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LESSON PLAN

Unit: Valentines Day Date: 2/13/17-2/14/17 Standards: 1, 2, 3, 4, 5

Lesson Focus: Cardiorespiratory fitness/ human body exploration Grade: PreK-4

Technology Used: Stereo (would use projector & iPads if available) Sequence: 1 of 1

Facility/Equipment: Gym, Stereo, Heart/Circulatory System poster/diagram, Mats, Poly spots, mini cones, bucket w/ gator balls, cones/domes, hula
hoops, cones, scooters, cones/sign holders, vocab signs/maps, (projector & iPads if available). Any equipment can be used to build the course, as long as
students can see the designated path.

Lesson Intro (What will you say to get the students attention, communicate the lesson objectives, and motivate students to achieve them?):

PreK & K: Who can raise their hand and tell me what holiday we are celebrating today? (Valentines Day!) For Valentines Day, we are going to learn a
little bit about how our heart works. Can everyone show me where your heart is? Yes, its inside of your chest. Can you feel it beating? Our heart beats
because it is in charge of pumping blood to our whole body. Thats a pretty big job! This is what your heart looks like inside of you (point to diagram), its
about the size of your fist. Since our heart is so important, we are going to go inside of it to see how it works. To get inside we need to be really tiny!
Everyone close their eyes and get as small as possible so we can fit inside the body! (Demonstrate & Safety)

1 & 2: Who can raise their hand and tell me what holiday we are celebrating today? (Valentines Day!) For Valentines Day, we are going to learn a little
bit about how our heart works. This is what your heart looks like inside of you (point to diagram), its about the size of your fist. Everyone show me
where your heart is; can you feel it beating? Our heart beats because it is in charge of pumping blood to our whole body, from our head to our toes and
everywhere in between. Our blood carries oxygen to every part of our body to allow us to live. Oxygen is in the air we breathe into our lungs and gets
picked up by the blood flowing through the lungs. Our heart has 4 rooms and 4 different doors that the blood gets pumped through. That is represented
in our giant heart model in the gym that we are going to scooter through! (Demonstrate & Safety)

3 & 4: What holiday we are celebrating today? (Valentines Day!) For Valentines Day, we are going to learn a little bit about how our heart works. This
is what your heart looks like inside of you (point to diagram), its about the size of your fist. Everyone show me where your heart is; can you feel it
beating? Our heart beats because it is in charge of pumping blood to our whole body. See all of these blood vessels all over the body (point to diagram)?
Those all carry blood to every part of your body! Our blood contains red blood cells that carry oxygen to every part of our body to allow us to live.
Oxygen is in the air we breathe into our lungs and gets picked up by the blood flowing through the lungs. Our heart has 4 chambers (rooms) and 4
different valves (doors) that the blood gets pumped through. That is represented in our giant heart model in the gym that we are going to scooter
through! (Demonstrate & Safety)
Learning Objectives Assessment
Each objective should include: a) Performance (the knowledge or ability the For each objective include your procedure for determining whether
learner will gain as a result of this lesson), b) Conditions (under which the objectives have been met:
learner will perform, and c) Criterion (the level of performance considered
acceptable):

Students will increase their heart rate by scootering through the pathway Teacher Observation: Teacher will walk around the course and exercises
and performing each set of exercises to the best of their ability. providing feedback, pointing out parts of the heart, and setting students up
to answer closure questions.

Students will learn the basic functions of the heart and the blood. Teacher Questioning: During closure, students will be asked questions
about the heart and blood pathway.

Students will start to develop an awareness and appreciation for caring for Teacher Questioning: Students will be asked how they can take care of their
their heart and body. heart and why it is important.

Safety considerations and/or modifications for special needs students:

The only equipment you are allowed to touch is the scooters, the oxygen balls, and the maps. Everything else should not be touched so nothing falls down
or gets in the way. The only way to ride your scooter is to sit on your pockets. This is to keep you all safe. Make sure to watch where you are going so we
dont have any collisions. Music is at a safe audible level.

Special Needs Modifications: Students are given extra guidance as needed. Students with visual impairments go through the pathway with their para or a
student guide. Pathway is wide enough for walkers and wheelchairs. Physically disabled students are accompanied by another student to help and
encourage them through the pathway. Students that are too big for the child size scooters will be given larger scooters (mostly 4 th grade students).
Learning Activities: PreK & K
Time Formation Activity Transitions; Comments

5 min Black line Warm up words: Valentine, Heart, Body (Student spell the words with the letters on the Come sit down on the black
General Space wall) line!

