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Health Education Teaching Module

Muscles – 3rd Grade

Jamie Boehmer, Ali Johnson, Emily Rutscher

Winona State University

HERS

Submitted to Michelle Darst in Partial Fulfillment of the Requirements for the Course HERS
310: Foundations of Elementary Health Education

March 31st, 2017


“Muscles, their functions, and how to keep them healthy”
Jamie Boehmer, Ali Johnson, Emily Rutscher

Unit Description
Topic: Muscles

Topic Rationale: Research confirms that practicing health-enhancing behaviors can contribute
to a positive quality of life. In addition, many diseases and injuries can be prevented by reducing
harmful and risk-taking behaviors. This standard promotes the acceptance of personal
responsibility for health and encourages the practice of healthy behaviors.
The acquisition of basic health concepts and functional health knowledge provides a foundation
for promoting health-enhancing behaviors among youth. This standard includes essential
concepts that are based on established health behavior theories and models. Concepts that focus
on both health promotion and risk reduction are included in the performance indicators.
Goal-setting skills are essential to help students identify, adopt, and maintain healthy behaviors.
This standard includes the critical steps that are needed to achieve both short-term and long-
term health goals. These skills make it possible for individuals to have aspirations and plans for
the future.

Grade Level: 3

Length of Lessons: 45 minutes

Time of School Year: Spring

Overview of Lessons: The students will learn about the locations, functions, and importance of
their muscles. They will also learn how to keep their muscles healthy.
“Muscles, their functions, and how to keep them healthy”
Jamie Boehmer, Ali Johnson, Emily Rutscher

Unit Standards (NHES, PI, LO)

Lesson 1:
Standard #1 Students will comprehend concepts related to health promotion and disease
prevention to enhance health.
P.I. #1.5.4 Describe ways to prevent common childhood injuries and health problems.
Standard #7 Students will demonstrate the ability to practice health-enhancing behaviors and
avoid or reduce health risks.
P.I. #7.5.2 Demonstrate a variety of healthy practices and behaviors to maintain or improve
personal health.

Learning Objective: Given the exit ticket, the learners will describe three ways to prevent muscle
injuries and health problems to show their comprehension of concepts related to health
promotion and disease prevention to enhance health.

Learning Objective: Given the discussion, the learners will participate in a GoNoodle dance to
physically express the use of at least five different muscles to improve personal muscle health
and also demonstrate the ability to practice health-enhancing behaviors and avoid or reduce
health risks.

Lesson 2:
Standard #7 Students will demonstrate the ability to practice health-enhancing behaviors and
avoid or reduce health risks.
P.I. #7.5.2 Demonstrate a variety of healthy practices and behaviors to maintain or improve
personal health.

Learning Objective: Given GoNoodle, the learners will identify at least 3 different muscles used
during the video in order to demonstrate the ability to practice health-enhancing behaviors and
avoid or reduce health risks.

Lesson 3:
Standard 6: Students will demonstrate the ability to use goal-setting skills to enhance health.
P.I. 6.5.1: Set a personal health goal and track progress toward its achievement.
P.I. 6.5.2: Identify resources to assist in achieving a personal health goal

Learning Objective: Given How to Keep Our Muscles Healthy, the learners set 1 muscle health
goal, identify 1 resource to assist in achieving their muscle health goal, and track their
achievement towards healthy muscles in order to demonstrate the ability to use goal-setting to
enhance skills.
“Muscles, their functions, and how to keep them healthy”
Jamie Boehmer, Ali Johnson, Emily Rutscher

Unit Materials (By Lesson)

Lesson 1:
Powerpoint - “Muscles”
The Human Body Flip Chart - Muscle chart page (Nasco)
Blank muscle chart worksheet (Nasco)
Computer
Elmo projector
Go Noodle - Zumba Kids - Cha Cha Slide
Exit Ticket

Lesson 2:
The Human Body Flip Chart - Muscle Chart (Nasco)
Muscle video- https://www.youtube.com/watch?v=C6u0u_59UDc
15 long pieces of paper
Markers
Elmo Projector
Muscles and their definitions worksheet
Muscles word search
Computer
Go Noodle Video - Zumba Kids - Turn

Lesson 3:
Magic School Bus clip- https://www.youtube.com/watch?v=OMZdI4ZQ34U (full episode try
11:00 - 17:00)
Release your warrior- Go Noodle stretching video
I like to move it- Go Noodle kids Zumba video
The Human Body Flip Chart - Muscle Chart (Learning Resources)
“How Fit Can You Get?” Worksheet pg. 44
“Goal Setting Questions” Worksheet pg. 42
Activity 10 guidelines on stretching pg. 39
Lesson 2 on Muscles in 5th grade binder (pg. 27-44)
Word Search (Pinterest)
Muscle Puzzle (Nasco)
“Muscles, their functions, and how to keep them healthy”
Jamie Boehmer, Ali Johnson, Emily Rutscher

Unit Vocabulary

Lesson 1:
Voluntary Muscles - Muscles that the individual can control
Involuntary Muscles - Muscles that the individual does not control - contrasts without conscious
control
Contracts – pulls

