In a Heartbeat Activity - Lesson Plan

The lesson plan incorporats an activity that  uses fitness as an example to make a scatterplot.  The lesson plan incorporates using a fitness instructor as a speaker to explain the relationship between working out and the heartrate.  The students will then participate in an activity that will require them to plot a scatterplot and then try to find the line of best fit.  It has discussion questions as well as extension and connections. This lesson plan is very detailed. It will have the student plot their heartrate before and after a fitness activity. The students will have to determine the correlation between beginning heartrate and ending heartrate. They will try to find the line of best fit of the class as well. It requires that the students be active learners. The discussion questions can be linked to a journaling activity.

Standards & Objectives

Academic standards
CCSS.Math.Content.8.EE.B.5
Graph proportional relationships, interpreting the unit rate as the slope of the graph. Compare two different proportional relationships...
CCSS.Math.Content.8.EE.B.6
Use similar triangles to explain why the slope m is the same between any two distinct points on a non-vertical line in the coordinate plane; derive...
CCSS.Math.Content.8.F.A.2
Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal...
CCSS.Math.Content.8.SP.A.1
Construct and interpret scatter plots for bivariate measurement data to investigate patterns of association between two quantities. Describe...
CCSS.Math.Content.8.SP.A.3
Use the equation of a linear model to solve problems in the context of bivariate measurement data, interpreting the slope and intercept. For...
GLE 0806.3.4
Translate among verbal, tabular, graphical and algebraic representations of linear functions.
GLE 0806.5.2
Select, create, and use appropriate graphical representations of data (including scatterplots with lines of best fit) to make and test conjectures.
SPI 0806.3.4
Translate between various representations of a linear function.
SPI 0806.5.3
Generalize the relationship between two sets of data using scatterplots and lines of best fit.
TSS.Math.8.EE.B.5
Graph proportional relationships, interpreting the unit rate as the slope of the graph. Compare two different proportional relationships represented in...
TSS.Math.8.EE.B.6
Use similar triangles to explain why the slope m is the same between any two distinct points on a non-vertical line in the coordinate plane; know and derive...
TSS.Math.8.F.A.2
Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions).
TSS.Math.8.SP.A.1
Construct and interpret scatter plots for bivariate measurement data to investigate patterns of association between two quantities. Describe patterns such...
TSS.Math.8.SP.A.3
Use the equation of a linear model to solve problems in the context of bivariate measurement data, interpreting the slope and intercept. For example, in a...
 
Alignment of this item to academic standards is based on recommendations from content creators, resource curators, and visitors to this website. It is the responsibility of each educator to verify that the materials are appropriate for your content area, aligned to current academic standards, and will be beneficial to your specific students.
 
Learning objectives: 

Objective:

Students will apply their knowledge of scatter plots to discover the correlation between heartbeats per minute before and after aerobic exercise.

Lesson Variations

Blooms taxonomy level: 
Applying
Extension suggestions: 

Extensions & Connections:

  • How would the graph look if the bpm before exercising were plotted on the x-axis, and the bpm after exercising were plotted on the y-axis.?
  • Have students predict the correlation between two related sets of data. Then have them collect a reasonable sample, plot the points and analyze to ascertain the relationship. For example, What is the correlation between a person’s shoe size and his ring size?
  • Provide a variety of examples from which students have to explain what the data tells them. This may mean providing ordered pairs which have to be plotted, or it could include graphs of “best fit lines” with various arrangements of clusters.

 

Helpful Hints

Materials:

Each Group

  • Sheet of graph paper
  • colored pencil
  • colored dot sticker (one per student)
  • piece of uncooked vermicelli spaghetti
  • one ruler

Per Class

  • Guest speaker (Aerobic Instructor)
  • Poster graph
  • Stopwatch 
  • Musci

References

Contributors: