Lesson 5 * Weight-Bearing Activities
Objectives
Students will:
• perceive that their peers do physical activities
• identify short-term health benefits of doing physical activity*
• identify the benefits of weight-bearing activities*
• identify places and opportunities to do weight-bearing activities*
*Learning Objective
NOTE: This lesson has an associated project lesson, which should only be
taught as a follow-up. This lesson also has an associated Family Activity.
TEKS
Science: 8.6AB
Health Education: 8.1A, 8.3ABC, 8.4ABC, 8.6A, 8.7A, 8.12ABC
Physical Education: 8.3ABDEHI, 8.4ABCG
Estimated Class Time
Part A
Discussion: 12 minutes
Competition: 8 minutes
Total Time: 20 minutes
Part B
Opportunity Maps: 15 minutes
Project Lesson Assignment: 5 minutes
Total Time: 20 minutes
Materials Needed
•
•
•
•
•
•
Teacher 411: Physical Activity, pgs. 61-62 (for teacher’s use only)
Physical Activity Guidelines transparency, pg. 63
OPTIONAL: Rubric for Project Assignment transparency, pg. 64
WBA cards, pgs. 65-67
Opportunity Map handout, pg. 68 (one copy per group)
WBA Family Activity, English and Spanish versions, pgs. 69-72 (one copy per student)
Lesson Preparation
• Review this lesson, including the documents listed in the Materials Needed section. Also
review the associated Project Lesson: Weight-Bearing Activities, which is a followup to this lesson. For background information, review Teacher 411: Physical Activity.
• Make copies of the handout and WBA cards listed in the Materials Needed section. Cut
apart the WBA cards and keep them grouped in the sets of six as shown.
• Make the transparencies listed in the Materials Needed section. (One is optional.)
• Before you teach Part B, decide how students will carry out the project assignment.
See the NOTE at the beginning of the section for details.
• When scheduling the date to teach the follow-up Project Lesson: Weight-Bearing
Activities, keep in mind the time required for students to complete their project
assignment.
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Weight-Bearing Activities
Part A
Discussion
1. Ask students to name physical activities they sometimes do. Before they reply, remind them that
everyday activities and chores like walking to school, washing a car, walking the dog, and raking
leaves also count as physical activities.
2. Tell students to brainstorm health benefits of physical activity. Announce any of the following
benefits not named by students:
•
•
•
•
•
•
•
•
•
You sleep better.
You have more energy.
You have a better attitude.
You cope with stress better.
You build strength and
endurance.
You look better.
•
You feel less anxious.
Your body gets toned.
You help yourself maintain a
healthy weight.
Your self-esteem and
self-confidence increase.
3. Name the following three body systems: (a) heart and lungs, (b) muscles, and (c) bones.
Inform students that all physical activities are beneficial, but that different types of physical
activities benefit some of these body systems more than others. Point out that swimming is an
aerobic exercise that strengthens the heart and lungs, as well as leg and arm muscles, but that it
doesn’t build bone mass. Ask students which body systems benefit from doing sit-ups. (Muscles;
heart and lungs if done quickly)
4. Project and go over the Physical Activity Guidelines transparency. Point out the following additional
information as you go over each guideline:
Guideline 1:
• MVPA strengthens your heart and lungs. How can you tell whether a physical activity
is moderate or vigorous? (Body cues [breathing harder; faster heartbeat; face feels warmer;
sweating] can help you tell. If you’re doing a physical activity at a vigorous-intensity level, you’ll
experience the body cues well above normal—and you’ll probably even have trouble talking.)
• Try to do physical activity for periods of time that add up to at least 60 minutes each
day. You don’t have to do all 60 minutes at one time, although it’s best to do a
minimum of 20 minutes at a time.
Guideline 2:
• Some physical activities are almost always going to be vigorous-intensity, including the
examples shown with this guideline. Others can be moderate-intensity or
vigorous-intensity, depending on how you do them. Rollerblading is one example.
What are others? (Possible answers: slow versus fast bike riding; shooting baskets versus
playing basketball)
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Weight-Bearing Activities
Guideline 3:
• In these first three guidelines, do you see any physical activities listed more than once?
(Yes; possible answers: cheerleading, brisk walking, gymnastics) By doing some physical
activities, you’re meeting more than one guideline—and you’re helping more than one
body system.
