Health related Fitness
Health-related fitness: Recognizing and appreciating the importance of maintaining a healthy lifestyle; the body’s response to exercise including the interaction of body systems and the development of physical fitness (IB PSPE, 2009).
Possible Unit and lesson ideas
Grade 3/4
Central Idea:
.
Lines of Inquiry:
Concepts:
Related Concepts:
Possible Learning outcomes:
Active living:
Phase 1:
- demonstrate an awareness of how being active contributes to good health
Phase 2:
- recognize the importance of regular exercise in the development of well-being
- identify healthy food choices
- reflect on the interaction between body systems during exercise
Phase 3
- identify ways to live a healthier lifestyle t understand how daily practices influence short- and long-term health
-understand that there are substances that can cause harm to health
-demonstrate an understanding of the principles of training in developing and maintaining fitness
Phase 4
- reflect and act upon their preferences for physical activities in leisure time
- understand the interdependence of factors that can affect health and well-being
- identify realistic goals and strategies to improve personal fitness
Possible Unit and lesson ideas
Grade 3/4
Central Idea:
.
Lines of Inquiry:
Concepts:
Related Concepts:
Possible Learning outcomes:
Active living:
Phase 1:
- demonstrate an awareness of how being active contributes to good health
Phase 2:
- recognize the importance of regular exercise in the development of well-being
- identify healthy food choices
- reflect on the interaction between body systems during exercise
Phase 3
- identify ways to live a healthier lifestyle t understand how daily practices influence short- and long-term health
-understand that there are substances that can cause harm to health
-demonstrate an understanding of the principles of training in developing and maintaining fitness
Phase 4
- reflect and act upon their preferences for physical activities in leisure time
- understand the interdependence of factors that can affect health and well-being
- identify realistic goals and strategies to improve personal fitness
Grade 1- TD unit
Tuning In/Provocation:
Learning outcomes based on the Ontario curriculum:
Meet in circle
Activity: set up grid
Intro to Rock-Scissor-Paper -warm - up; pairing students on the center line; if they win the battle they try to catch their partner before reaching the end line
Focus Discussion:
Relay race: splitting the group into 4-5. Writing down 4-5 different heath related questions ( pre assessment/tuning in) on the worksheet.Studnets race to the other side where the worksheet is located and writes, draws the answer on it.
Discussion: What is health? What is considered as healthy/unhealthy
What would happen to you if you only eat ....(unhealthy/healthy food/ play on your ipad) for a week?
What does being balanced mean?
Game:
Hospital tag (tell story- germs make you sick/ need to lie down and rest/ take to hospital by ambulance (4 friends need to carry you to the hospital/ doctors will cure you (10sec)
Discussion:
- Focus/Teacher questions
- What activities do you like doing after school? Include tally’s
- Circle pe related activities?
- What foods do you like to eat?
Learning outcomes based on the Ontario curriculum:
- Consider ideas from multiple perspectives./ Listen actively to other perspectives and ideas./ Ask for clarifications./Listen actively and respectfully while others speak.
- 1.C2.4 apply their knowledge of essential safety practices to take an active role in their own safety at school (e.g., play in supervised areas, follow safety routines
1.1.2b develop movement competence and acquirer knowledge and skills related to healthy living
Meet in circle
Activity: set up grid
Intro to Rock-Scissor-Paper -warm - up; pairing students on the center line; if they win the battle they try to catch their partner before reaching the end line
Focus Discussion:
Relay race: splitting the group into 4-5. Writing down 4-5 different heath related questions ( pre assessment/tuning in) on the worksheet.Studnets race to the other side where the worksheet is located and writes, draws the answer on it.
Discussion: What is health? What is considered as healthy/unhealthy
What would happen to you if you only eat ....(unhealthy/healthy food/ play on your ipad) for a week?
What does being balanced mean?
Game:
Hospital tag (tell story- germs make you sick/ need to lie down and rest/ take to hospital by ambulance (4 friends need to carry you to the hospital/ doctors will cure you (10sec)
Discussion:
- Where are germs in the gym?
- What can you do to prevent germs entering your body?
- Bread experiment (what should we test?)
----------------------------------------------------------------------------------------------
Finding out:
Focus: Body System/ Cardiovascular system (Heartbeat), respiratory system
Focus/Teacher questions Change, Form
Learning outcomes based on the Ontario curriculum:
Meet in circle: Follow up on the last lesson; what happened to the bread over the weekend ?
Warm- up: Car race (gear 1- walk; gear 2- jogging; gear 3- run; red light -rest for 10-20 sec; parking- go to sleep/ lining up sec; parking- go to sleep bumping- police station- ticket (write it on the whiteboard)
Students will be walking/jog/run on the lines (similar to pac-man) of the gym or length wise for about 1 min and are asked to stop and feel and listen to their heart beat. What is changing compared to the last activity?