Lesson 2:
Abdominals: muscles of the abdomen or stomach area
Bicep: The large muscle at the front of the upper arm that is used to bend the elbow
Deltoid: Muscle that covers the shoulder joint and lifts arm to the side
Forearm Muscles: Helps to control the muscles in the wrist and fingers
Gastrocnemius: Calf muscle that aids in walking, running, and jumping
Gluteus Maximus: Large buttock muscle that helps you walk, run, sit, etc.
Hamstring: Muscles located at the back of the thigh that bend the knee and swing the leg
backward from the hip
Oblique: A diagonally arranged abdominal muscle on either side of the torso
Orbicularis Oris Muscle: Muscle surrounding the mouth that is used to open and close the mouth
Pectoral: Muscles on the upper chest
Orbicularis Oculi Muscle: Muscle surrounding the eye that is used to open and close the eyelid
Tibialis Anterior: Helps lift the foot and pull it down
Triceps: Muscle of the back of the upper arm, primarily responsible for extending the elbow

Lesson 3:
Biceps: A large muscle in the upper arm
Triceps: The large muscle at the back of the arm
Rectus Abdominus: Long flat muscles at the front of the abdomen
Quadriceps: Muscles surrounding the knee
“Muscles, their functions, and how to keep them healthy”
Jamie Boehmer, Ali Johnson, Emily Rutscher

Muscles
3rd Grade-45 minutes
By: Jamie Boehmer, Ali Johnson, Emily Rutscher

Context for Learning – Attention to students’ backgrounds, interests, and needs


We taught at a rural elementary school in Houston, Minnesota. The classrooms had no
paraprofessionals, one teacher, and approximately 15 students. There were desks grouped
together in a tight space, there was no carpet for group activities or all the students to gather. We
were not given a book or curriculum to work with. We taught two 45 minute lessons on muscle
health, strength, and functions. All students were able bodied, and one student was exempt from
writing in cursive. All students were required to keep their own personal space.

Lesson Rationale
Research confirms that practicing health-enhancing behaviors can contribute to a positive
quality of life. In addition, many diseases and injuries can be prevented by reducing harmful and
risk-taking behaviors. This standard promotes the acceptance of personal responsibility for
health and encourages the practice of healthy behaviors.
The acquisition of basic health concepts and functional health knowledge provides a foundation
for promoting health-enhancing behaviors among youth. This standard includes essential
concepts that are based on established health behavior theories and models. Concepts that focus
on both health promotion and risk reduction are included in the performance indicators.
Central Focus
Standard #1 Students will comprehend concepts related to health promotion and disease
prevention to enhance health.
P.I. #1.5.4 Describe ways to prevent common childhood injuries and health problems.
Standard #7 Students will demonstrate the ability to practice health-enhancing behaviors and
avoid or reduce health risks.
P.I. #7.5.2 Demonstrate a variety of healthy practices and behaviors to maintain or improve
personal health.

Learning Objective: Given the exit ticket, the learners will describe three ways to prevent muscle
injuries and health problems to show their comprehension of concepts related to health
promotion and disease prevention to enhance health.

Learning Objective: Given the discussion, the learners will participate in a GoNoodle dance to
physically express the use of at least five different muscles to improve personal muscle health
and also demonstrate the ability to practice health-enhancing behaviors and avoid or reduce
health risks.
Formative Assessment
Title: Exit Ticket
Description of assessment activity: The students will write three things they learned about
maintaining healthy muscles today.
Evaluative criteria:Warming up, stretching, exercising, cooling down, muscle contraction and
relaxation, muscles need oxygen, muscles work together in pairs, voluntary and involuntary
muscles
“Muscles, their functions, and how to keep them healthy”
Jamie Boehmer, Ali Johnson, Emily Rutscher

Designed to assess: Comprehending concepts related to health promotion and disease prevention
to enhance health; Feedback to students: Come together as a class and go over what students put
on their exit ticket and see if anything needs to be re-visited.

Title: Discussion
Description of assessment activity: The students will participate in a GoNoodle dance and reflect
as a group after to name at least 5 different muscles used.
Evaluative criteria: Abdominals, bicep, deltoid, forearm muscles, gastrocnemius, gluteus
maximus, hamstring, oblique, orbicularis oris muscle, pectoral, orbicularis oculi muscle, tibialis
anterior, triceps
Designed to assess: Students will demonstrate the ability to practice health-enhancing behaviors
and avoid or reduce health risks.
Feedback to students: Go over the muscles student missed or the muscles they didn’t use during
the GoNoodle.

