Name: Courtney Brassard Cohort: A1

Lesson Plan
Lesson Title: Function of Major Organ Systems Grade: 5 Date: February 6th 2018
Subject/Strand: Understanding Life Systems Unit: Human Organ Systems Location: Classroom Times: 11:40PM-12:40PM
Lesson Plan Description (What are you teaching? How does it fit into the context of the unit? What are the big ideas/essential/enduring understandings?)
Students are going to track their heart rate before, during and after during different physical activities. The purpose of this lesson is
to understand the changes that occur in our bodies during physical activity, and how it affects our health. Students will track their
heart rates on a graphic organizer, and present the results at a later time.
STEP 1 : CURRICULUM CONNECTIONS
Ontario Curricular Overall Expectations (numbers from documents and details)
Science
2. Investigate the structure and function of the major organs of various human body systems.

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

Ontario Curricular Specific Expectations and Achievement Chart Categories

(Numbers from documents and details) selected & listed from the Ont. Curriculum, (refined when necessary): realistic number of expectations (1 or 2), connect to
assessment. Indicate category in brackets beside specific expectation :Knowledge and Understanding( K ) Thinking (T); Communication (C); Application(A)
Science
2.2 use scientific inquiry/experimentation skills to investigate changes in body system
 as a result of physical activity (Knowledge
and Understanding, Application)

Physical Education
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] (Application)

Learning Goals Discuss with students: What will I be learning today? (Clearly identify what students are expected to know and be able to do, in language that
students can readily understand.)
I will learn about the relationship between physical fitness and health
I will participate in different health-related physical fitness activities to understand cardiovascular health
I will monitor my heart rate before, during and after the activities
I will apply what I learned from the activities and document them

STEP 2: ASSESSMENT
Purpose of the lesson (indicate purpose for this lesson/assessment) [ ] FOR [ X] AS [ ] OF

Success Criteria Discuss with students: How will I know I have learned what I need to learn? (Clearly identify the criteria to assess student’s learning: evidence
of learning students will provide to demonstrate their knowledge, skills and thinking, in language that students can readily understand). Indicate the Achievement
Chart criteria.
I can understand the relationship between physical fitness and health
I can read/monitor my heart rate before, during, and after physical activity
I can track my heart rate and document them on a graphic organizer

Assessment Mode- Written, Oral, Assessment Strategy and Task for Students- Assessment Tool - Instrument used to
Performance (Write, Say, Do) What are the students doing to show their learning? assess; Record Keeping format

Written- Students will fill track their Students are monitoring their heart rate -Students will hand in their graphic
heart rates and fill in the graphic through the different activities, and then they organizer
organizer are filling in the graphic organizer to record their -Observation checklist to see which
different heart rates. students are understanding the task
Do- Students will participate in during the different activities
different physical activities and
monitor their heart rate before,
during and after the activity.

STEP 3: CONSIDERATIONS FOR PLANNING

Prior Learning: Prior to this lesson, students will have
- Students will have already learned what their heart rate should be in a rest position, as well as how to check their heart rate by
either placing their pointer and middle finger to their neck (carotid artery) or wrist.
I.E.P. program implications: Accommodations, Modifications

- For students who need help recording their heart rate, they can be paired up with a student who can assist with filling out
the graphic organizer

Differentiation: Content, Process, Product, Environment, Assessment

- Content: Provide a mix of physical activities in order for all students to have limited difficulty
- Process: allow students to work in partners if needed
- Environment: Use the gym so students can spread out and not interfere with other activities
- Assessment: Allow students enough time to work through their graphic organizer

Learning Skills/Work Habits: [ ] responsibility, [ X] organization, [ X] independent work, [ X] collaboration, [ ] initiative, [ X ] self-regulation

Organization: Students will input their data into a graphic organizer to keep track of the different heart rates and activities
Independent Work/ Collaboration: Students can either work independently or in groups
Self-Regulation: Students will understand how to bring their heart rate down during breaks in-between the activities

Vocabulary: (for word wall addition or reference and/or to develop schema for this lesson. To be addressed in lesson)

-Heart rate
-cardiovascular
-pulse
-health
-physical activity
-carotid artery

Resources and Materials /Technology Integration: List ALL items necessary for delivery of the lesson. Include any attachments of student worksheets
used and teacher support material that will support communication of instruction. Include the use of Information Technology (ICT) in your lesson plan where
appropriate.

