Step To It Lesson 1
This lesson should be incorporated on Monday of the first week of a 10-week period and will take the full class period. It is the first of three lessons for the Step To It Exploration.
Today, you will:
- Distribute pedometers, helping students use them correctly.
- Give students printed journals and show them how to track their steps for a week, working towards establishing a baseline.
- Guide students in making predictions related to movement.
- Discuss Step It Up activities from their journal.
Preparation
- Download Step To It Student Journal, and print one for each student.
- Set up computer with projector to show Using Your Pedometer animation.
- Get a pedometer for yourself and every student in your class. Become comfortable in using your own pedometer. We suggest you number your pedometers before handing them out to students for an easier way of tracking them.
- Review National Science Standards Met by Step To It and the Assessment at the end of this lesson and decide which assessment strategies you will use.
Activities
Using a Pedometer
- Show the Using Your Pedometer animation.
- As a group, practice using a pedometer as shown in the animation.
- Open pedometers gently with the thumb.
- Reset the pedometer to zero.
- Attach pedometers to the waistband (or belt) directly above the right knee. Attach the safety strap if the pedometer has one.
- Have each student check with a partner to make sure the pedometer is being worn correctly, and that it has been reset to zero.
- Practice walking. Check to make sure the pedometer is close to the body and will not flop around. Make sure the waistband does not roll over. Take 20 steps and make sure the pedometer reads between 19 and 21. If not, check the placement over the knee and try walking again.
- Review rules when using the pedometer:
- The pedometer is now each student's responsibility.
- Do not get the pedometer wet.
- Do not drop any heavy objects on the pedometer.
- Do not let your pedometer bang into hard objects.
- Do not swing the pedometer by the strap.
- “If you shake it, I will take it!” No cheating on counting steps.
Tracking Student Progress
Emphasize the importance of setting baseline data the first week. Baselines provide a standard for measurement. Scientists use baselines to see what effect a treatment has on a subject. By having your students set a baseline, they will be able to measure how much progress they made throughout the 10-week period. It will also assist them in setting step goals.- Explain to students that they will use the next seven days to create a baseline. During that time, they should not try to step more or less than they usually do. The baseline should reflect their normal activity levels. Throughout this exploration, they will brainstorm ways to gradually increase their steps.
- Distribute the Student Journal for tracking steps.
Encourage students to keep their journal in the classroom. Make "Record and Reset" part of the bell work activities every day. - Review the walking tips on the cover of the Student Journal.
- Using the Student Journal, hypothesize with your students:
- On which days do you move more: weekend days or weekdays?
- Who moves more, teachers or students?
- Do you move more during school or after school?
- Review process for tracking steps:
- At the same time every day, clip on the pedometer, record the reading, and then reset the counter to zero. Remember, "Record and Reset".
- Don't forget to log steps in the student journal at the same time every day.
- For activities the pedometer can't measure (like swimming or riding a bike), use the chart listed in the back of the student journal to convert minutes of activity to steps.
Assessment
Graded Summative Assessment
If you need a graded assessment, there are at least two opportunities for grading in this activity.- Participation grade: Give grades based on number of days for which data are entered
- Documentation grade: Give grades based on written feedback provided in the student journal, such as hypotheses and Step It Up activities