Academic Language (Vocabulary)


Voluntary Muscles - Muscles that the individual can control
Involuntary Muscles - Muscles that the individual does not control - contrasts without conscious
control
Contracts - pulls

Integration
P.E. (movement), math (calculating muscle mass), and science (anatomy of the body)

Materials
Powerpoint - “Muscles”
The Human Body Flip Chart - Muscle chart page (Nasco)
Blank muscle chart worksheet (Nasco)
Computer
Elmo projector
Go Noodle - Zumba Kids - Cha Cha Slide
Exit Ticket

Instructional Strategies and Learning Tasks to Support Learning


Time & Learning Activities (Procedure) Purpose (Why?)
Materials

30 seconds Hook Make the students think about


Ask the students how many muscles they think the main topic (muscles).
they have.
Answer: 640

2 minute Relevancy Relates the work of muscles to


Ask the students what they did over the weekend. their daily life.
What things do we use muscles to do?

1 minute Preview Helps students remember their


“Muscles, their functions, and how to keep them healthy”
Jamie Boehmer, Ali Johnson, Emily Rutscher

We will discuss our muscles and where they are, prior information.
the importance of stretching and exercise, and the
heart.

30 seconds Preview Agenda Describes the main topics of the


We will discuss the different muscles that make class.
up the body and how they help the body work.
First we are going to go through a chart with
muscles found in the body, then we will discuss
stretches to help the body. Later we will learn
about different kinds of muscles and what
muscles need to survive.

2 minutes Explicit Instruction Gives the students a visual of


Show the students the chart of the different what the muscles look like. By
muscles in the body. The teacher reads through having the students review
the chart of the muscles and shows the students where the muscles are after
where each muscle is located on the body. The going through the chart it adds
teacher has the students point to each place on repetition that helps the students
their body where the muscles can be found. She remember where the muscles
will then have the students point again to the are.
muscles as she says the name of the muscle to
review.

7 minutes Guided Practice and Feedback This gives students a way to


Students brainstorm some stretches they can think about ways to work their
perform to help their muscles. Students can muscles. It also lets them
discuss in groups (3 groups of 5) some ideas practice stretching and allows
before sharing with the class. The class then them time to get out of their
chooses their favorite 3 stretches to do. seats and move.

3 minutes Structured Practice Students attempt to control their


Partner activity - One student attempts to not use muscles and learn that they use
any muscles for 30 seconds while their partner their muscles at all times - they
watches to make sure they aren’t using their can not turn muscles off or try to
muscles. They switch roles after 30 seconds. make them stop.
“I saw muscles moving that you didn’t see!”
Afterward, discuss how even smiling and
frowning use muscles and there are muscles
working that you do unconsciously, so the
students could not even control them.
Other things they might not even think about,
such as breathing, reading, and the face use
muscles.

4 minutes Explicit Instruction This teaches students the


Explain different kinds of muscles (voluntary and differences in muscles (such as
involuntary muscles): how some muscles you can
“Muscles, their functions, and how to keep them healthy”
Jamie Boehmer, Ali Johnson, Emily Rutscher

Voluntary muscles are muscles that a person control while others work by
thinks about using, so they move the muscles on themselves).
purpose. Some examples of this include moving
your fingers, using your legs to walk, and moving
your head. You are in charge of moving these
muscles.
Involuntary muscles work without thinking about
it. Examples of this include breathing and the
heart pumping. If you did not have involuntary
muscles it would be difficult to focus on other
things, like schoolwork or playing, because you
would be too busy making sure everything is
moving correctly.
Cardiac muscles - The heart is an involuntary
muscle because it beats by itself. It beats really
fast (about 100 beats per minute) and it would be
very difficult to think about keeping it beating
that fast all the time.

3 minutes Guided Practice Gives the students time to move


Students hold arm out in front of them to feel in the class and helps them
their muscles contracting/relaxing. Integrate other understand the difference
muscles (move neck left and right, move fingers, between flexed and relaxed
stand on toes) to give the students a chance to feel muscles.
the difference in their muscles.

2 minutes Explicit Instruction Explains the importance of


Explain why muscles need oxygen to survive. The oxygen for our bodies.
muscles need oxygen in order to function.
Muscles use oxygen to create fuel. When you
exercise you start breathing harder because your
heart uses the air to beat. If you did not have
oxygen for your heart it causes a blockage in your
body and can lead to a heart attack.

5 minutes Guided Practice This gives the students a chance


Ask the students how much they believe a muscle to relate the muscles to their
weighs. Help the students calculate their personal lives.
Materials: weight.
Paper and Answer: About half of the body weight is muscle
pencil mass.
To calculate the body’s muscle mass the students
must divide their body weight (rough number if
they don’t know) by 2. Explain that boys
naturally have a little bit more muscle mass than
girls.

5 minutes Presentation Students have a chance to get


“Muscles, their functions, and how to keep them healthy”
Jamie Boehmer, Ali Johnson, Emily Rutscher

Once the powerpoint is complete, start Go Noodle out of their seats and move,
zumba video. Before dancing, have the students which gives them a good brain
Materials: feel their heart for a few seconds, letting them feel break. It also gives them a
Elmo how fast or slow their heart is beating. After the chance to feel the different
Projector video, have the students feel their heart again. paces of their heart.
Go Noodle Discuss how it is different and why this is.
Video How it is different: the heart is beating faster
(Zumba Kids Why: the exercise takes more energy for the
- Cha Cha heart, which means it has to beat faster. Because it
Slide) is working harder it needs more oxygen to beat.
Computer

Closure

6 minutes Review Helps assess what the students


Give the students an exit ticket with three things learned.
students learned.