-Gym
-Cd player with cds for background music
-Skipping ropes
-Basketballs
- Stopwatches (for monitoring heart rate)
-Graphic Organizer
-Pens and Pencils
Three Part Lesson Identify what the students are expected to think about or do.
What Teachers Do: Write the lesson description with enough What Students do: Identify what the students are expected to
detail that another teacher could replicate the lesson without think about or do (in terms of learning processes).
a personal discussion. Prompts and guiding questions are
required in each section.
Minds on: Motivational Hook/engagement /Introduction (5-15 min)
Establish a positive learning environment, connect to prior learning, set the context for learning, pre-determine key questions to guide lesson.
Time: 11:40-11:50 (Indicate time breakdown of instructional elements)
-Students will sit in a circle at the centre of the gym
*Once we get to the gym, have students sit in a circle in the middle of the gym. -Students will think about how to calculate their heart rate and what their heart
“We are going to do a few activities today to practice reading and monitoring rate should be at in a resting position
our heart rate. Before we do that, who can tell me what our heart rates should -Students will show the teacher how to read their pulse (fingers to the wrist or
be at when we are in a rest position? wait for response.. Can you all show me neck)
the two ways in which we can check our pulse? So remember we can either - Students will be given a graphic organizer
check by putting two fingers on our wrists or on our neck and then we count for -Students will watch the teacher demonstrate the different activities
one minute. have students show how they check a pulse. -Students will be divided into groups of 6 and sent to their first activity
-What if I don’t get an accurate reading?
“So here’s what we are going to do, I have set up five different physical activities -How do I know what heart rate I get?
that you will circuit through. You will be put into groups of 6 students, and you -Can we work with a partner?
can either work by yourself and track your heart rate, or you can pair up and -What do I do if I’m done early?
have a friend help you. You will be given 7 minutes for each activity. Before you
start each activity, you are going to check your heart rate, and record it on this
graphic organizer. Then when you reach the half way point during the activity, I
want you to check your pulse, and put it on your graphic organizer. When you
have finished the activity, I want you to wait one minute and then once that
minute is up, I want you to check your heart rate, and record it on your graphic
organizer. We will do this until everyone has moved through every activity.”

The teacher will provide stopwatches at each students in order to read their
pulse to a timer.

Teacher will demonstrate each station in order for students to understand what
to do. Teacher will divide students into groups of 6 and send them to the first
activity

Action: During /Working on it (time given for each component, suggested 15-40 min)
Focus is on student interactions with task/peers/teacher. Identify students/groups receiving teacher direction.
Time: 11:50- 12:25 (Indicate time breakdown of instructional elements)
- Students will record their heart rate before they start their activity
-The teacher will time out 7 minutes to have students move to the next activity - Students will stop half way through and record their heart rate again
- Students will finish the activity, take a one minute rest time, and then
“I will let you know when we get to the 3.5-minute mark in order for you to read record their heart rate
your pulse and record it on your organizer. Remember to do each activity to the - Students will talk to a partner about the difference they noticed in
best of your ability. You want to get your heart rate up as much as you can. their heart rates before, during and after each activity
Once the 7 minutes is up, take one minute to rest and then record your heart - Students can use a stopwatch if they need assistance in checking
rate on the graphic organizer. If you need help reading your pulse, please ask a their pulse
friend to watch the stopwatch as you have your fingers to your pulse. If you
have finished your activity, please talk to an elbow partner about the difference
you saw in your pulse through each phase of that activity”.

-Activity #1 – Students will jump rope for 5 minutes.

-Activity #2- Students will have music playing, and they will have to move their
bodies to the rhythm of the music.
-Activity #3 – Students will do 15 jumping jacks, 15 sit ups and 15 push ups
-Activity #4- Students will shoot basketballs into the basketball net
-Activity #5- Students will hula hoop for 5 minutes

Consolidation & Connection (Reflect and Connect) (5-15 min.)

Help students demonstrate what they have learned, provide opportunities for consolidation and reflection. Close the assessment loop.
Time: 12:25-12:40 (Indicate time breakdown of instructional elements)
-Students will put away any gym equipment they used in their last rotation
Teacher will give students 3 minutes to finish filling out their graphic organizer
“Okay, so can you tell me what you learned through these activities? wait for
response. Which activity increased your heart rate the most? wait for response.
Which activity took the longest to bring down your heart rate? wait for
response. How do these activities make us healthy? wait for response. What did
you learn from today? wait for response. Was the stopwatch helpful to use to
read your pulse”
Have students pair and share the different responses to their peers and then
discuss as a group.
- Students will put away any gym equipment they used in the last
activity.
- Students will take three minutes to finish filling out their graphic
organizer.
- Students will pair and share and discuss the questions that were
asked.
- Students will share some of their thoughts with the teacher and the
class.
- Students will line up to go back to the classroom.
- Students will keep their graphic organizer for the next phase of this
lesson.

After the discussion, have students line up to head back to the classroom.

Extension Activities/Next Steps (where will this lesson lead to next)

This lesson will then lead students to put together a presentation to share their graphic organizer, as well as any research they find
out about cardiovascular health. Through these presentations, students will learn about different ways to keep our bodies healthy,
through healthy eating and the importance of exercise.