Module 4 Culminating task:

Three-part lesson plan

Grade: 5 Subjects: HPE
and Science
Strand/Concept:
Unit: HPE: Active
Human body system Living
Science:
Lesson: Breathing and heart rate. Understanding
life systems:
Human organs
systems
Curriculum Expectations: List overall and specific expectations. Indicate cross-curricular connections if
applicable.
Overall expectations:

Physical fitness:

A2 demonstrate an understanding of the importance of being physically active, and apply physical fitness concepts and
practices that contribute to healthy, active living.

Developing Investigation and Communication Skills

2. investigate the structure and function of the major organs of various human body systems.

3. Understanding Basic Concepts

3. demonstrate an understanding of the structure and function of human body systems and interactions within and
between systems.
Specific expectations:

A2.2 identify the components of health-related fitness (cardiorespiratory endurance, muscular strength, muscular
endurance, flexibility) and the benefits associated with developing and maintaining each of them (e.g., increased
cardiorespiratory endurance provides more stamina for prolonged activity, increased muscular strength and muscular
endurance improve performance in activities, good flexibility allows for ease of movement during activities) [CT]
A2.3 assess a specific component of their health-related fitness by noting physical responses during various physical
activities, and monitor changes over time [PS, CT] Teacher prompt: Record your pulse before, during, and after the
activity. Also, record how you felt. Keep track of the number of steps you take during the day, when you are wearing the
pedometer. Come back to this information next week and the following week and comment on any changes you see.
Student: I can see that my heart rate goes up during the activity and back down afterwards. I am starting to feel less
tired when I move without stopping for twenty minutes. My heart rate recovers to a normal range more quickly. I have
been tracking the number of steps I take with my pedometer, and Ive been able to increase from ten thousand steps in
a day to over fifteen thousand on some days.
A2.4: develop and implement personal plans relating to a specific component of health-related fitness, chosen on the
basis of their personal fitness assessments and interests [PS, CT] Teacher prompt: What do you need to consider when
setting your physical fitness and activity goal? Student: I need to consider which aspect of my fitness I want to
improve, assess where I am now, and decide what I will do to reach the level I want to be at. I want to be able to throw
farther, so I need to improve my upper-body strength. I can do five push-ups now, but I want to be able to do ten by the
end of the month. I can do that by trying to increase
2.2 use scientific inquiry/experimentation skills to investigate changes in body systems (e.g., heart rate, breathing, body
temperature) as a result of physical activity (e.g., exercise, resting, eating) Sample guiding questions: What observations
did you make about the effect of exercise on your heart rate? What happened to your breathing as your heart rate
changed? How long did it take for your heart rate and breathing to return to normal after physical exertion? How did
your body temperature change? What other changes did you notice (e.g., sweating)? What conclusions can you make as
a result of your investigations?
2.3 design and build a model to demonstrate how organs or components of body systems in the human body work and
interact with other components (e.g., build a model that shows how muscles, bones, and joints in the human body work
together as a system to allow movement of the arms or legs; build a model to show how the lungs and heart work as a
system)
2.4 use appropriate science and technology vocabulary, including circulation, respiration, digestion, organs, and
nutrients, in oral and written communication
3.1 identify major systems in the human body (e.g., musculoskeletal system, digestive system, nervous system,
circulatory system) and describe their roles and interrelationships
3.2 describe the basic structure and function of major organs in the respiratory, circulatory, and digestive systems (e.g.,
we have two lungs; each one is about 2530 cm long and cone-shaped; the right lung is slightly bigger because it has
three lobes and the left lung has only two; our lungs are responsible for gas exchanges)
3.3 identify interrelationships between body systems (e.g., the respiratory system provides oxygen and removes carbon
dioxide for the circulatory system)
3.4 identify common diseases and the organs and/or body systems that they affect (e.g., epilepsy affects the brain
[central nervous system]; appendicitis affects the appendix [digestive system]; asthma and emphysema affect the lungs
[respiratory system])
Learning Goals: List learning goals in student-friendly, explicit language.
By the end of this lesson, students will:

demonstrate an understanding of changes in body systems (e.g., heart rate, breathing, body temperature)
because of physical activities.
understand that the body has several systems that all work together
review and use the important names and the functions of the respiratory system.

