Physical Education

     Daniel Boone School     6710 N. Washtenaw      Chicago, IL 60645      (773) 534-2160 ph.      (773) 534-2190 fx.      [Email]

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LESSON PLAN: HEART & LUNGS
GRADE 3 - 4
  ANNUAL CURRICULUM
• Warm Up
• Locomotor Movement (K-4)
• Kindergarten
• Grade 1
• Grade 2
• Grade 3
• Grade 4
• Grade 5
• Grade 6
• Grade 7
• Grade 8
• Lesson Plan Outline

UNITS 3-4
• Unit 1 - Throw & Catch
• Unit 2 - Gymnastics
• Unit 3 - Heart & Lungs
• Unit 4 - Basketball
• Unit 5 - Soccer
• Unit 6 - Fitness Fun
• Unit 7 - Volley & Strike
• Unit 8 - Burnball

LESSONS: HEART & LUNGS
• Lesson 1
• Lesson 2
• Lesson 3
• Lesson 4
• Lesson 5

Unit: Heart &  Lungs Time: 60 min Style: Mass task, discovery, and collaboration.
Lesson: 1 Station: Gymnasium IEP: Special accommodation is made for students with special needs.
Equipment: Laptop, timer, and heart monitor

PERFORMANCE OBJECTIVE

Biological Psychological Social
The student will be able to (TSWBAT) move appropriately in the warm up in order to have a proper warm up that raises the heart rate, prepares the body for activity, and prevents injury.

TSWBAT display an appropriate sit-up and push ups, which was taught in the first lesson.

TSWBAT feel an increased level of physical well-being due to increased level of physical activity.

TSWBAT improve body coordination, muscle strength, muscular endurance, cardio vascular endurance, and flexibility through the animal walks, which will help promote physical activity throughout life.

TSWBAT move in general space while maintain space between themselves and other students in the group by keeping their own personal space free of other students.

TSWBAT run and move in coordination with a group of students and line up quickly to accomplish the task at hand.

TSWBAT keep jogging for 10 minutes without interruption to be successful, which is a pace where they could keep a conversation while jogging.

TSWBAT do to 20 sprints that is 20 yards without stopping to be successful where there is 7 second breaks in between each sprint.
 

 

TSWBAT know, understand, and apply the concept of social responsibility by grading themselves after the lesson.

TSWBAT know, understand, and apply the concept of student expectations throughout every situation in the gymnasium.

TSWBAT give examples of situations when the student expectations are applicable.

TSWBAT know, understand, and apply the concept of skipping, galloping, and other locomotor skills.

TSWBAT recollect where their personal seat is, and how it aids the student’s ability to follow the rules and to be team players.

TSWBAT explain that the locomotor skills are good for them as the movements will help them get stronger, faster, and feel better. It enhances the self-efficacy.

TSWBAT reduce stress with physical activity, since increased physical activity increases blood circulation, which helps removal of glucocorticoids (a hormone that induce stress.)

TSWBAT enhance their own self-efficacy by trying and observe their own improvements in the skills practiced.

TSWBAT explain why locomotor skills are good for them, as the movement skills will enhance their future success with fitness, academic achievement, sport achievement, and pursuit of wellness.

TSWBAT understand the fundamental principle of the cardiovascular system, which is to circulate blood that carries oxygen, energy, and water to muscles and other vital organs.

TSWBAT learn how to recognize the impact of cardioscular exercise intensity on the cardiovascular system.

TSWBAT learn and enhance their vocabulary through movement words to increase their academic achievement in other subjects.

TSWBAT enhance their nutritional education in order to promote healthy growth and development. (See Nutrition Unit.)

TSWBAT prevent child obesity through nutritional education by learning how to make healthy nutritional decision for self. (See Nutrition Unit.)

TSWBAT feels that they belong in the class as much as everyone else by have equal rules for everyone.

TSWBAT feel that they are in control of their behavior by giving a grade of themselves at the end of the class. (1, 2, or 3)

TSWBAT feel enjoyment by being more successful due to an increased level of personal involvement through their grading.

TSWBAT feel enjoyment and success through increased participation in all class activities.

TSWBAT feel enjoyment through increased level of success as well as increased level of personal involvement in their homework, which enhances their overall health.

TSWBAT feel an increased level of well-being due to increased level of physical activity.

TSWBAT promote teamwork and success among his or hers classmate through positive feedback and positive interaction that does not display any negative (i.e., hurtful) behavior.

TSWBAT enhance the team spirit through by positively encourage their peers with positive comments and praise, as they exercise in the class.

TSWBAT provide positive feedback to the peers while experience fatigue from cardiovascular exercise that will enhance the experience for all students.

Lesson Objective Organization Cues
I. Warm Up (15 min) Personal Spots Do your best.
II. Locomotor Movement  (5 min) Between the white lines Do your best!
Your hard work gets you stronger and faster.
III. Movement Words & Nutrition Unit (5 min) In front of white board Grade level appropriate
III Jogging (10 min)
1. Guided questions in regards to the respiratory system.
 
Around cones
Personal Spots
5 minute jog around cones. Do not run too fast. Pace yourself.

What happen to the breathing?
What do you breath?
How does your breathing changed from sitting still?
What happens to the lungs?
IV. Walk (5 min)
1. Guided questions in regards to the respiratory system.
Around cones
Personal Spots
5 minute walk around cones.

What happen to the breathing?
What is harder on your breathing? Running or walking? Why?
What do you think gives you the highest impact exercise?
Do you get exercise when you walk?
V. 20 Sprints (5 min)
1. Guided questions in regards to the respiratory system.
 
Between the white lines - length
Personal Spots
7 second rest between sprints.

What exercise was hardest for your breathing?
Why do you think that?
Why do you think running or walking is important for you?
VI. Lungs - The respiratory system. (5 min) Personal Spots Demonstrate where the oxygen goes to the lungs and where it is picked up by the blood in order to go the cells of the body. (USE POSTER)
VII. Homework Assignment: Human Heart (5 min) Personal Spots Homework assignment scoring:
Create a human heart
VIII. Self-Assessment (5 min) Personal Spots  1, 2, 3.