Developmental Lesson Plan

Teacher Candidate: ​Sarah Miller Date: ​4/7/2020

Group Size: ​20 Allotted Time: 45 min. Grade Level: ​3

Subject or Topic: ​Science: Exercising

Common Core/PA Standard(s):

Standard - 10.4.3.A
Identify and engage in physical activities that promote physical fitness and health.
Standard - 10.4.3.B
Know the positive and negative effects of regular participation in moderate to vigorous
physical activities.
Standard - 10.4.3.C
Know and recognize changes in body responses during moderate to vigorous physical activity:
heart rate, breathing rate.
Standard - 10.5.3.D
Identify and use principles of exercise to improve movement and fitness activities:
frequency/how often to exercise, intensity/how hard to exercise, time/how long to exercise,
type/what kind of exercise.

Learning Targets/Objectives:
The third-grade student will be able to properly execute various exercises and detect their own
bpm.
Assessment Approaches: Evidence:
1. Inquiry Sheet 1. The students record their data while
2. Exit Slip exercising.
…. 2. Reflecting on the activity they learned
that day.
…
Assessment Scale:
Observation​ ​- I will rotate and observe students as they do each exercise. I will look for and
grade them on correct form, posture, and effort. Each part will be worth 33.3%.
Inquiry Sheet​ - I will check the Inquiry Sheets for the correct completion of all sections. I
will check that the data is accurate and the questions are answered correctly. The data log and
each question will be worth 25%.
Exit Ticket ​- The Exit Ticket has four questions, 25% each.
Subject Matter/Content: ​Exercise
Prerequisites:
● Have the knowledge and ability to do the following exercises: Walking, Skipping,
Running, Jump Rope, Jumping Jacks.
● Have the knowledge and ability to multiply by 6.
Key Vocabulary:
● BPM (Beats Per Minute) - also known as heart rate, is how many times your heart
beats in one minute
● Pulse - another term for heart rate
● Exercise - Physical activity that increases your heart rate and burns fat
● Hydrate - when the body absorbs water
● Dehydrate - when the body lacks water
● Aerobic - full of air
Content/Facts:
● What is exercise?
○ Activity requiring physical effort carried out to sustain or improve health and
fitness.

● What happens to your heart rate when you exercise?

○ The heart is a muscle that becomes more efficient with exercise.
○ When you exercise, your muscles help to circulate blood through the body
taking some of the strain and effort off the heart.
○ Not as much work is needed to pump blood and the heart becomes stronger
over a period of time

● What are the health benefits of exercise?

○ Helps control weight, reduce risk of heart disease
○ Helps the body manage blood sugar and insulin levels
○ Improves mental health and mood
○ Helps keep thinking, learning, and judgment skills sharp as humans get older
○ Strengthens bones and muscles
○ Reduces the risk of some cancers
○ Improves sleep
○ Increases longevity

● Why is hydration important?

○ Getting the right amount of water before, during, and after exercise is important
because water regulates the body’s temperature and lubricates joints.
○ It helps transport nutrients to give the body energy and keep it healthy.

● Why is dehydration dangerous?

