SPRINGFIELD COLLEGE - DAILY LESSON PLAN

NAME: Carrie Blais

DATE: 4/6/15

SCHOOL: South Windsor HS LESSON#: 1

CLASS SIZE: 21

TIME: Period #3/60 mins

FACILITIES: Weight Room/ Back Hall

GRADE: 9th & 10th UNIT/THEME: Personal Fitness

GENERIC LEVEL: Utilization/Proficiency Level

EQUIPMENT:

1. (21) Handouts

2. (21) Pens/pencils

4. Class Folders

5. 42 post-it notes

3. (5-10) Calculators

FOCUS OF LESSON: Heart Rate

STUDENT PERFORMANCE OBJECTIVES (SPO):
(P) SWBAT perform activities in order to find and track heart rate throughout the entire class,
(N# S1.H3.L2; MA CF 2.19; CT CF H.11.3).
(C) SWBAT find and monitor heart rate throughout the entire class, ((N# S3.H10.L2; MA CF 2.20;
CT CF H.12.2) Heart rate packet handed out.
(A) SWBAT utilize efficient personal management to understand difficulties and adjust physical activity
properly, (N# S4.H1.L1; MA CF 2.22; CT CF H.13.3).
TEACHER PERFORMANCE OBJECTIVES:
1. Students will not have phones and a limited number of calculators make sure to monitor so no one falls
behind.
2. Limited space make sure weight room is clean and safe.
SPECIAL CONSIDERATIONS:
Some students may have trouble finding pulse help them without causing any uncomfortableness
REFERENCES:

1. National Standards & Grade-Level Outcomes for K-12 Physical Education. (2014).
Champaign: Human Kinetics.
2. Warnock, James, South Windsor Public Schools, 2015

LESSON PLAN FORM

TIME

0-5mins

5-7mins

7-8mins

SEQUENCE OF LESSON
1) Team building: Calm experience
so that students may take Resting
heart rate.
2) Students take two post-it notes and
a pen. Each student writes down
two things they want to accomplish
down (one on each piece).
3) Students find a partner (someone
they dont normally work with.
4) Each partner reveals one of their
goals to their partner.
5) Bring students in and remind them
that we are working together in this
class.
6) No matter what happens in this
class it stays in this class, we need
to respect and help one another.
While handing out folders and packets.
Todays lesson is focused on heart
rate/zones (each zone accesses a
different intensity level), which has to
do mostly with the cardiorespiratory
component of fitness.
Ask them if they know the 5
components of Health Related
fitness.
Cardiorespiratory/vascular
endurance, flexibility, muscular
strength, muscular endurance,
and body composition.
Acknowledge that when working in
different zones they are also having
an effect on the other three fitness
components (muscular strength,
muscular endurance and
flexibility).
We are always using the
cardiorespiratory system at some
level as long as we are alive and
breathing.
Direct students to heart rate zone
handout (pg1). We are aiming for
the 70 -80% zone where we gain
the most benefits.

ORGANIZATION

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REFLECTIONS
We got started late because
the door was locked and I
dont have a key.

ss

Had students volunteer to

share some did.

Difficult getting students to

work with new people w/o
putting them in groups
myself.

Sssssssssss
T

Didnt really get into this

too much because of the
late start

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Instruct students on where pulse points

are throughout the body (pg3) handout.
Sssssssssss
Explain that students will be working
on finding their heart rate (the number
of heart beats per unit of time, usually
expressed as beats per minute) in the
different zones. Therefore, the first
thing they are going to do is take their
heart rate. This heart rate will be
considered a resting heart rate (the
heart rate when a person is resting).
8-11
mins

8-11
mins

Activity #1: Teach students how to

take their heart rate by following the
steps on the How to Find
Your Heart Rate handout.
1) Press your first two fingertips
lightly against the side of your
neck, just below the jawbone,
halfway between your ear and your
chin, until you feel a strong beat.
2) Count the number of beats for 6
seconds.
3) Multiply beats by 10 (or add a
zero)
4) This students Resting Heart Rate.
5) Have students write the number
they get on the Heart Rate activity
sheet, Resting Heart Rate (RHR).
6) Subtract your Resting Heart Rate
(RHR) from your MHR to find
your Heart Rate Reserve (HRR)
MHR-RHR=_______ which is your
HRR
7) Multiply your HRR by .7 and add
your RHR to find the low end of
your Target Heart Rate
(HRRx.7)+RHR=______which is low
end of your THR
8) Multiply your HRR by .9 and add

your RHR to find the high end of

your Target Heart Rate
(HRRx.9)+RHR=______which is the
high end of your THR

T
Referred to the page in the
handout with the pulse point
pictures.

Sssssssssss
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Had students bring cell

phones so they could use
the calculator.

Resting numbers were a bit

out of whack, probably
because it was their 3rd class
of the day.

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Transition: Students will be getting up

and moving around, they may work
individually or in small groups.

11-41
mins

Activity #2: Explain that students will

be doing some exercises now in order
to bring their heart rate into some of the
different heart rate zones.
As a class they will be
participating together in the
activities. Explain that they are to
use the heart rate finding method
they learned earlier in class to keep
track of their heart rate throughout
the activities.
Students will be writing down
their heart rates on the activity
sheet on the lines that correspond
to the activities as they go.

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11-41
mins

41-46
mins

46-50
mins

Activity #3: Students will answer the

questions and graph their results on
graph provided.
Closure: Once the graphs are
completed have a class discussion.
1) Did anyone hit their maximum
heart rate, if so, what activity were
they doing?
2) What activities were you doing
when you were within your target
heart rate zone?
3) During the recovery time after an
activity, did your heart rate drop
below your target heart rate zone?

Just tried to jump into the

activity time.

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1) Walking at a moderate speed for 5

minutes
2) Rest for 2 minutes
3) Speed walking for 2 minutes
4) Rest for 2 minutes
5) Hamstring stretch (30 seconds on
each side)
6) Slow jogging for 2 minutes
7) Rest for 2 minutes
8) Ab (ins and outs) for 1 minute
9) Rest for 2 minutes
10) Jumping jacks for 1 minute
11) Rest for 3 minutes
12) Pushups (any variation) for 1
minute
13) Line jumps for 1 minute
14) Rest for 3 minutes
15) Partner tag for 1 minute
16) Rest for 3 minutes

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We only got to # 6, I didnt

calculate transition time
into my time needed.

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Not done try and jump into
it A.S.A.P. tomorrow.

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4) What physical activities do you

think will get your heart beating at

the maximum heart rate?
5) Could you tell when your heart
rate was within your target heart
rate zone?
6) Could you tell when your heart
rate was at your maximum heart
rate?
Dismiss: Allow students to change.