1 minute Preview Sets up the next lesson and


Next time we will be focusing on where our gives them something to look
muscles are on our body and what each of their forward to learning.
functions are.

2 minutes Home/Family Involvement Gives the students a chance to


Encourage the students to exercise and stretch to practice at home.
help the students’ muscles every day, including
outside of school. Can ask students what kinds of
activities they want to try.

Tomorrow I will be asking you which exercises


and stretches you practiced tonight!

1 minute Closing Statement Reminds the students the


Keeping your muscles strong is very important importance of the muscles and
because your muscles are still growing to be big why to care for them.
and strong!

Extension/Lesson Builder
5 minutes Simon says activity with the muscles. Have Reviews where the muscles are
students point to their abdominals, bicep, deltoid, in the body
forearm muscles, gastrocnemius, gluteus
maximus, hamstring, oblique, orbicularis oris
muscle, pectoral, orbicularis oculi muscle, tibialis
anterior, triceps

5 minutes Teach students yoga positions like downward Teaches the students a fun way
dog, upward dog, happy baby, child’s pose, to stretch the muscles and
mountain, and warrior. exercise
“Muscles, their functions, and how to keep them healthy”
Jamie Boehmer, Ali Johnson, Emily Rutscher

Needed Supports, Accommodations, or modifications (Planned points for specific students)


Needs Number of Students Supports, Accommodations, Modifications

Writing 1 The student is not required to write in cursive.


ability Specific guided instructions to stay in one’s own personal
All space.
Personal
Space

Content Information (Resources)

Brain Pop. (2017). Muscles movie background information for teachers and parents. Retrieved
March 30,
2017, from web. https://educators.brainpop.com/bp-jr-topic/muscles/
Idaho State Board of Education. (2017) Muscles. (Powerpoint slides) Retrieved from Idaho
Public Television. Website: http://idahoptv.org/sciencetrek/topics/muscles/teachers.cfm.
The Children’s Health, Inc. 2008. Bones and muscles. The Great Body Shop Teachers Guide,
5th grade. Wilton, Ct. (p. 27-44).
Joint Committee on National Health Education Standards. (2007). National health education
standards. Retrieved from http://www.cdc.gov/healthyyouth/sher/standards/index.htm.
“Muscles, their functions, and how to keep them healthy”
Jamie Boehmer, Ali Johnson, Emily Rutscher

Muscles and their Functions


3rd Grade-45 minutes
By: Jamie Boehmer, Ali Johnson, Emily Rutscher

Context for Learning


We taught at a rural elementary school in Houston, Minnesota. The classrooms had no
paraprofessionals, one teacher, and approximately 15 students. There were desks grouped
together in a tight space, there was no carpet for group activities or all the students to gather. We
were not given a book or curriculum to work with. We taught two 45 minute lessons on muscle
health, strength, and functions. All students were able bodied, and one student was exempt from
writing in cursive. All students were required to keep their own personal space.

Lesson Rationale
The acquisition of basic health concepts and functional health knowledge provides a foundation
for promoting health-enhancing behaviors among youth. This standard includes essential
concepts that are based on established health behavior theories and models. Concepts that focus
on both health promotion and risk reduction are included in the performance indicators.
Central Focus
Standard #7 Students will demonstrate the ability to practice health-enhancing behaviors and
avoid or reduce health risks.
P.I. #7.5.2 Demonstrate a variety of healthy practices and behaviors to maintain or improve
personal health.

Learning Objective: Given GoNoodle, the learners will identify at least 3 different muscles used
during the video in order to demonstrate the ability to practice health-enhancing behaviors and
avoid or reduce health risks.

Formative Assessment:
Title: GoNoodle Video
Description of assessment activity: Students will participate in the GoNoodle video as a whole
class, and then go to their body drawing with their partner and determine which muscles they
used during the video.
Abdominals, bicep, deltoid, forearm muscles, gastrocnemius, gluteus maximus, hamstring,
oblique, orbicularis oris muscle, pectoral, orbicularis oculi muscle, tibialis anterior, triceps
Designed to assess:
Demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks.
Feedback to students:
Go to each set of partners and verify they are identifying the correct muscles that they used from
the video, and revisit any muscles they had missed while participating in the GoNoodle.