5. Inform students that in this lesson they’re going to focus on activities that strengthen bones.
Point out that these activities are also weight-bearing activities, called WBA’s for short. Tell
them that in order to understand what “weight-bearing” means, they’re going to do a
demonstration. Lead them in the following:
• Stretch in a standing position for about 30 seconds.
• March slowly in place for about 30 seconds.
• Do jumping jacks for about 30 seconds.
Then question students briefly about how much weight or impact they seemed to be putting on
their bones during each of the three actions.
6. State or paraphrase the following:
Think about a road that has had a very heavy traffic load on it for many years. What
condition is the road probably in right now? (Possible answers: Bad, pieces of it have broken
away) Finally road crews work to rebuild the road, and after that it’s stronger than it was
in the beginning.
Doing a physical activity that causes you to put a load, or impact, on your bones causes
bones to be rebuilt. So your bones are stronger than they were before—just like the road
that was rebuilt—and they do a better job of supporting your body.
7. Tell students that some WBA’s are higher-impact than others, which means they’re better for
strengthening bones. Ask students whether they would put more weight on their bones while
playing basketball or riding a bike. (Playing basketball) Point out that since they put the most
weight, or impact, on their bones when they jump, the sports, games, or other physical activities
that involve jumping are the WBA’s that are most beneficial to bones. Ask students to give a few
examples. (Possible answers: volleyball, jumping rope, step aerobics)
Competition
1. Divide students into teams and tell them they’re going to compete to demonstrate their
knowledge of WBA’s. Either designate or tell groups to choose a leader for each team. State or
paraphrase the following rules:
Each team will be given six cards. A WBA is printed on each one. Everyone on the team
will do five jumping jacks, and then the team leader will pick up one card. You’ll repeat
this until all six cards have been picked up.
Next, team members will work together to put the WBA’s on the cards into three pairs.
In each pair a higher-impact WBA should be on top, and a lower-impact WBA should be
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Weight-Bearing Activities
under it. To decide which WBA is higher-impact, ask yourselves which activity makes
you put more weight, or impact, on your bones. For example, if two of the WBA’s are
“walking the dog” and “volleyball,” which card should go on top in this pair? (Volleyball)
Should you make a pair with “baseball” and “raking leaves”? (No, because both are lowerimpact WBA’s)
When your team has finished pairing the six cards, everyone on the team will do ten
jumping jacks to signal that they’re finished.
2. Give each team a set of six cards.
3. As each team finishes, use the following to check their pairings. (A pair can consist of any item
from the left column and any item from the right column.)
HIGHER-IMPACT / LOWER-IMPACT
√ = involves jumping
* = everyday activity
SET 1
basketball √
volleyball √
cheerleading √
bike-riding
hiking
raking leaves*
SET 2
running
jumping rope √
bench/step aerobics √
walking*
softball
walking the dog*
SET 3
racquetball √
basketball √
volleyball √
weight-lifting
dancing*
sweeping*
SET 4
jumping rope √
jogging
cheerleading √
climbing stairs*
baseball
sweeping*
SET 5
bench/step aerobics √
cross-country
skiing
basketball √
climbing stairs*
jumping rope √
softball
SET 6
volleyball √
racquetball √
shooting baskets √
stretching
bike-riding
throwing a flying
disc
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Weight-Bearing Activities
4. As time permits, (1) instruct a few team leaders to announce their pairings; (2) ask students
which WBA’s involve jumping; and (3) ask students which WBA’s are everyday activities rather
than sports or games.
Part B
NOTES:
Before you teach Part B, decide how students will carry out the project assignment.
For instance—
• Will they work in pairs or in small groups to take photos of places where
eighth graders can do WBA’s?
• Do you need to pair or group students in a way that ensures that at least
one person in the pair/group has access to a cell phone or digital camera?
• How many days will they have to take their photos?
• Based on students’ circumstances, how many photos can they realistically
be expected to take in the allotted time? (If you provide the Rubric for Project
Assignment to students, you may need to adjust the number of photos
stated in the Project Assignment/Content section.)
• If students have access to computers and a Power Point program, will they
present their photos in a Power Point slide show?
