Lesson Title: Oxygen Deficit, Steady State, and EPOC
Grade Level: 11th-12th
Objective: Students will be able to understand the concepts of oxygen deficit, steady state, and EPOC and how they relate to 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:
Oxygen Deficit, Steady State, and EPOC PowerPoint from Teachers Pay Teachers
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 oxygen deficit, steady state, and EPOC.
Explain that these are important concepts in understanding how the body uses energy during physical activity.
Show a video or images of athletes performing different types of physical activity and ask students to think about how these concepts might be at play.
2. Lecture and Discussion (20 minutes)
Use the PowerPoint from Teachers Pay Teachers to go over the concepts of oxygen deficit, steady state, and EPOC.
Discuss the characteristics of each concept, including how they relate to the body's use of oxygen and energy during physical activity.
Talk about how these concepts can be used to improve athletic performance and prevent injury.
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 how oxygen deficit, steady state, and EPOC might be at play during their activity.
4. Conclusion (10 minutes)
Ask the students to reflect on what they have learned about oxygen deficit, steady state, and EPOC and how it relates to physical activity and health.
Ask them to give an example of a real-life situation where an understanding of these concepts 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 understanding these concepts in physical activity and health.
Assessment:
Observe students during the activity to assess their understanding of oxygen deficit, steady state, and EPOC.
Have students write a short paragraph explaining how oxygen deficit, steady state, and EPOC might be at play during their assigned physical activity.
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