Beacon Lesson Plan Library
In the Presence of Oxygen
DescriptionWorking in groups, students design a poster depicting aerobic and anaerobic exercises or activities. Posters are set up at stations for students to examine and determine which activities are aerobic and which are anaerobic.
ObjectivesThe student asks questions and makes comments and observations that reflect understanding and application of content, processes, and experiences.
The student knows the potential fitness benefits of various activities.
The student knows how aerobic activity differs form anaerobic activity.
The student understands and applies formal and informal modes of fitness assessments (e.g., for cardiovascular fitness, a mile walk or run is a formal assessment; walking a flight of stairs is informal).
PreparationsSet up equipment needed for specific exercises; e.g., jump ropes, step equipment, stationary bikes.
The PE classes at your school have just begun a unit on health-enhancing physical fitness. Your teacher has asked for your help in developing an activity to explain aerobic and anaerobic exercise to share with the other classes. Create a poster that describes two aerobic and two anaerobic activities and justifies why each activity is aerobic or anaerobic.
1. Divide students into groups of four.
2. Demonstrate an aerobic and anaerobic activity. In their groups, have students determine which activity is aerobic and which activity is anaerobic and why.
3. With whole class, discuss the activities and why each was aerobic or anaerobic.
4. Give each group a piece of poster board. In their groups, have students select two aerobic and two anaerobic activities. On the front of the poster board, have students describe or illustrate the activities. On the back of the poster board, have them list at least one reason explaining why the activity is aerobic or anaerobic.
5. Assign each poster a station number. Ask students to set up their posters at the designated stations. Tape the posters to the wall or floor. Starting at their own station, ask the groups to rotate clockwise to the next station.
6. At each station, students will identify which activities are aerobic and which are anaerobic. In their journals, each student should document how and why those determinations were made.
7. Groups rotate clockwise until all groups have been to all of the stations.
8. Have each group write a brief report which includes
- the station number (starting with their own)
- a list or description of the activities
- reasons why they determined the activities were aerobic or anaerobic
9. As a whole group, discuss the activities at each station so students can check their answers and clarify any misunderstandings.
1 = rarely 2 = sometimes 3 = frequently 4 = extensively
-Does the poster include two aerobic activities?
-Does the poster provide an accurate explanation or justification for why activities were aerobic?
-Does the poster include two anaerobic activities?
-Does the poster provide an accurate explanation or justification for why activities were anaerobic?
-Was the group accurate in identifying aerobic activities at other stations?
-Was the group accurate in identifying anaerobic activities at other stations?
Why is it important for a workout routine to include both aerobic and anaerobic exercises?
Posters can be varied. For example, they can include one aerobic and three anaerobic activities or all four aerobic activities.
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