SPRINGFIELD COLLEGE - DAILY LESSON PLAN

NAME: Drew Sommer

DATE: 2/9/15

SCHOOL: Robinson Park Elementary

CLASS SIZE: 20

TIME: 30 minutes
LESSON#: 3 of 4 FACILITIES: Gymnasium

GRADE: 3rd-4th grade UNIT/THEME: Jumping/ Heart Health

EQUIPMENT: 1. 10 jump ropes

2. high cones

5. Letters for the words

3. low cones

6. 20 blank sheets of paper

GENERIC LEVEL: Pre-control/ Control

4.hotspots
7. Pencils

8. Music/ CD

9. Word Wall

10. 40 Hotspots
FOCUS OF LESSON: Jumping for Heart Health
STUDENT PERFORMANCE OBJECTIVES (SPO); MA CF + NASPE Standard(s); Task #s where content is taught; Task # where objective is
assessed:
By the end of the lesson, students should be able to:
(C) Identify what Artery, Heart, Veins, and Healthy mean by writing them down on a piece of paper at the end of the lesson.
(NASPE 4) (Activity 2)
(P) Correctly demonstrate the skill cues for jumping rope in their own personal space at each station
(NASPE 1) (Activity 2)
(A) Demonstrate working as a team and coming up with a group answer for each of the words on the word wall throughout the lesson.
(NASPE 5) (Closure)
TEACHER PERFORMANCE OBJECTIVES - During the lesson the teacher will:
1

Give a lot of positive specific feedback

Try to make sure informing is no more than 5 minutes

Make sure the students are on task If they get out of control take charge and sit them out.

SPECIAL CONSIDERATIONS

Students need to remember safety with the Jump Ropes at all times. Jump ropes are only to be used in certain spaces and only to be picked up
when the teacher says so.
Since there will be many activities going on at one time the teacher needs to make sure the students stay on task by moving around the classroom
with their back to the wall to make sure on-task behaviors.
A couple of students are easily off task and distracted make sure to clearly state teacher expectations at the beginning of the lesson and enforce
rules and classroom procedures if expectations are not followed.
REFERENCES :
Graham, G., Holt/Hale, S., & Parker, M. (2007). Children moving: A reflective approach to teaching physical education (7th ed.). New York:
McGraw Hill.
Hopple, C. J. (2005). Elementary physical education teaching and assessment: A practical guide (2nd ed.).
Champaign, IL: Human Kinetics.

http://www.heart.org/idc/groups/heart-public/@wcm/@fdr/documents/downloadable/ucm_445538.pdf

LESSON PLAN FORM

TIME

0-2

2-5

SEQUENCE OF LESSON

ORGANIZATION

Warm-up: Students will enter the gym and look at what movements I
have on the pictures I hold up Sliding on one side of the gym and
Galloping on the other side.
Once I stop the music the students will put their hands on the heads to
catch their breath. I will say 321 freeze where al l the students freeze and
stand quietly in their own space. I will praise the students who are doing
this and look for 2 in particular to pick the next 2 movements. I repeat
this for a total of 3 times.
Extensions Elephant Walk Triangles Other dynamic stretches
Informing:
Healthy Heart Facts:
- Exercise helps make your heart stronger.
- The heart is the size of a clenched fist
- The heart beats slowly when were resting and fast when were moving,
the heart works harder when we do exercise!
- As you grow, your heart grows too! So make sure to eat lots of fruits
and Vegetables!!
Stations Artery, Heart, Veins, and Healthy
Transition Come into the eagles nest Divide students into equal groups (4
stations) have the students take their jump ropes with them.
Activity 1 Stations
There are 4 stations set up in the gym 1 in each corner
- Artery
- Veins
- Heart
- Healthy
Students will be jumping rope (in safe space) at the stations they are at
1 person from each group will jump from hotspot to hotspot into the eagles nest
They are to find 1 letter for their word for that station (each letter has a number

S
S
S
S

T S S S
S S S
S S S S
S

T
S
S
S
S

S
S
S
S

REFLEC
TIONS

20
Minutes

2
Minutes

on the back too)

Once they find a letter and jump back to their group the next person goes to find
a letter.
Once the group collects all the letters to spell the word out They add the
number up and jump rope together that many times
Once they finish jump roping they work together as a group and write down
what they believe their word means in relation to Jump Rope for Heart/having a
healthy heart
Once all the groups are ready we will switch to the next station each group
will have about 5 minutes per stations
I will have the answers on pieces of paper at the end of the lesson for them to
check to see if they are correct
Skill Cues
Use wrists not arms
Keep feet together
Jump relaxed
Land on balls of feet
Transition: Students will be told to freeze and pick up their equipment at the
station they are at and bring it to the meeting place. They will turn in their
task sheets and can line up on the black line.
Closure: Go over the importance of Jump Rope for Heart and review how to
calculate your heart rate.

S
S
S
S

T
S
S
S
S

S
S
S
S

HEALTHY

V
E
I

H
E
A

A
R
T

Veins
-

Blood vessels that carry blood toward the heart

Return blood from organs to the heart
Closer to your skin than arteries
Appear blue and you can usually see them in your arms

Artery
-

Blood vessels that carry blood away from the heart

Delivery of oxygen and nutrients to all the cells
Also removes carbon dioxide and waste products
Deeper in the body than veins cannot see them

Heart
- Muscular organ pumps blood throughout the body
- Size of your fist
- Heart rate: 15 seconds X 4 = BPM
o Resting: 60-100 bpm
o Exercise: 130-200 bpm

Healthy
- Health is the state of complete physical, mental and social well-being and not merely
the absence of disease or sickness
- A good condition of existence happiness, prosperity, family and friends