Energy | Substitute Teacher
Students explore how the body produces and uses energy during exercise, then apply that knowledge to plan and perform movements at different intensities. The lesson is designed for a substitute teacher with simple, structured activities that require minimal setup.
| Term | Definition |
|---|---|
| ATP | Adenosine triphosphate; the body's main energy currency for muscle work. |
| Aerobic | Energy production that uses oxygen and supports longer-duration activity. |
| Anaerobic | Energy production without enough oxygen for short, intense activity. |
| Pacing | Controlling effort to maintain performance over time. |
| Recovery | Rest or low-intensity movement that helps the body return toward baseline. |
Take attendance, explain that today focuses on how the body uses energy during exercise. Lead a brief dynamic warm-up: marching, arm circles, side steps, and bodyweight squats.
Participate in warm-up, listen for lesson purpose, and move safely in personal space.
On the board, explain ATP as immediate energy, then introduce aerobic and anaerobic energy in simple terms. Give examples: sprinting, jogging, and sustained activity. Ask a few quick questions to check understanding.
Take notes, respond to questions, and connect examples to their own activity experiences.
Read or display activity examples such as sprint, walk, jump rope, rest, lift, and jog. Ask students to classify each as low, moderate, or high intensity and justify the choice.
Work individually or with a neighbor to sort examples and explain reasoning aloud.
Lead three short movement rounds: 30 seconds moderate movement, 20 seconds high-intensity movement, and 40 seconds recovery. After each round, ask students to note breathing, heart rate, and perceived effort on a 1-10 scale.
Perform movements safely, self-monitor effort, and record observations.
Facilitate a discussion on how pacing and recovery changed performance. Connect observations to aerobic and anaerobic energy use.
Share observations and explain how energy needs differed across the rounds.
Distribute a short written assessment with 3-4 questions: define aerobic or anaerobic, identify which activity used more energy quickly, and describe one pacing strategy.
Complete the assessment independently and submit it before leaving.
Review the main idea: the body uses different energy systems depending on intensity and duration, and pacing plus recovery help manage effort. Invite one or two students to share a takeaway before dismissal.
Formative assessment occurs through questioning, observation, activity responses, and a short exit assessment at the end of class.