Academic Language
Abdominals: muscles of the abdomen or stomach area
Bicep: The large muscle at the front of the upper arm that is used to bend the elbow
Deltoid: Muscle that covers the shoulder joint and lifts arm to the side
Forearm Muscles: Helps to control the muscles in the wrist and fingers
Gastrocnemius: Calf muscle that aids in walking, running, and jumping
“Muscles, their functions, and how to keep them healthy”
Jamie Boehmer, Ali Johnson, Emily Rutscher

Gluteus Maximus: Large buttock muscle that helps you walk, run, sit, etc.
Hamstring: Muscles located at the back of the thigh that bend the knee and swing the leg
backward from the hip
Oblique: A diagonally arranged abdominal muscle on either side of the torso
Orbicularis Oris Muscle: Muscle surrounding the mouth that is used to open and close the mouth
Pectoral: Muscles on the upper chest
Orbicularis Oculi Muscle: Muscle surrounding the eye that is used to open and close the eyelid
Tibialis Anterior: Helps lift the foot and pull it down
Triceps: Muscle of the back of the upper arm, primarily responsible for extending the elbow

Integration
Science: Anatomy
Art: Drawing the human body

Materials
The Human Body Flip Chart - Muscle Chart (Nasco)
Muscle video- https://www.youtube.com/watch?v=C6u0u_59UDc
15 long pieces of paper
Markers
Elmo Projector
Muscles and their definitions worksheet
Muscles word search
Computer
Go Noodle Video - Zumba Kids - Turn

Instructional Strategies and Learning Tasks to Support Learning


Time & Materials Learning Activities (Procedure) Purpose (Why?)

1 minute Hook This gets the students thinking


Can anyone raise their hand and tell me about muscles.
where they think the smallest muscles in
the body are located?

Answer: The tensor tympani and the


Stapedius Students brainstorm about the
These muscles are responsible for muscles they use in their own
connecting to the eardrum and holding lives and start thinking about
1 minute your ear together. where they are located and
why they are there. It also
Relevancy helps preview to the lesson.
Did anyone practice a form of exercise or
stretching last night? If so, what was it?
Can anyone think of other muscles we use
every day? Where are they located?

Answers will vary. Sports practice, went on


a walk, did not participate in any, etc.
“Muscles, their functions, and how to keep them healthy”
Jamie Boehmer, Ali Johnson, Emily Rutscher

Examples: tongue, leg (hamstring), arm


(bicep and tricep)

5 minutes Review Going through the words will


Word search of muscles as a review of the help the students remember
Materials: names. Teacher passes this out after asking the past lesson and prepare for
Word search the class if they can recall any of the the next lesson.
Pencils muscles that were taught in the previous
lesson.
Examples: abdominal, deltoid, biceps,
triceps, hamstring, oblique, pectoral,
gastrocnemius

1 minute Preview Agenda The body has a lot of muscles


Today we are focusing on where muscles that help the body to function
are located in our bodies and how they in different ways and it is
function. We are going to work together to important to know how they
figure out each muscle’s function. Then we work.
will figure out where the muscles are
positioned in our own bodies.

5 minutes Explicit Instruction The students learn the names


The teacher discusses some muscles, their of the muscles and where they
Materials: function, and where they are located. are located. This is important
Muscular System This is done by by showing a video that knowledge so they can work to
Video 3:48-6:06 explains how the brain tells the muscles to make each individual muscle
Muscle Chart move and where some muscles are located. strong and know there are
After watching the video the teacher will many different muscles to
show the students where other muscles are keep healthy.
located, showing them to the students on
the Muscle chart.
Muscles mentioned in video: biceps,
triceps, deltoid, pectoral, gluteus maximus,
abdominal, hamstrings, oblique
Muscles mentioned on chart: tibialis,
Orbicularis Oculi, Gastrocnemius, forearm
muscles, Orbicularis Oris, Tibialis Anterior

7 minutes Guided Practice The students review what the


Teacher passes out different cards to each muscles do for their bodies
Materials: student with either a muscle name or where and where they are located.
Muscles and their a muscle is located in the body. Once This is a good review for the
definition cards (cut everyone has a card the students should students and helps them learn
from the worksheet) find the person with the muscle or to work together to find the
Elmo Projector description of muscle theirs. Once answers.
everyone has found their partner each
group will take turns sharing their answers
with the class. After sharing, the students
“Muscles, their functions, and how to keep them healthy”
Jamie Boehmer, Ali Johnson, Emily Rutscher

place their cards under the Elmo projector


so everyone can see the answer. If the
classmates disagree with the pairing the
class can discuss what the answer should
be.

15 minutes Formative Assessment The students can find the


The students stay with their partner and muscles in their own body.
Materials: they decide which partner wants to be This also is a good assessment
Markers traced. The other partner traces their body of if the students understand
Long pieces of paper on a long paper with a marker. Once the where the muscles are.
(each group gets one) body is traced the students work together to
write the muscle names on the outlined
body. For help the cards from the previous
activity with the muscle names and
definitions will all be listed on the
projector to check. If students finish early
they can color the body until other students
finish.

5 minutes Guided Practice This has the students use their


Materials: Show Go Noodle Video. Afterwards the muscles and figure out what
Elmo Projector teacher asks the students to go back to their muscles they moved.
Computer drawing and determine which muscles they
Go Noodle Video - used when they were moving.
Zumba Kids - Turn Possible Answers: Tibialis Anterior,
abdominal, deltoid, biceps, triceps,
hamstring, oblique, pectoral,
gastrocnemius, Gluteus Maximus,
hamstring

Closure

5 minutes Review More repetition with the


Simon Says: muscles so they retain the
The teacher has the students point or move information about where the
different muscles that they have learned muscles are located.
from the lesson.

