• Organize students in groups of up to four per group. Each student group should contain a variety of ability levels.
• The ‘Introduction’ section of each activity may be read as a class or by the student groups.
• Each group should have a job for each group member, which can be alternated so that each has an opportunity to complete that job. Examples would include: reader, recorder, etc.
• Determine prior to the activities which should be completed by the student groups or on an individual basis.

The objective of the exercise is to speed the heart rate in order to compute fitness level. If a stationary bike or exercise bike is unavailable, the students may complete a series of physical activity similar to bicycling. This might include running in place, jumping rope, etc., for the two minute exercise required.

Calculators should be made available for the lesson extension in which students convert metric measurements to standard or customary measurement.

Students should gather materials to display the native grasses they collect. This could be a science experiment story board, etc. Have a section of the class set aside to dry the grass samples collected. This would include a place to hang the grass as it dries.

Invite a local range management expert to speak to the class about native grass species. Determine the effectiveness of native grasses in supporting livestock and wild animals. Identify introduced species and find out how they impact the local environment positively and negatively.

Practical application of this math problem can be a whole class lesson or incorporated into one of several classroom stations. As a group activity, students may work in groups of two to four members. It is recommended to comprise each group of a range of abilities and learning levels. Close monitoring of these groups keeps a balance within the group participation so that one student does not dominate in completing the work at the station while others are uninvolved.