Lesson Objective:

Students will create a fitness routine using computational thinking, which includes creating algorithms. This lesson focuses on recognizing patterns in exercise sequences and structuring them to form an effective workout.

Materials Needed:

• Chart paper and markers

• Printed exercise cards with descriptions (e.g., jumping jacks, push-ups, squats)

• Timer

Steps:

• Introduction: 

  • Start by asking students what makes a good fitness routine, discussing how different exercises can be sequenced for an effective workout. 

  • Introduce the idea of using algorithms to create a structured exercise plan. 

  • Explain that students will be using flowchart symbols to design an algorithm for a fitness routine.

• Group Activity: 

  • Divide students into small groups, and provide each group with exercise cards. 

  • Instruct students to use chart paper and markers to create a flowchart for their 10-minute workout routine, incorporating warm-up, workout, and cool-down stages. 

  • Encourage them to add “decision” points, such as repeating an exercise based on the available time, simulating real-world conditions where they might need to adjust the routine.

• Testing and Discussion: 

  • Instruct each group to demonstrate their fitness routine by following their flowchart as a guide. 

  • Ask them to reflect on how their routine worked in practice, discussing any adjustments they might make. 

  • Students then present their routines and flowcharts to the class, explaining the decisions they made and how their algorithms helped organize the exercises logically and efficiently.

Equity and Access: 

Include low-impact exercise options on the cards and encourage groups to modify routines to ensure all students can participate, emphasizing the importance of adaptability in algorithm design.

Real-World Application: 

Discuss how personal trainers and fitness apps use algorithms to design adaptable workout plans. Highlight how algorithmic thinking can support health and fitness goals, just as it supports problem-solving in other fields.

CS Practice(s):

• Recognizing and Defining Computational Problems: Students define the problem of creating an effective and logical fitness routine by recognizing patterns in warm-ups, exercises, and cool-downs, and they use flowchart symbols to represent each part of the sequence, allowing them to plan and refine the routine structure.

Standard(s):

• CA PE 8.3.2

• CA CS 6-8.AP.10

Objective:

Students will use Google Sheets, Microsoft Excel, or another spreadsheet software to create a basic physical activity tracker. This lesson focuses on using spreadsheet formulas and functions to create a computational artifact that tracks and analyzes physical activity data.

Materials Needed:

• Computers or tablets with access to spreadsheet software

• Example activities for tracking (e.g., push-ups, squats, running laps)

Steps:

• Introduction: 

  • Start by discussing how tracking physical activity can help improve fitness goals. 

  • Explain that today, they will create a digital activity tracker using spreadsheet software to monitor exercises and collect data, such as repetitions or minutes spent on an activity. 

  • Show a basic template with columns for different exercises, repetitions, time, and dates.

• Setting Up and Using Formulas: 

  • Guide students in setting up a Google Sheets document with columns for exercise type, date, repetitions, and total minutes. Demonstrate how to use basic formulas (like SUM and AVERAGE) to automatically calculate totals and averages for each type of exercise. 

  • For example, they can calculate their total exercise time over a week or the average number of repetitions per session.

• Testing and Refining: 

  • Once students have set up their trackers, ask them to input sample data and observe how the sheet updates calculations in real time. 

  • They can experiment by adding new exercises or tracking additional metrics, such as calories burned. 

  • Encourage students to refine their sheets by adding visual features like color coding or charts to make their data easier to understand. 

  • When finished, students share their sheets with a partner to gather feedback, then make any final adjustments before presenting their trackers to the class.

Equity and Access: 

Provide a pre-formatted spreadsheet template for students who need additional support, allowing them to focus on data entry and using formulas rather than starting from scratch.

Real-World Application: 

Connect the activity to fitness apps that track personal data, such as calories burned and steps taken. Emphasize how using computational tools can help them make sense of data and improve their health, and highlight that similar skills are used by health professionals to monitor and analyze fitness data.

CS Practice(s):

• Testing and Refining Computational Artifacts: Students input sample data into their spreadsheet trackers and observe how their formulas work in real time. They then refine their sheets based on feedback, adjusting calculations or adding visual elements to improve readability and functionality, ensuring their tracker is useful and accurate for monitoring physical activity.

Standard(s):

• CA PE 8.3.2

• CA CS 6-8.DA.8