Sample Success Criteria: The success criteria will be developed with the students. List here the ones you
want to see included

For this section, I would share the learning goal and hopefully develop the success criteria with the students (depending
on the groups pre-assessment and level of motivation and readiness). Assuming the group is ready for this type of
approach, here are possible success criterias I believe students would suggest. If a group displays a lack or readiness,
I would proceed to review the success criterias I have chosen.

What are we learning?

-We are learning to understand the changes in our heart rate, our breathing and our body temperature because of
physical activities.

-We are learning how to check our pulse and heart rate.
 What is the proper way to check your pulse?
Possible success criteria
I know what fingers to use
I know where to place my fingers.
What happened to your breathing as your heart rate changed?

Possible success criteria

My heart rate went up during activity and back down afterwards. My breathing got heavier the more I engaged
in physical activity.
How did your body temperature change? What about other parts of your body?
Possible success criteria
My body was getting hotter as I did more exercise. I started feeling sweat. My heart was beating faster. My
body was getting tired. My legs were starting to hurt.
For which activity did our heart rates increase the most?

Instructional Components and Context

Readiness: What do students need to know to be able to successfully work through this lesson? Terminology: What
key terms/vocabulary
are used in the
lesson?

Students would have had lessons about the respiratory and circulatory systems. Heart rate
Breathing
Physical exertion
Increase
Decrease
Lungs
Asthma
Pulse
Oxygen
Heart rate monitor
Levels of exertion

Materials: List the materials needed by both the teacher and the student.
Stop watch
Paper and pencils.

Additional Support: Indicate how you will differentiate, accommodate or modify the lesson
considering your class profile and needs of your students.
Visuals of vocabulary words to be reviewed or presented (images, pictures, posters)
Having a FM system available for student with hearing issues.
Use of white board for added visual
Respecting amount of time asked of student to be in the listening position.
Strategic placement of students that require more supervision
Buddy system
Sensory objects available in class
Circuit clearly numbered (organization)
Predetermined groups for the exploratory activity circuit (organization)
Having alternate activities in the exploratory stations (respecting readiness, willingness, and abilities of the students)

Minds On: Activate prior knowledge; warm up or hook activity. Guiding

Questions
Present poster on how to verify a pulse. Follow provided link for additional information on pulse How do you think
and possible warm up activity. Please refer to page 41 of the document. exercise affects our
http://www.everactive.org/uploads/files/Documents/Curriculum%20Supports/K- breathing and our
12%20PE/Pumping%20It%20Up%205-9.pdf heart rate?
How do we measure
our pulse or heart
Activity 1. rate?

This part of the lesson was directly taken from:

http://elementarysciencestu.wikispaces.com/file/view/The+Human+Body+Grade+5.pdf
Assessment for
Learning
1. Have all students sitting down on the gym floor and tell them they are going to relax for
3 minutes. For teacher:
2. Play a peaceful song. Observation check off
3. Show students how to locate their pulse. Refer to poster and model. sheet while students
4. Set a timer and the students record the number of pulses they feel. practice finding their
5. Have the students record their pulse. pulse with or without
6. Ask students to stand and to walk around slowly for 3 minutes on the spot. Immediately a partner.
have students record their pulse. Guiding the students
7. Have students run on the spot for 3 minutes and immediately record their pulse. on how to find their
pulse. Quick check to
observe if they are
using the right
fingers.
For Students: Check
list to assess their
learning. Am I using
the proper fingers?
Am I correctly placing
my fingers? Is there
another location I
could check for my
pulse?

Action: Introduce new learning or extending prior learning; provide Guiding

opportunity for practice and application for learning. Questions
Once teacher has circulated and check off observation sheet for pulse. Students can now
proceed to the exploratory activity stations to continue their heart rate observations. Which activity will
Here are links that can be used to create different station or ways to adapt stations to better suit result with the
the needs and interests of students. highest beats per
minute? Will it be
https://www.smm.org/heart/lessons/respChart.htm the same for
http://www.teachhub.com/sites/default/files/science%20and%20fitness%20circuit%20cards.pdf everyone?