Once they have observed the change they will go to the whiteboard and record the result.
Focus Discussion:
-set up a grid on the whiteboard (run/jog/walk -heart)
- taking tally's
Discussion:
What do you notice when you look at the results?
Is there a connection between the activity (easy/medium/hard) and the amount of your hear working?
Finding out:
Focus: Body System/ Cardiovascular system (Heartbeat), respiratory system
Focus/Teacher questions Change, Form
- What happened to your body while you went through the course?
- How do we know if an exercise is healthy for us?
- What activities can we do to reach these levels?
- Did you notice any changes? - record on a whiteboard
- How does you heart sound like/ feel like when you do different kinds of exercises?
- What color would you give your heart when it works easy, medium, hard?
- How long can we keep exercising in the different levels?
Learning outcomes based on the Ontario curriculum:
- 1.C2.5 observe and identify changes in the body while exercising ( elevated heart rate, quicker breathing, red cheeks, elevated body temperature,..)
- 1.A2.3 identify the physical signs of exertion during a variety of physical activities (e.g., heart beats faster, body gets warmer, breathing becomes faster and deeper, perspiration increases)
Meet in circle: Follow up on the last lesson; what happened to the bread over the weekend ?
Warm- up: Car race (gear 1- walk; gear 2- jogging; gear 3- run; red light -rest for 10-20 sec; parking- go to sleep/ lining up sec; parking- go to sleep bumping- police station- ticket (write it on the whiteboard)
Students will be walking/jog/run on the lines (similar to pac-man) of the gym or length wise for about 1 min and are asked to stop and feel and listen to their heart beat. What is changing compared to the last activity?
Once they have observed the change they will go to the whiteboard and record the result.
Focus Discussion:
-set up a grid on the whiteboard (run/jog/walk -heart)
- taking tally's
Discussion:
What do you notice when you look at the results?
Is there a connection between the activity (easy/medium/hard) and the amount of your hear working?
Stations: Focus on Fitness and body systems (circulatory, respiratory, muscular)
Fitness circle/obstacle course
1. partners - leap frog
2. inchworm
3. donkey kick/ tunnel against the wall- partner crawls through and sets up a new tunnel.
4. balloon shoot app (need projector)
5. skipping rope
6.wall sit
7. jumping in and out of a hoop jumping in and out of a hoop
What activities made your heart go.... slow/medium/fast?
-----------------------------------------------------------------------------------------------------------------
Focus: Body System/ Cardiovascular system (Heartbeat), respiratory system
Focus/Teacher questions Change, Form
An Introduction to the different body systems; Body systems, organs, muscular, circulatory, respiratory system
Learning outcomes:
Meet in circle
Warm- up: 4 house relay race
Main activity:
Beep test/ pacer test; alternatively (save the turtle game ( two groups; one turning the cones up side down and the other turning then up again- game stops after 1 min and the cones get counted)
Yoga video: cosmic kids yoga is fantastic for primary kids
https://www.cosmickids.com/category/watch/
- ask students to observe changes which occur in their body before, while and after the activities
- lying down and doing mindful breathing
Vocab:
1) heart beat: gentle, pounding, fast/slow
2) breath: long/short, deep/shallow, breathless, slow/fast breath: long/short, deep/shallow, breathless, slow/fast
3)Temperature: burning, hot, sweaty, cold, cool
4) Mood: relaxed, tight, tense soft, butterflies in stomach stomach
5) Energy: Ants in my pants, buzzing, focused, full of energy, shaky, sleepy, still, tingly, tired, wiggly
Focus: Body System/ Cardiovascular system (Heartbeat), respiratory system
Focus/Teacher questions Change, Form
An Introduction to the different body systems; Body systems, organs, muscular, circulatory, respiratory system
- What happened to your body while you went through the activities?
- Did you notice any changes? - record on a whiteboard
Learning outcomes:
- 1.C2.5 observe and identify changes in the body while exercising ( elevated heart rate, quicker breathing, red cheeks, elevated body temperature,..)
- 1.A2.3 identify the physical signs of exertion during a variety of physical activities (e.g., heart beats faster, body gets warmer, breathing becomes faster and deeper, perspiration increases)
Meet in circle
Warm- up: 4 house relay race
Main activity:
Beep test/ pacer test; alternatively (save the turtle game ( two groups; one turning the cones up side down and the other turning then up again- game stops after 1 min and the cones get counted)
Yoga video: cosmic kids yoga is fantastic for primary kids
https://www.cosmickids.com/category/watch/
- ask students to observe changes which occur in their body before, while and after the activities
- lying down and doing mindful breathing
Vocab:
1) heart beat: gentle, pounding, fast/slow
2) breath: long/short, deep/shallow, breathless, slow/fast breath: long/short, deep/shallow, breathless, slow/fast
3)Temperature: burning, hot, sweaty, cold, cool
4) Mood: relaxed, tight, tense soft, butterflies in stomach stomach
5) Energy: Ants in my pants, buzzing, focused, full of energy, shaky, sleepy, still, tingly, tired, wiggly
Focus/Teacher questions
Warm-up:
Save the turtle
Mr. Muscle and Mr. Bone Relay
If time; Stations: Focus arm, leg, stomach and back muscles and do activities.
