blueprint for each performance task Created rubrics

Directions to students and teachers Materials and resources listed

Suggested accommodations (embedded) Suggested extensions (embedded)

 Stage 1 Identify Desired Results

Established Goals: List all standards (CCSS, Content Transfer

standards, ELD)
Students will be able to independently use their learning to
Mathematics Common Core State Standards:
Measure their body's response to exercise.
6.SP.4: Display numerical data in plots on a number line,
Represent and analyze data through graphics and statistics.
including dot plots, histograms, and box plots.
Make healthful choices and decisions regarding exercise throughout
6.SP.5: Summarize numerical data sets in relation to their
one's life.
context, such as by:
Determine when their body is in a homeostatic state.
a. Reporting the number of observations.

b. Describing the nature of the attribute under investigation,

including how it was measured and its units of measurement. Meaning

c. Giving quantitative measures of center (median and/or UNDERSTANDINGS ESSENTIAL QUESTIONS

mean) and variability (interquartile range and/or mean
Students will understand that 1. How does exercise affect our
absolute deviation), as well as describing any overall pattern
health?
and any striking deviations from the overall pattern with Exercise affects health.
reference to the context in which the data were gathered. 2. What does it mean to be
Health can be quantified. "healthy?"
d. Relating the choice of measures of center and variability to
the shape of the data distribution and the context in which the 3. How can health be quantified?
data were gathered.

Acquisition
Science Content Standards: What key knowledge and skills will student acquire as a result of this
unit?
MS-LS1-3.Use argument supported by evidence for how the
body is a system of interacting subsystems composed of groups Students will know Students will be skilled at
of cells.
Homeostasis Measurement skills
RST.6-8.7. Integrate quantitative or technical information
Heart rate/respiratory rate Cause and effect/correlation
expressed in words in a text with a version of that information
expressed visually (e.g., in a flowchart, diagram, model, graph, Bell curve Inferring
or table).
Heart anatomy/function Recording data
WHST.6-8.4. Produce clear and coherent writing in which the
development, organization, and style are appropriate to task, Lung anatomy/function Cooperation
purpose, and audience.
BMI
Part 1: A. Collaborative: 4. Adapting language choices to various
contexts (based on task, purpose, audience, and text type)-
Bridging

Part II: B. Expanding and Enriching Ideas: 5. Modifying to Add

Details-Bridging

Physical Education Content Standards:

PE.7.4.4: Explain the effects of physical activity on heart rate

during exercise, during the recovery phase, and while the body is
at rest.

ELD Standards:

PI.B.7.5: Listening actively to spoken English in a range of

social and academic contexts

PI.B.7.12: Selecting and applying varied and precise vocabulary

and other language resources to effectively convey ideas

PII.C.7.6: Connecting ideas

PII.C.7.7: Condensing ideas

Stage 2 Determine Acceptable Evidence

What evidence will show that students understand?

Data collection, analysis, and graphical representations.

Normal limits of resting heart rate, respiratory rate, and BMI.

Exercises that increase heart rate.

Explanation of organ systems affected by exercise.

Performance tasks (brief description):

Students will create a brochure for the community center explaining the benefits of physical fitness in terms of heart rate, respiratory
rate, and BMI. Each student will take on the role of a health consultant and individually create a brochure. They are creating this
brochure to provide trustworthy information in order to improve or maintain the health of their community members. The brochure will
include instructions on how to measure their own heart rate, respiratory rate, and BMI. These brochures will be sent home with all of the
parents at the end of Back to School Night.

What other evidence needs to be collected in light of Stage 1 Desired Results?

Other Evidence: (e.g., tests, quizzes, prompts, work samples, observations)

Data recordheart rate, respiratory rate, and BMI

Brochure

Creating different graphs from data collection

Selecting appropriate graphs based on the type of data collected

Physiology posters of different organ systems

Student Self-Assessment and Reflections:

Students will self-assess themselves by grading themselves based on the rubric. This will ensure students read and recall the elements
they need to include within the brochure. This self-assessment will also provide insight for the teacher on how the students view their
own work.

Assessment Task Blueprint

(Complete a Blueprint for each Performance Task)

 Stage 2 Determine Acceptable Evidence (continued)

What understandings or goals will be assessed through this task?

Students will need to explain their understanding of the organ systems affected by exercise, be able to apply their knowledge of
aerobic and anaerobic exercises, and master graphic representations and analysis of data.

What criteria are implied in the standards and understandings regardless of the task specifics? What qualities must student work
demonstrate to signify that standards are met?

The criteria to be met is that students will have a thorough understanding of how exercise affects the body, how to quantify this
information, and what additional steps they can take to improve their physical health . In order to meet the standards, student work
must be organized, have clear descriptions and instructions, be analyzed fully, and have visually appealing representations.

Through what authentic performance task will students demonstrate understanding? (provide a detailed description)

Task Overview: Students will create a brochure with 4 sections: exercises that increase heart rate, normal HR/RR/BMI intervals,
physiological reasons why exercise improves health, and graphs representing data collected from PE and analysis of data. In the
first section, students will need to present and describe 3 new aerobic exercises not demonstrated in physical education, but
important for cardiovascular health. They need to be able to accurately describe the exercise and the steps to perform it properly. In
the second section, students will have to describe heart rate, respiratory rate, and BMI and represent the three intervals of body
condition through athletic, unhealthy, and healthy parameters. In the third section, students need to be able to describe how exercise
affects both the cardiovascular and respiratory systems, and be able to define BMI. In the fourth section, students need to be able to
represent the data collected from physical education in the appropriate graph and provide a thorough analysis of the graph results.
The brochure should be organized into logical sections, and have clear, accurate, and detailed descriptions for each item.
Furthermore, the brochure should be visually appealing, colorful, and have corresponding visuals, diagrams, etc to enhance the
information.

What student products and performances will provide evidence of desired understandings?

Each section within the brochure will provide evidence of a students understanding for each content area. Students will need to
portray their understanding of the organ systems affected by exercise by explaining the way the organ system is affected. Students
will need to transfer their knowledge of aerobic and anaerobic exercise by listing new exercises that were not performed in their PE
class. Students will show understanding of graphic representations of data by selecting the appropriate graph for the data collected,
and they will explain what the data represents and how that is related to exercise and health.

By what criteria will student products and performances be evaluated? (provide a rubric with specific criteria and descriptors
for each level of proficiency)

(See attached rubric.)

Stage 3 Planning Learning Experiences

WHERETO
What sequence of teaching and learning experiences will equip students to engage with, develop, and demonstrate the desired
understandings? Use the following sheet to list the key teaching and learning activities in sequence. Code each entry with the
appropriate initials of the WHERETO elements.
W ensure that students understand WHERE the unit is headed, and WHY.

H HOOK students in the beginning and HOLD their attention throughout.

E EQUIP students with necessary experiences, tools, knowledge, and know-how to meet performance tasks.

R - Provide student with numerous opportunities to RETHINK big ideas, REFLECT on progress, and REVISE their work.

E Build in opportunities for students to EVALUATE, progress and self-assess.

T Be TAILORED to reflect individual talents, interests, styles, and needs.

O Be ORGANIZED to optimize deep understanding and as opposed to superficial coverage.

(See attached Lesson Plans)