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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 perform each locomotor skill at least once for a distance of
approximately 30 feet during the animal walks.
TSWBAT increase their heart rate during the game of Heart Attack Tag.
TSWBAT play Heart Attack Tag without collisions by follow the guidelines for
safety provided by the teacher.
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TSWBAT know, understand, and apply the concept of social responsibility by
grading themselves after the lesson in first grade. 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 animal walks.
TSWBAT recollect where their personal seat is, personal and general space
when used in the classroom and how it aids the students
ability to follow the rules and to be team players.
TSWBAT explain that the animal walks are good for them as the movements
will help them get stronger, faster, and feel better. It will make
their hearts smile. TSWBAT reduce stress
with physical activity, since increased physical activity increases blood
circulation, which helps removal of glucocorticoids (a hormone that induce
stress.)
TSWBAT problem solve and find an answer to why their breathing
increases as they move during animal walks and Heart Attack Tag.
TSWBAT understand and apply the importance in breathing in everyday life in
regards to health and performance.
TSWBAT understand and know the fundamental function of the heart and the respiratory
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) First and second grade
only.
TSWBAT feel enjoyment by being more successful due to an increased level
of personal involvement through their grading and enhanced performance.
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 hear the teacher and other
students provide positive feedback in regards to their good effort
while moving. |
III. The heart & lungs (12 min)
1. Heart - feelings, shape, size.
2. Human heart - function, size,
and shape.
3. Blood - oxygen
4. Lungs - breathing, size, and
function. |
In front of grease board, personal spots, in front of computer and in
general space. |
Valentine's heart
Show fist and size of heart
Heart Video
Blood Video
Lung Video |
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