Stations:
1. Arms/core: pass the beanbag while in a push-up position;
2. Arms: under-over with a partner; arm circles
3. Legs: sitting against the wall,
4. Stomach: hula hoop/ passing a ball while doing sit ups
5. Arms: Throwing a swiss ball against the wall
6. Legs: Quick steps on the trampoline or big mat/ coordination ladder
7. Total body: Burpees
What body parts needed to work the most during the activity?
Arms/legs/core/all parts
- On what body part did you work out? Where do you feel it?
- Whiteboard: Tally responses muscles (arms, legs, stomach), heart lungs
Warm-up:
Save the turtle
Mr. Muscle and Mr. Bone Relay
If time; Stations: Focus arm, leg, stomach and back muscles and do activities.
Stations:
1. Arms/core: pass the beanbag while in a push-up position;
2. Arms: under-over with a partner; arm circles
3. Legs: sitting against the wall,
4. Stomach: hula hoop/ passing a ball while doing sit ups
5. Arms: Throwing a swiss ball against the wall
6. Legs: Quick steps on the trampoline or big mat/ coordination ladder
7. Total body: Burpees
What body parts needed to work the most during the activity?
Arms/legs/core/all parts
Resource for purchase on TPT
Health related Fitness: How to measure your pulse Lesson plan bundle
Health related Fitness- Lesson Plan This simple to use worksheet includes an introduction to the heart rate and how to measure it, along with a data collection sheet and based on this an assessment/ reflection task. This activity can be teacher-led or student centered, when activities are given for them to do. It works well with an exercise circle/ stations for the students to work through. The worksheet can be easily adapted to the needs of the teacher.
Instructions: -------------------------------------------------10-15min--------------------------------------------------------------
1: Explain students the aim of the lesson and ask them who thinks they are an expert on this topic.
2. Give out the worksheets and pencils and ask students to read through the first page. This can be done alone with a partner or in small groups. If questions arise the experts are there to help too.
3. Note down the students answers and questions on the whiteboard/poster.
4. Review the use of stop watches/ the device to stop the time if the students work with them
Fitness circle lesson plan/ task cards/ assessment/ quiz:
Here's what you'll find in our product:
Introduction to Circuit Training: Our program starts with an easy-to-follow introduction to circuit training, perfect for beginners and experienced fitness enthusiasts alike.
Review Quizzes: Reinforce learning with two types of review quizzes – one multiple choice and one mixed with open-ended questions – to ensure students grasp key concepts while having fun.
Workout Cards: Shake up your fitness routine with our diverse range of workout cards! From traditional exercises to playful challenges like Frog Jumps and Superhero Challenges, there's something for every student to enjoy.
Recording Sheet: Keep track of student progress and participation with our handy recording sheet. Students can log their exercises and track their improvement over time.
Health related Fitness: How to measure your pulse Lesson plan bundle
Health related Fitness- Lesson Plan This simple to use worksheet includes an introduction to the heart rate and how to measure it, along with a data collection sheet and based on this an assessment/ reflection task. This activity can be teacher-led or student centered, when activities are given for them to do. It works well with an exercise circle/ stations for the students to work through. The worksheet can be easily adapted to the needs of the teacher.
Instructions: -------------------------------------------------10-15min--------------------------------------------------------------
1: Explain students the aim of the lesson and ask them who thinks they are an expert on this topic.
2. Give out the worksheets and pencils and ask students to read through the first page. This can be done alone with a partner or in small groups. If questions arise the experts are there to help too.
3. Note down the students answers and questions on the whiteboard/poster.
4. Review the use of stop watches/ the device to stop the time if the students work with them
Fitness circle lesson plan/ task cards/ assessment/ quiz:
Here's what you'll find in our product:
Introduction to Circuit Training: Our program starts with an easy-to-follow introduction to circuit training, perfect for beginners and experienced fitness enthusiasts alike.
Review Quizzes: Reinforce learning with two types of review quizzes – one multiple choice and one mixed with open-ended questions – to ensure students grasp key concepts while having fun.
Workout Cards: Shake up your fitness routine with our diverse range of workout cards! From traditional exercises to playful challenges like Frog Jumps and Superhero Challenges, there's something for every student to enjoy.
Recording Sheet: Keep track of student progress and participation with our handy recording sheet. Students can log their exercises and track their improvement over time.
grade_1_health_related_fitness_unit.pdf | |
File Size: | 271 kb |
File Type: |
Focus: Nutrition: healthy/ unhealthy food; finding a balance, food intake vs physical activity