30 seconds Preview They have learned what their


In the next lesson we will discuss how to muscles do and where they are
help your muscles stay healthy and strong. but they also learn how to care
for them.

2 minutes Home/Family Involvement The students will share


When you go home today you can tell your knowledge which will help
parent or guardian about a muscle that you them retain information and
found most interesting today. You can also also get their family involved
“Muscles, their functions, and how to keep them healthy”
Jamie Boehmer, Ali Johnson, Emily Rutscher

ask them what different muscles they know with their education.
or which is their favorite.
In class tomorrow we will share our
favorite muscles with the class.

1 minute Closing Statement The students learn that there


Now you know your body is made up of are many different muscles to
many different muscles that help you move care for. This also reviews
each day. You also learned where the what they learned from the
muscles are located in the body. lesson.

Extension/Lesson
Builder

5-10 minutes Use the blank muscle chart worksheet and Helps review where the
Materials: have students fill in each muscle, using the muscles are in the body.
Muscle Chart flip chart for reference if they need it.
Blank muscle chart
worksheet (Nasco)
Needed Supports, Accommodations, or modifications (Planned points for specific students)
Needs Number of Students Supports, Accommodations, Modifications

Writing 1 Writing in cursive is not required.

Personal All Specific guided instructions to stay in one’s own personal


Space space.

Content Information (Resources)


Joint Committee on National Health Education Standards. (2007). National health education
standards. Retrieved from http://www.cdc.gov/healthyyouth/sher/standards/index.htm.
Kids Health. (2012, August 03). Muscular system. Retrieved April 06, 2017, from
https://www.youtube.com/watch?v=C6u0u_59UDc
Probst, C. Top 10 facts about the muscular system. (2015, May 29). Retrieved April 06,
2017, from http://blog.degreed.com/top-10-facts-about-the-muscular-system/.

How to Keep Our Muscles Healthy


3rd Grade-45 minutes
By: Jamie Boehmer, Ali Johnson, Emily Rutscher

Lesson Rationale
Goal-setting skills are essential to help students identify, adopt, and maintain healthy behaviors.
This standard includes the critical steps that are needed to achieve both short-term and long-
term health goals. These skills make it possible for individuals to have aspirations and plans for
the future.
“Muscles, their functions, and how to keep them healthy”
Jamie Boehmer, Ali Johnson, Emily Rutscher

Central Focus
Standard 6: Students will demonstrate the ability to use goal-setting skills to enhance health.
P.I. 6.5.1: Set a personal health goal and track progress toward its achievement.
P.I. 6.5.2: Identify resources to assist in achieving a personal health goal

Learning Objectives: Given How to Keep Our Muscles Healthy, the learners set 1 muscle health
goal, identify 1 resource to assist in achieving their muscle health goal, and track their
achievement towards healthy muscles in order to demonstrate the ability to use goal-setting to
enhance skills.
Formative Assessment
Title: How to Keep Our Muscles Healthy
Description of assessment activity: the learners set 1 muscle health goal, identify 1 resource to
assist in achieving their muscle health goal, and track their achievement towards healthy muscles
Evaluative criteria: Did the learners set 1 muscle health goal, identify 1 resource to assist in
achieving their muscle health goal, and track their achievement towards healthy muscles?
Answers will vary.
Designed to assess: Students will demonstrate the ability to use goal-setting skills to enhance
health.
Feedback to students: The students will bring their signed form back at the end of the week and
the class will work together to form a chart demonstrating how healthy our muscles are. I will
provide written feedback (Great job meeting your goal, maybe next time you could try…, I love
that you improved your score every day/week).

Academic Language (Vocabulary)


Biceps: A large muscle in the upper arm
Triceps: The large muscle at the back of the arm
Rectus Abdominus: Long flat muscles at the front of the abdomen
Quadriceps: Muscles surrounding the knee

Integration
Reading/Writing: Handwriting skills to write out their goals
Physical Education: Go Noodle videos, stretching

Materials
Magic School Bus clip- https://www.youtube.com/watch?v=OMZdI4ZQ34U (full episode try
11:00 - 17:00)
Release your warrior- Go Noodle stretching video
I like to move it- Go Noodle kids Zumba video
The Human Body Flip Chart - Muscle Chart (Learning Resources)
“How Fit Can You Get?” Worksheet pg. 44
“Goal Setting Questions” Worksheet pg. 42
Activity 10 guidelines on stretching pg. 39
Lesson 2 on Muscles in 5th grade binder (pg. 27-44)
Word Search (Pinterest)
Muscle Puzzle (Nasco)

Instructional Strategies and Learning Tasks to Support Learning


“Muscles, their functions, and how to keep them healthy”
Jamie Boehmer, Ali Johnson, Emily Rutscher

Time & Learning Activities (Procedure) Purpose (Why?)


