I.
Lesson
Plan – Heart Rate K - 3
a. Class
Name: All grades K - 3
b. Skill
Level: Pre-control to control
c. Length
of Time: 45 minutes
d. Number
of Meetings: 1st class meeting
e. Major
Focus: Students learn about their Heart Rate and Exercise. How the heart
pumps blood at a faster rate during exercise to allow for increase activity.
Sub
Focus: Locomotor skills – hopping, skipping, galloping, and tip-toeing,
strategy, cooperation, teamwork
II.
Safety
a.
Activity: The students must
concentrate on spatial awareness and make sure not to run into one
another while performing a loco-motor skill. The students must also
demonstrate safe tagging techniques allowing for adequate space between each
student while when applying a tag. The students must stop, sit down with
their legs crossed and their hands in their laps and focus on the instructor
when they hear the “freeze” cue.
b.
Organizational: The students must walk quietly when entering the gym. The
students must wait quietly on a designated line before exiting the gym.
Students must always demonstrate self control, and active listening skills
when in the gym.
III.
Equipment
a. 1 Heart
Rate Monitor per every other child.
b. Music to move to.
IV.
Objectives
a.
Psychomotor: The student will demonstrate a proper/mature characterized by:
1. stand on
one foot, other leg bent at the knee, foot behind the body
Cues: one foot, bend knee
2.
bend knee of leg standing
on ground, explode body upwards and forward, other knee remains bent
Cues: push up
3. land on
same foot, bend knee to absorb shock, other knee remains bent
Cues: soft landing
Psychomotor: The student will demonstrate a proper/mature skip
characterized by:
1. both
feet together, face forward
2. step
forward with one foot, tiny hop with that same foot, step forward with other
foot
Cues: step, hop
3. bend
knee to absorb shock from the hop
Cues: soft landing
Psychomotor: The student will demonstrate a proper/mature gallop
characterized by:
1. both
feet together, face forward
2. step
forward with one foot, bring toe of back foot to heel of front foot, push
forward with front foot, repeat
Cues: toe to heel
3. bend
knee to absorb shock
Cues: soft landing
Psychomotor: The student will demonstrate a proper/mature tip-toe
characterized by:
1. raise
both heels off the ground, remain on balls of feet, bend knees slightly
Cues: raise heels
2.
walk or slowly jog, heels
remain elevated, remain standing on balls of the feet, bend knees slightly
Cues:
raise heels, move
quietly
3.
slowly lower heels back to
the floor, stand flat footed
Cues:
lower heels
b.
Cognitive: The student will
show understanding of a proper/mature hop, skip, gallop,
and tip-toe by:
1.
following directions and
safety precautions on the chart provided
2.
answering questions
regarding locomotor skills correctly
3.
practicing activities
properly
Cognitive:
The student will demonstrate an understanding of strategies by:
1.
discovering ways to
successfully retrieve objects
2.
discovering ways to
successfully tag retrievers
3.
recognizing spatial
relationship between taggers and retrievers
Cognitive:
Students will demonstrate a clear understanding of how to check their heart
rate at either the chest (k-1) or Coradid Artery (2-3).
1. Take
their Heart Rate at rest and feel it "Boom, Boom" in their chest. (K-1)
2. Take
their Heart Rate at rest on their coradid artery and tell how many 'beeps'
they heard.
Cognitive:
Students will demonstrate an understanding that they understand that their
Heart Rate increases with exercise.
1. Take
their Heart Rate at rest and then again after exercise and be able to tell
which is beating faster, and why.
c.
Affective: The student
will demonstrate successful cooperation by:
1.
Demonstrate active
listening skills by answering questions after raising their hand.
2.
giving advice and
encouragement
3.
willingness to work within
partner, in a "Think-Pair-Share" Method of instruction, where the students
get with a partner, a question is asked that they must think about.
Partners then 'Pair" by telling each other their answer, and then they put
their thumbs up together to show they are ready to answer.
V.
Organization
a.
Initiation:
Instant Activity
Attendance
Focus of Activity
Sub-focus of Activity
Demonstration
Cues
Cognitive objective
Affective objective
Safety concerns
b.
Content:
Music box is readied to use during movement
Activity – Open Space
Locomotor Movement (K-1) and Stuck in the Mud (2-3).
1.
Students in Grades K-4 have
to feel their chest to see if their heart is beating.
2.
Grade 2-3 are asked to move
to the coradid artery to check their pulse.
3.
Students check for the
number of beeps for 10 secs at the coradid artery (2-3). Resting HR/10secs.
4.
Students are asked to
think-pair-share, "What do you think will happen to your heart rate after
you exercise?"
5.
Students then perform
various locomotor movements around the gymnasium while moving toward open
space. Locomotor movements should begin with walking or some other slower
movement to allow for future movements to increase their Heart Rate.
6.
Students then "Freeze" and
check their Heart Rate at either their chest (K-1) or their coradid artery
(2-3) for 10 secs.
7.
Various movement patterns
are used to increase the intensity by varying the locomotor pattern and
duration should increase, thus increase the respiratory rate, and Heart
Rate.
8.
A discussion of how the
lungs and heart work together to provide energy for the body to move takes
place.
9.
Adding a locomotor game:
"Stuck in the Mud" or Frozen Tag.
10.
After each locomotor change
a discussion of what is happening to the students Heart Rate should take
place.
11.
Students in Grades 2-3
(time Permitting) check their Heart Rates using a watch heart rate monitor
(strapless).
12.
Recovery Rate: Question:
"After you exercise and a resting for a time, what happens to your Heart
Rate?"
c.
Floor Plan (See Diagram)
d.
Closure:
Why does your Heart Beat?
What happens to your Heart
Rate after Exercise?
Why was it important to be
aware of the space around us?
