Lesson Title: Introduction to Energy Systems
Grade Level: 11th-12th
Objective: Students will be able to understand the three energy systems used in the body and how they are used during different types of physical activity while addressing the following standards:
National Standards for K-12 Physical Education: Standard 1: The physically literate individual demonstrates competency in a variety of motor skills and movement patterns.
Next Generation Science Standards: HS-LS1-7: Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and the bonds in new compounds are formed, resulting in a net transfer of energy.
Common Core State Standards: CCSS.ELA-LITERACY.RST.9-10.3: Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.
Materials:
Projector or interactive whiteboard
Handouts for students
Stopwatch
Exercise equipment (e.g. stationary bike, treadmill)
Procedure:
1. Introduction (10 minutes)
Ask the students what they know about energy systems in the body.
Explain that the body uses three different energy systems to produce ATP (adenosine triphosphate), which is the energy currency of the body.
Show a video or images of athletes performing different types of physical activity and ask students which energy system(s) they think are at play.
2. Lecture and Discussion (20 minutes)
Use the handouts from the Ultimate Energy Systems Bundle to go over the three energy systems used in the body: ATP-PC system, glycolytic system, and oxidative system.
Discuss the characteristics of each energy system, including how quickly they produce ATP, how long they can sustain ATP production, and what types of physical activity they are used for.
Talk about how these energy systems are used during different types of physical activity, such as endurance exercise vs. sprinting.
3. Activity (30 minutes)
Divide the class into small groups and assign each group a different type of physical activity (e.g. sprinting, long-distance running, weightlifting).
Have the students use the exercise equipment to perform their assigned activity for a set amount of time (e.g. 5 minutes).
Use the stopwatch to time the activity and record how many reps or distance was achieved.
After each group has completed their activity, have them discuss which energy system(s) they think were primarily used and why.
4. Conclusion (10 minutes)
Ask the students to reflect on what they have learned about energy systems and how it relates to physical activity and health.
Ask them to give an example of a real-life situation where an understanding of energy systems would be useful in promoting physical activity and preventing injury.
Wrap up the lesson by thanking the students for their participation and reminding them of the importance of energy systems in physical activity and health.
Assessment:
Observe students during the activity to assess their understanding of energy systems.
Have students write a short paragraph explaining which energy system(s) they think were primarily used during their assigned physical activity and why.
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