Materials

3 minutes Hook Prepares the students for


Your muscles are YOURS and they are the only muscles what the topic will be as
you will get! This is why it is important to take good well as seeks out their
care of them, and know how to keep them healthy! level of understanding of
what muscles are.

30 sec Relevancy Makes the students think


Introduce ourselves. Have any of you ever used a about why the topic is
muscle before? What muscles? What is that muscles important.
importance?

1 minute Review Helps students remember


Review how the muscles work and what muscles they their prior information.
remember. Also discuss what muscles need to survive
(oxygen) and what we use muscles for.
Abdominals, bicep, deltoid, forearm muscles,
gastrocnemius, gluteus maximus, hamstring, oblique,
orbicularis oris muscle, pectoral, orbicularis oculi
muscle, tibialis anterior, triceps.
The muscles need oxygen in order to function. Muscles
use oxygen to create fuel. When you exercise you start
breathing harder because your heart uses the air to beat.

30 seconds Preview Agenda Teaches the students how


In this lesson the students will learn how to take care of to care for their muscles in
their muscles so they can grow strong and healthy. The their everyday life.
students will watch a video on the magic school bus,
study the muscle flip chart with the teacher, practice
stretching and do the worksheet for the importance of
the muscle, participate in a GoNoodle, complete a
compare/contrast diagram, do partner role play, and also
complete a goal setting sheet.

6-7 minutes Presentation Enhances the student's’


Magic School Bus video (11:25 - 17:02) knowledge of the muscles.

What happened to Mrs. Frizzle? Why was she so sore?


(her leg muscles didn’t have enough oxygen) What did
her students do to help make her feel better? (added
oxygen to her muscles)

Explains a way to help the


Information about stretching - it is important to stretch students care for their
in order to protect your muscles. If you do not stretch muscles.
before a soccer game you could pull a muscle or injure
“Muscles, their functions, and how to keep them healthy”
Jamie Boehmer, Ali Johnson, Emily Rutscher

yourself. (page 30)

6 minutes Exploration Gives the students a


Students can brainstorm stretches or remember stretches chance to think for
from the first class that they liked. themselves of how to care
for their muscles.
Show a Go Noodle video about how to stretch and do
the video with the students, assist any students that are Grants a brain break and
struggling with the stretch. lets the students stand up
and try the stretches for
themselves.

3 minutes Guided Practice Shows the students the


Compare/Contrast diagram about stretching vs not pros and cons to stretching
stretching. (see attached) and not stretching by using
an example.

2 minutes Guided Exploration Prepares them for the next


Exercise Importance. The students will be engaged in a group activity and helps
discussion over the importance of exercising. Some them understand what
examples include: it makes your muscles bigger and exercising does to benefit
stronger, it makes you feel better, it helps keep you at a you.
healthy body weight, it helps prevent diseases.

3 minutes Guided Practice Allows the students to


Partner Activity (page 32) apply what they learned
Give students a few minutes to see how persuasive they and show that they know
can be about the scenario below. Invite volunteers to do the importance of
a role-play for the class after practicing with a partner. exercising.
“Imagine you are talking with a person who has never
exercised regularly. In fact, the person hates to exercise.
Consider what you would say to persuade the person
that exercise is important for the body. Take turns with
your partner and demonstrate what you would say.”

6 minutes Guided Practice Trying to get them on track


Flexibility, strength, and endurance (bottom of page 34) to working out as well as
Teach the students the parts of their exit ticket and making sure they
complete the first box (Endurance, Flexibilty, and understand the take home
Strength). assessment.

See Exit ticket: For the next four weeks or days you will
be challenging yourself to make your body stronger!
You will measure how far you are able to stretch with
measuring tape (Flexibility), time how long you can
keep active (Endurance), and test your strength by doing
as many stomach crunches as you can (Strength).
“Muscles, their functions, and how to keep them healthy”
Jamie Boehmer, Ali Johnson, Emily Rutscher

3 minutes Exploration Gives students a brain


Go Noodle- Zumba Kids “I like to move it”. Participate break and gives them time
with the students while they do this dance and tell them to move.
to think about the muscles they are using while they are
dancing!

Closure

30 sec Review Helps assess what the


Materials: Give the students an exit ticket with questions that students learned.
How Fit review the lesson. (page 44)
Can You
Get
worksheet
Pencil

30 sec Preview Sets up the next lesson and


Preview what next unit would be. gives them something to
look forward to learning.

30 sec Home/Family Involvement: Gives the students a


Materials: Bring home the worksheet (Goal Setting, page 42) to fill chance to practice the
Goal setting in different exercises the students do each day to help things that they learned at
worksheet their muscles. Can show to parents or guardians to ask home and in different
Take home for new stretching/movement ideas. The students will settings.
folder need to turn in these sheets by either the end of 4 days
or 4 weeks (depending on what the group decides to do
for the timeline)

30 sec Closing Statement Gives the students a


We have learned a lot about muscles today, and how to purpose to what they
keep them healthy. We want you to take from this lesson learned in class.
different activities and things you can do to keep your
muscles strong and healthy.