○ Dehydration can reduce the amount of blood in the body, which can put a strain
on the heart and cause shock.
○ Shock is a dangerous decrease in blood pressure, which can be fatal.
Introduction/Activating/Launch Strategies:
“Good Morning friends! I am going to show you all a video to get you moving and your blood
pumping. Everybody stand up and spread out and follow along with the video.”
https://www.youtube.com/watch?v=KhfkYzUwYFk&list=PLzgcULOi3yztXdD2ALmLh0w8
“Now I want everyone to take their pointer and middle finger together like this and hold it up
to your neck like this right below your jaw. What do you feel? Does it feel fast? Does it feel
slow?”
“Ok friends, let’s all sit back down. Now we are going to watch a quick video explaining what
happens to our hearts when we are active.”
https://www.youtube.com/watch?v=BQdnd40AyDI
“Alright, friends how can you be a fit kid? What types of exercises did you see in the video?
What else did the video talk about? All fabulous answers class! Today we are going to learn
about exercise and why it is important for our bodies.”
Development/Teaching Approaches
● I do (teaching the material)
○ At this point, I will put the PowerPoint presentation up on the board teaching
them about exercise and why it is important.
https://docs.google.com/presentation/d/1jhKTFsBO2d4mGsARr7ke8Ph86TYX
aXL7LzXooc5qdNI/edit#slide=id.ga33581d26c_0_86
○ They will have a guided notes sheet passed out to them that has the same
information on the presentation with missing words they have to fill in.
https://docs.google.com/document/d/1IJEztsqWMAqpFUGs_wJmehwYL4QN
HajEYjnWWlGbNBs/edit?usp=sharing
● We do (together as a class)
○ The next activity we would do is charades with exercises. I will put the class
into two groups, Team A and Team B.
○ Each person will get a chance from each team to come to the front of the class
and act out an exercise and at the same time as the other team’s person. The
teacher will each give them a random card with an exercise as they come up to
the front of the class. On the card will be the name of the exercise or sport and a
picture of the action just in case they do not know how to do it.
○ Whatever team guesses their teammates exercise first that team gets a point.
○ Note: each team will not be acting out the same exercise. There must be two
different exercises.
○ We will continue until each student has had a turn to act out an exercise.
○ When we are done I will tell them to grab their water bottles that they were told
to bring today after class the previous day and in a note that was sent home to
the parents. I will have an extra water bottle for children who may have
forgotten.
○ While they are hydrating at their desks I will encourage them to connect the
activity to what was talked about in the presentation.
○ I will ask them how they feel, things they noticed, any connections they made,
and any other comments they have.
● You do (the students applying what they learned)
○ Now you will explain to the students the stations they will be doing. There are
five stations and at each station is an exercise, a stopwatch, and a calculator. I
will hand out an inquiry sheet that they will need to fill out at each section.
There will be a section for walking, skipping, running, jump rope, and jumping
jacks.
○ “Ok class at each section there is an exercise that you will do. After you do
each exercise for one minute you will put your fingers on your neck under your
jaw as we talked about at the beginning of class. What you feel is called your
pulse. Right after your exercise count how many times you feel your heartbeat
 in 10 seconds and write it in the correct box that aligns with the exercise. Then
you are going to take that number and multiply it by six. The answer you get is
your BPM or beats per minute. And that is how you find your BPM. You are
going to do the same thing at each station and you have stopwatches at each
station to help you with counting the time. When you fill out the entire chart
return back to your seats and complete the reflection questions below the table
in full sentence form. I would like two to three sentences for each one please.”

Closure/Summarizing Strategies:
The children will then complete the exit ticket I have for them that reflects on what they
learned today. They will have the last 10 minutes of class to complete it. If they need to they
can take it home to finish it and bring it back the next day. Before they leave I am going to ask
them to direct their attention to the board. I will have a picture of the percentage of teens and
kids that are overweight or obese. It shows what can be done to prevent obesity. So I am going
to explain to them the poster talks about what we talked about for the past two days about
eating right and exercising. I will continue to tell them that this is why we learn so much about
eating right and exercising so that we don’t get sick and stay happy and healthy. To wrap up I
will tell them that tomorrow we will go more in-depth about what can happen if we don’t live
a healthy lifestyle.
Accommodations/Differentiation:
For students with physical disabilities, I would modify the exercises to accommodate their
needs. For example, for students who are in a wheelchair, I would have the wheel as fast as
they could in their wheelchair for a minute and continue to do the same as the other students
do with taking their pulse and figuring out their BPM. I would also have them do other upper
body exercises like lifting dumbbells and weights. For students who might have learning
disabilities, I will set them up with a partner for extra support and help to guide each other.

Materials/Resources:
Inquiry Sheet
Exit Slip
Trolls: Can’t Stop The Feeling Go Noodle video -
https://www.youtube.com/watch?v=KhfkYzUwYFk&list=PLzgcULOi3yztXdD2ALmLh0w8
HpXhBL5qF&index=2&t=0s
KSPS Fit Kids: Exercise Your Heart -
​https://www.youtube.com/watch?v=BQdnd40AyDI
PowerPoint Presentation -
https://docs.google.com/presentation/d/1jhKTFsBO2d4mGsARr7ke8Ph86TYXaXL7LzXooc5
qdNI/edit#slide=id.ga33581d26c_0_86
Charade Cards
Stopwatches
Calculators
Obesity Poster
Reflective Response:
Report of Student Learning Target/Objectives Proficiency Levels

Remediation Plan (if applicable)

Personal Reflection Questions

Additional reflection/thoughts