This is an excellent resource to have for heart rate/pulse and circuit activity ideas. This resource
was inspiring.

http://www.everactive.org/uploads/files/Documents/Curriculum%20Supports/K-
Assessment as
12%20PE/Pumping%20It%20Up%205-9.pdf Learning
Students take
responsibility for
Example activity sheet for assessment as learning their own learning in
http://www.pecentral.org/lessonideas/recordingheartrate.pdf this section. They
circulate in the
different stations and
record their pulse. A
hand out is given so
students can record
their observations
during the stations.
Consolidation: Provide opportunity to consolidate and reflect on learning. Guiding
Questions
In this part of the lesson, students will have the opportunity to share their results by choosing to What have you learnt
draw a graft to illustrate their results (cross curricular math) about heat rate and
the effect of
Illustrate/promote how exercise affects the health of our heart. exercise?
Why do you think
What are other tools you can use to measure your heart rate? Present a tool and explain to your your pulse rate and
group how to use it. breathing increased
as you were
Share/illustrate what exercises would help raise a heart rate. exercising?
How does exercise
Can you build an activity circuit to get your peers to elevate their heart rate? affect heart health?
Assessment of
I would love to suggest this project to my students.
Learning
Create interactive displays for a heart health fair.
I would try to get
This could include displays by students in physical education, science and health and life skills
students on board
classes. Heart health fairs could be scheduled during school hours, an open house, lunch hour,
with the Heart
heart month or in conjunction with a major event at the school such as parentteacherstudent
Health Fair
conferences. Involve other members of the staff and organizations or professionals within the
Once students have
community; e.g., school nurse, Heart and Stroke Foundation, local fitness centers, regional
chosen their stations,
health unit, cardiologists, physiologists, dieticians.
have them develop a
Activity-oriented health fairs inspire more learning than passive look-and-see health fairs. If
plan using Worksheet
local community agencies are coming to help, ask them to come prepared to provide a hands-on
#17: Heart Health
teaching activity in their booth. These booths should provide something to do that will teach at
Fair Planner. Offer
least one important point about their subject. Some interactive display ideas include:
assistance during the
One-minute Heart Rate Recovery Participants do moderate activity for approximately two
planning stage and
minutes and note their exercise heart rates with heart rate monitors or pulse palpitation. Have
review the plans to
participants rest for one minute and take their heart rates again. The difference between these
ensure they are
two measurements is recorded as the one-minute recovery time. Students can interpret results
reasonable. Have the
with participants.
teams delegate
responsibilities to
 Pumping It Up: A Heart Health Resource for Grades 5 to 9 / 45 Ever Active Schools, Alberta, each team member,
Canada 2010 including publicizing
the event.

Self-Reflection: Reflect on your planning and delivery of the lesson and record any
changes/modifications that you might make for future learning.

N/A for the moment as I have never delivered a lesson in HPE.

I do reflect on how I will promote healthy heart throughout the school.
How this lesson can be linked to other parts of a curriculum such as math and media.

Three-part lesson plan: Before/During and after.

Before:

Observation stage/ Demonstration stage.

Demonstrating the correct way to take your pulse. Students can demonstrate to peers how to
take your pulse.

Students will correctly identify which fingers to use as well as where to place them on the
wrist. After a significant number of students have demonstrated their ability to measure their
heart rate, the class will begin independent practice.

Self assessment sheet will be provided. (Am I correctly taking my pulse?)

The students will continue the activity by circulating in activity circuits to observe the changes
in the body, specifically the heart, while performing different physical activities.

During:

Communication/Recording - the students will record the observations as well as actual pulse
rate on a worksheet during the exploratory activity circuit.

Measuring - the students will measure their heart rate, pulse, in beats per 15 seconds.

After:
Comparing with peers the number of beets per second and variations depending on type of
activity.
An educator can also cross curricular this lesson with math and language and media.
Find a creative way to present the importance of heart health.