• If students don’t have access to computers and a Power Point program,
how will they obtain prints of the photos they’ve taken? Will they present
their printed photos by placing them on wall posters or door posters? If
so, you will need to provide poster board and possibly markers.
Opportunity Maps
1. Ask students to define weight-bearing activities, or WBA’s, and to explain why they’re
important. (A WBA is a physical activity during which you put weight or impact on bones. It’s
important to do WBA’s because bones are rebuilt or strengthened after you do them.) Point out
that it’s especially important for teens to do WBA’s because so much bone growth takes place
during adolescence.
2. Inform students that it will be easier to do more WBA’s if they’re aware of opportunities to do
them. State or paraphrase the following:
You’re going to work in groups to identify opportunities to do WBA’s. You’ll do this by
brainstorming WBA’s you can do (1) inside, outside, or near your home or apartment;
(2) while at school, either in the gym or on the school grounds and playing fields; and
(3) at other places in the community, such as parks. The group recorder will write down
what you brainstorm on an Opportunity Map.
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Weight-Bearing Activities
3. Divide students into groups. Give each group an Opportunity Map handout. Point out that the
two rectangles on the lower right can represent other places in the community to do WBA’s.
Designate a recorder for each group. Let students know how much time they will have to
brainstorm.
4. After groups have finished, as time permits ask recorders to share a few of the opportunities
their group named.
NOTE:
You may want to post students’ Opportunity Maps in your classroom or in the
hallways.
Project Lesson Assignment
1. Tell students they’re going to do a project that will help them and other students do more
WBA’s by promoting WBA opportunities. Explain that the project is to take photos of
themselves in places where WBA’s can be done and then visually present the photos.
2. Based on the decisions you have made, explain to students how they will carry out the project
assignment, the minimum number of photos they need to take, and the deadline for taking (and
printing, if applicable) their photos. Also explain how they will visually present and label their
photos. (OPTIONAL: Provide students with the rubric you will use to grade their projects. A
suggested rubric can be found on transparency 2 of this lesson— Rubric for Project Assignment.)
NOTE:
A day or two before the deadline for taking and printing photos, you may want to
remind students of the due date.
Extension Activities
•
•
Tell students to work in groups to invent a new sport or game that involves jumping. Groups
should share their ideas with the entire class and possibly with PE teachers.
Ask students to research the effects of weightlessness in space on astronauts’ bones. Instruct
them to discuss the connection between this topic and the importance of doing WBA’s.
Additional resources can be found in the appendix.
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Lesson 5 * Weight-Bearing Activities – Teacher 411
Teacher 411: Physical Activity
Regular physical activity can both improve a person’s health and reduce the risk of developing
disease. It helps control weight; makes bones, muscles, and joints stronger; and helps prevent or
reduce symptoms of stress, anxiety, and depression. Thirty minutes of physical activity most days of
the week also reduces the risk of heart disease (the leading cause of death in the United States), as
well as the risk for stroke, colon cancer, diabetes, and high blood pressure.
Yet, despite all these benefits, more than 60% of adults do not get enough exercise, and more than
25% get none at all. A third of young teenagers do not get vigorous exercise on a regular basis, and
their activity levels decline as they get older.
To establish an effective exercise routine, there are four important concepts to keep in mind:
Frequency, Intensity, Time, and Type (F.I.T.T.).
Frequency: How often you exercise
Intensity: Your level of physical exertion during exercise
Time: The amount of time you spend exercising
Type: The type of exercise you are performing (aerobic, strength training, etc.)
The Centers for Disease Control and Prevention (CDC) offers the following recommendations for
ADULTS:
Cardio or aerobic activities
(choose one of the following)
A minimum of 30 minutes of moderate-intensity physical
activity per day (such as brisk walking) most days of the week.
A minimum of 20 minutes of vigorous-intensity physical activity
(such as jogging or running) 3 days a week.
Resistance, strength-building,
and weight-bearing activities
Two days a week, incorporate strength training into your routine.
Strength training activities, such as weight lifting, maintain and
increase muscle strength and endurance. A goal to work toward is
completing 6-8 strength training exercises, with 8-12 repetitions per
exercise.
The National Association for Sport and Physical Education (NASPE) offers the following guidelines
for CHILDREN/TEENS:
Guideline 1
Guideline 2
Guideline 3
Guideline 4
Children should accumulate at least 60 minutes, and up to several
hours, of age-appropriate physical activity on all or most days of
the week.