5 min Black Line Intro, Safety, Walk-through PreK: different locomotor


movements. K: dismiss to get
scooters

15 min In pathway (PreK) Blood Pathway: Students go through designated pathway to represent the Come sit down on the black
(K) pathway of the blood through the heart. Activity is teacher-guided. Each time through line! (Put scooters on the
10 min the pathway, students will use a specific locomotor movement designated by the teacher. bleachers how you found
(PreK) (K) Blood Pathway: Students go through designated pathway to represent the pathway them, put the oxygen balls
of the blood through the heart. Maps are located throughout the heart to show students back into the lung buckets)
where they are in the heart. Students go through the pathway and complete a set of
exercises with their oxygen that they pick up from the lungs. After going through,
students go through the pathway again and choose a different set of exercises the next
time through. REPEAT

5 min Black Line Cool Down/Closure You may stand up and show
me that you are ready to go in
the hallway.
Learning Activities: 1 & 2
Time Formation Activity Transitions; Comments

5 min Black line Warm up words: Valentine, Heart, Body (Student spell the words with the letters on the Come sit down on the black
General Space wall) line!
(1)
Self Space
General Space
(2)

5 min Black Line Class Intro, Safety, Walk-through Dismiss to get scooters
Line (1)
Self-Space Class
Line (2)
15 min In pathway & Blood Pathway: Students go through designated pathway to represent the pathway of Put the scooters on the
Exercise stations the blood through the heart. Each part of the heart is labeled and maps are located at bleachers how you found
each label to show students where they are in the heart. Students go through the them, put the oxygen balls
pathway and complete a set of exercises with their oxygen that they pick up from the back into the lung buckets and
lungs. After going through, students go through the pathway again and choose a come sit down in self-space
different set of exercises the next time through. REPEAT

5 min General Space Cool Down/Closure Pick line leaders, closure


questions
Learning Activities: 3& 4
Time Formation Activity Transitions; Comments

5 min Self Space Warm Up: Cross Country - States Students complete the fitness activities on a series of Come sit down in self-space!
General Space state posters -

5 min Self-Space Dismiss to get scooters


Intro, Safety, Demonstration
15 min In pathway & Put the scooters on the
Exercise stations Blood Pathway: Students go through designated pathway to represent the pathway of bleachers how you found
the blood through the heart. Each part of the heart is labeled and maps are located at them, put the oxygen balls
each label to show students where they are in the heart. Students go through the back into the lung buckets and
pathway and complete a set of exercises with their oxygen that they pick up from the come sit down in self-space
lungs. After going through, students go through the pathway again and choose a
different set of exercises the next time through. REPEAT

5 min General Space Cool Down/Closure Pick line leaders, closure


questions

Closure (What will you say and do to help students recall the lesson objectives and recognize what theyve learned? How will you meet one or more of the
following goals: review, accountability, cool-down, recognition, interpersonal communication, future plans?):

PreK - 1: Come sit down on the black line after youre done cleaning up. Every put your hand on your heart. Can you feel it beating? Is it fast or slow?
Exercise makes your heart beat faster and is a good way to take care of your heart. Who can raise their hand and tell me other ways to help take care of
your heart? (Take 3-4 hands). Good, its super important to take care of our heart because it has a big job in our body. Good job today! Stand up and
show me youre ready to go in the hallway. (1) How was our listening today? Did we follow directions? Did we treat others with respect? Did we use the
equipment correctly? Did we try our best to learn and get exercise?

2-4: Come sit down in self-space after youre done cleaning. Every put your hand on your heart. Can you feel it beating? Thats what we just did! Who
can raise their hand and give me some reasons why it might be important to learn about the heart? Who can raise their hand and remind me how many
chambers are in the heart? Who can raise their hand and tell me where blood goes after it goes through chamber 1 and 2? Great job today! (Line
students up) How was our listening today? Did we follow directions? Did we treat others with respect? Did we use the equipment correctly? Did we try
our best to learn and get exercise?
Reflective Comments (to be completed after the lesson):

Overall, the activity went really well. Most of the student LOVED it! Make sure to set up a mini consequence for running into pathway barriers to keep
things where they are supposed to be (starting over); it saves you from having to constantly move things back.

K-2 its best to lead the entire class through the pathway instead of having 1 or 2 students demonstrate.

2-4 need more than 3 exercise stations to go to. Use iPads for brain activities for a station! Maybe set up a fine motor skill station? Maybe target specific
leg or arm muscles instead of doing combinations at the station. Maybe even put challenges throughout the heart?

Both days took about an hour to set up and about 15-20 minutes to clean up with 1st grade help.

Para Educators were exceptionally helpful during this activity. It would have been difficult to properly help multiple special needs students without the
help of the paras.