Children should participate in several bouts of physical activity
lasting 15 minutes or more each day.
Children should participate each day in a variety of age-appropriate
physical activities designed to achieve optimal health, wellness,
fitness, and performance benefits.
Extended periods (periods of 2 hours or more) of inactivity are
discouraged for children, especially during the daytime hours.
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Lesson 5 * Weight-Bearing Activities – Teacher 411
When you exercise, it is important to work out at an intensity level that is right for you.
There are a number of different ways to figure out when you are exercising at the appropriate level
of intensity.
Calculating your target heart rate is one way. To exercise safely and receive the maximum
cardiovascular benefit when you exercise, you should try to keep your pulse rate within the target
heart rate zone. To determine this zone, you first need to determine your maximum heart rate,
which is the maximum number of times your heart should beat in one minute. To calculate your
maximum heart rate, subtract your age from 220.
If you are just beginning to become physically active, you should gradually increase your activity to
moderate-intensity exercise—trying to go from couch potato to sport superstar in one step can
lead to injuries. For moderate-intensity exercise, your target heart rate should be between 50% and
70% of your maximum heart rate. For example, a 13-year-old girl would have a maximum heart rate
of 220 – 13 = 207 beats per minute (bpm). Her 50% and 70% levels would be:
50% level: 207 X 0.50 = 104 bpm
70% level: 207 X 0.70 = 145 bpm
So if this 13-year-old kept her heart rate between 104 and 145 bpm during the time she exercised,
this would count as moderate-intensity exercise.
Vigorous-intensity exercise is when the pulse rate is between 70% and 85% of the maximum
target heart rate. To meet the physical activity recommendations, a person should perform this type
of exercise at least three times a week for 20 minutes. Here are some examples:
Moderate-Intensity Activity
(3.5 to 7 Kcal/min)
Vigorous-Intensity Activity
(more than 7 Kcal/min)
Walking
Shooting baskets
Weight training with free weights
Bicycling on level ground
Dancing
Swimming
Skateboarding
Interactive video game – tennis
Jogging or running
Basketball game (fast)
Wheeling your own wheelchair
Bicycling on hills
Karate, judo, tae kwondo
Soccer
Jumping rope
Interactive video game – boxing
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Lesson 5 * Weight-Bearing Activities – Transparency 1
Physical Activity Guidelines
1. EVERY DAY: Do moderate-to-vigorous physical
activity (MVPA) at least 60 minutes.
+
Examples of moderate-intensity physical activities:
brisk walking, raking leaves, volleyball, skateboarding, softball,
shooting baskets, slow bike-riding
Examples of vigorous-intensity physical activities:
swimming, jumping rope, martial arts, cheerleading, soccer, flag football, vigorous dancing,
kickboxing
2. AT LEAST 3 DAYS A WEEK: Include
vigorous-intensity physical activities.
+
More examples of vigorous-intensity physical activities:
running/fast jogging, fast bike-riding, aerobics, tennis, basketball,
gymnastics
3. AT LEAST 3 DAYS A WEEK: Include muscle-strengthening
physical activities.
Examples of muscle-strengthening physical activities:
handheld weights, cheerleading, gymnastics, brisk walking, push-ups, sit-ups
4. AT LEAST 3 DAYS A WEEK: Include bone-strengthening
physical activities.
Examples of bone-strengthening physical activities:
running, basketball, jumping rope, volleyball, gymnastics, tennis
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Lesson 5 * Weight-Bearing Activities – Transparency 2
RUBRIC FOR PROJECT ASSIGNMENT
GROUP WORK
Level of cooperation
Level 1: No cooperation was exhibited.
Level 2: A small amount of cooperation was exhibited.
Level 3: Cooperation was exhibited at least half of the time.
Level 4: Cooperation was exhibited the entire time.
Use of time
Level 1: Students were rarely or not at all on-task.
Level 2: Students were on-task less than half of the time.
Level 3: Students were on-task at least half of the time.
Level 4: Students were on-task the entire time.
PROJECT ASSIGNMENT
Content
Level 1: The finished product includes 2 or fewer photos but lacks labeling.
Level 2: The finished product includes 3 or 4 photos but lacks labeling.
Level 3: The finished product includes 5 or 6 photos and labeling.
Level 4: The finished product includes 7 or more photos and detailed labeling.
Creativity
Level 1: The finished product reflects a complete lack of creative effort and is not at
all appealing to viewers.
Level 2: The finished product reflects a minimum amount of creative effort and is
only minimally appealing to viewers.
Level 3: The finished product reflects a moderate amount of creative effort and is
somewhat appealing to viewers.
Level 4: The finished product is a result of very creative and original thinking and is
appealing to viewers.
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Lesson 5 * Weight-Bearing Activities – WBA cards
basketball
bike-riding
Set 1
Set 1
volleyball
hiking
Set 1
Set 1
cheerleading
raking leaves
Set 1
Set 1
running
walking
Set 2
Set 2
jumping rope
softball
Set 2
Set 2
bench/step
aerobics
walking the
dog
Set 2
Set 2
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Lesson 5 * Weight-Bearing Activities – WBA cards
racquetball
weight-lifting
Set 3
Set 3
basketball
dancing
Set 3
Set 3
volleyball
sweeping
Set 3
Set 3
jumping rope
climbing stairs
Set 4
Set 4
jogging
baseball
Set 4
Set 4
cheerleading
sweeping
Set 4
Set 4
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Lesson 5 * Weight-Bearing Activities – WBA cards
bench/step
aerobics
cross-country
skiing
Set 5
Set 5
basketball
climbing stairs
Set 5
Set 5
jumping rope
softball
Set 5
Set 5
volleyball
stretching
Set 6
Set 6
racquetball
bike-riding
Set 6
Set 6
shooting
baskets
throwing a
flying disc
Set 6
Set 6
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Lesson 5 * Weight-Bearing Activities – Handout
Names: ____________________________
Date: __________
Opportunity Map
House
68
Pd: ________
Lesson 5 * Weight-Bearing Activities – Family Activity
Name: ____________________________
Date: __________
Pd: ________
Weight-Bearing Activities (WBA’s)
Family Activity
During a CATCH lesson your child learned about weight-bearing activities (WBA’s). WBA’s are
physical activities that put weight or impact on bones. These activities are beneficial because they
help rebuild and strengthen bones.
The rebuilding and strengthening of bones is very important. As people age, bones can lose some of
their strength and become weak. Doing WBA’s is especially important for teens because a large
amount of bone growth takes place during adolescence.
There are two types of weight-bearing activities: high-impact and low-impact. High-impact
WBA’s put the most weight or impact on bones and are the most beneficial for bone growth,
rebuilding, and strengthening. Low-impact WBA’s put less weight or impact on your bones, but
they’re still beneficial for the same reasons.
What WBA do you think is the highest-impact activity? __________________________________
(Hint: Ask your child to help with this question since he or she learned it in the CATCH lesson.)
[The answer is on the following page.]
Other high-impact WBA’s include basketball, soccer, volleyball, jumping jacks, bench/step aerobics,
and cheerleading.
Low-impact WBA’s include walking, bike riding, mowing the lawn, and dancing.
You and your family will be more likely to do WBA’s if you make a list of the ones you could do and
the places you could do them.
Step 1: Together, fill in this chart of high-impact and low-impact WBA’s.
.
High-impact
Low-impact
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Lesson 5 * Weight-Bearing Activities – Family Activity
Step 2: From the list of activities you just made, together select five activities (three high-impact and
two low-impact) and brainstorm with your family where you can do them as a family. (Examples:
inside or outside your home, in your neighborhood, at the park)
1. Activity: ____________________________________
Location: ___________________________________
2. Activity: ____________________________________
Location: ___________________________________
3. Activity: ____________________________________
Location: ___________________________________
4. Activity: ____________________________________
Location: ___________________________________
5. Activity: ____________________________________
Location: ___________________________________
Step 3: Make a pledge to perform at least one high-impact and one low-impact activity in the
coming week:
As a family, we pledge to __________________________________ (high-impact) and
___________________________________ (low-impact) during the coming week!
Step 4: Go to the places on your list and perform the WBA’s that you chose for that specific place.
Step 5: If you have a camera, take pictures of yourselves performing the activities.
Step 6: Place the photos in a central location in your home to remind you of the activities you can
do as a family to benefit your health!
In the future, remember to continue to add WBA’s to your list so that all of you will have a lot of
different activities to do in a variety of places. Try to do WBA’s at least a few times each week. As a
result, you’ll have healthier bones, fun new activities to do as a family, and great family photos!
[Answer to “What WBA do you think is the highest-impact activity?”: Jumping!]
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Lesson 5 * Actividades de Levantar Pesas – Actividad
de Familia
Name: ____________________________
Date: __________
Pd: ________
WBA’s
Actividad de Familia
Durante una lección CATCH su hijo(a) aprendió acerca de WBA’s. Las WBA’s son actividades que
soportan el peso corporal –es decir, actividades físicas que ponen peso o impacto sobre los huesos.
Estas actividades son beneficiosas porque ayudan a reconstruir y fortalecer los huesos.
La reconstrucción y el fortalecimiento de los huesos es muy importante. A medida que las personas
van avanzando en edad, los huesos pueden perder algo de su fuerza y hacerse débiles. Practicar
WBA’s es especialmente importante para los adolescentes, debido a que una gran parte del
crecimiento de los huesos toma lugar durante la adolescencia.
Hay dos tipos de WBA’s: de alto impacto y de bajo impacto. Las WBA’s de alto impacto ponen el
máximo peso o impacto sobre los huesos y son las más beneficiosas para el crecimiento,
reconstrucción y fortalecimiento de los huesos. Las WBA’s de bajo impacto ponen menos peso o
impacto sobre los huesos, pero aún son beneficiosas por las mismas razones.
¿Qué WBA piensa usted que es la actividad del mayor impacto? ____________________________
(Sugerencia: Pídale a su hijo(a) que le ayude con esta pregunta, ya que él/ella lo aprendió en la lección
CATCH.) [Se encuentra la respuesta en la página siguiente.]
Otras WBA’s de alto impacto incluyen básquetbol, fútbol, voleibol, hacer saltitos (jumping jacks),
animación para eventos deportivos, y ejercicios aeróbicos de banca y de step.
Las WBA’s de bajo impacto incluyen caminar, montar bicicleta, bailar y cortar el césped/zacate.
Será más probable que usted y su familia hagan WBA’s si hacen una lista de las que podrían hacer y
los lugares en que las podrían practicar.
Paso 1: Juntos, rellenen este gráfico de WBA’s de alto impacto y bajo impacto.
.
Alto impacto
Bajo impacto
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Lesson 5 * Actividades de Levantar Pesas – Actividad
de Familia
Paso 2: De la lista de actividades que acaban de hacer, juntos seleccionen cinco actividades (tres de
alto impacto y dos de bajo impacto) y decidan dónde puedan hacerlas en familia. (Ejemplos: dentro
o fuera de su hogar, en su vecindario, en el parque)
1. Actividad: ____________________________________
Lugar: _______________________________________
2. Actividad: ____________________________________
Lugar: _______________________________________
3. Actividad: ____________________________________
Lugar: _______________________________________
4. Actividad: ____________________________________
Lugar: _______________________________________
5. Actividad: ____________________________________
Lugar: _______________________________________
Paso 3: Comprométanse a practicar al menos una actividad de alto impacto y una actividad de bajo
impacto en la semana que viene:
En familia, nos comprometemos a __________________________________ (alto impacto) y
___________________________________ (bajo impacto) durante la semana que viene!
Paso 4: Vayan a los lugares en su lista y practiquen las WBA’s que eligieron para ese lugar específico.
Paso 5: Si tienen una cámara, tomen fotografías mientras practiquen las actividades.
Paso 6: Coloquen las fotos en un lugar central de su hogar para recordarles de las actividades que
pueden practicar en familia ¡para beneficio de su salud!
En el futuro, no olviden de seguir agregando WBA’s a su lista, para que todos de su familia tengan
muchas actividades diferentes que pueden practicar en diversos lugares. Intenten practicar WBA’s al
menos un par de veces cada semana. Como resultado, tendrán huesos más sanos, nuevas actividades
divertidas que pueden hacer en familia y ¡muy buenas fotos de la familia!
[Respuesta a “¿Qué WBA piensa usted que es la actividad del mayor impacto?”: ¡Brincar!]
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