Extension/Lesson Builder

5-8 Independent Practice Gives the students a


minutes Word search-have students search for the different chance to read through
Muscles muscles and highlight them as they find the words. words they learned from
word search the lesson. Gives a review.

5 - 10 Independent Practice Gives a review of where


minutes Fill in the blank chart of muscles and color it. the muscles are in the
Muscles: body.
Blank
muscle chart
worksheet
“Muscles, their functions, and how to keep them healthy”
Jamie Boehmer, Ali Johnson, Emily Rutscher

Pencil
Needed Supports, Accommodations, or modifications (Planned points for specific students)
Needs Number of Students Supports, Accommodations, Modifications

Writing 1 The student is not required to write in cursive.

Personal All Specific guided instructions to stay in one’s own personal


Space space

Content Information (Resources)

Tuta, E. (2017, August 26th). The magic school bus E25. Retrieved from
https://www.youtube.com/watch?v=OMZdI4ZQ34U (11:00 - 17:00)
The Children’s Health, Inc. 2008. Bones and muscles. The Great Body Shop Teachers Guide,
5th grade. Wilton, Ct. (p. 27-44).
Joint Committee on National Health Education Standards. (2007). National health education
standards. Retrieved from http://www.cdc.gov/healthyyouth/sher/standards/index.htm.

Go Noodle
3rd Grade-45 minutes
By: Jamie Boehmer, Ali Johnson, Emily Rutscher

Context for Learning – Attention to students’ backgrounds, interests, and needs


We taught at a rural elementary school in Houston, Minnesota. The classrooms had no
paraprofessionals, one teacher, and approximately 15 students. There were desks grouped
together in a tight space, there was no carpet for group activities or all the students to gather. We
were not given a book or curriculum to work with. We taught two 45 minute lessons on muscle
health, strength, and functions. All students were able bodied, and one student was exempt from
writing in cursive. All students were required to keep their own personal space.

Lesson Rationale
Research confirms that practicing health-enhancing behaviors can contribute to a positive
quality of life. In addition, many diseases and injuries can be prevented by reducing harmful and
risk-taking behaviors. This standard promotes the acceptance of personal responsibility for
health and encourages the practice of healthy behaviors.
Central Focus
Standard #7: Students will demonstrate the ability to practice health-enhancing behaviors and
avoid or reduce health risks.
P.I. # 7.5.2: Demonstrate a variety of healthy practices and behaviors to maintain or improve
personal health.
“Muscles, their functions, and how to keep them healthy”
Jamie Boehmer, Ali Johnson, Emily Rutscher

Learning Objectives: Given the homemade GoNoodle video, the learners will be able to
demonstrate a variety of healthy practices and behaviors to maintain or improve personal muscle
health by naming and describing five to seven different muscles in order to demonstrate the
ability to practice health-enhancing behaviors and avoid or reduce health risks.
Summative Assessment
Title: Homemade GoNoodle Video
Description of assessment activity: Students will make a dancing GoNoodle video to show at
least five different muscles and be able to describe which muscle they are using during the dance.
Students should record themselves dancing to a song on the iPad.
Evaluative criteria: Each video should be at least two minutes long and incorporate five to seven
different muscles. During the video, students will announce which muscle they are using for each
dance move (referring back to the five to seven muscles). Music must be school appropriate. No
swearing, vulgar or offensive dance moves. Get song and choreography pre-approved by teacher
before presenting.
Designed to assess: Students will demonstrate the ability to practice health-enhancing behaviors
and avoid or reduce health risks.
Feedback to students: Tell students if they have appropriate music and choreography prior to
them producing a video, also have them include at least five to seven muscles. Refer students
back to the functions of all the muscles if they incorrectly use them; encourage creativity.
Academic Language (Vocabulary)
Abdominals: muscles of the abdomen or stomach area
Bicep: The large muscle at the front of the upper arm that is used to bend the elbow
Deltoid: Muscle that covers the shoulder joint and lifts arm to the side
Forearm Muscles: Helps to control the muscles in the wrist and fingers
Gastrocnemius: Calf muscle that aids in walking, running, and jumping
Gluteus Maximus: Large buttock muscle that helps you walk, run, sit, etc.
Hamstring: Muscles located at the back of the thigh that bend the knee and swing the leg
backward from the hip
Oblique: A diagonally arranged abdominal muscle on either side of the torso
Orbicularis Oris Muscle: Muscle surrounding the mouth that is used to open and close the mouth
Pectoral: Muscles on the upper chest
Orbicularis Oculi Muscle: Muscle surrounding the eye that is used to open and close the eyelid
Tibialis Anterior: Helps lift the foot and pull it down
Triceps: Muscle of the back of the upper arm, primarily responsible for extending the elbow

Integration
Physical Education: Making a dance and performing it
Science: Anatomy
Materials
iPad cart from the library- 1 per group
“Muscles, their functions, and how to keep them healthy”
Jamie Boehmer, Ali Johnson, Emily Rutscher

Instructional Strategies and Learning Tasks to Support Learning

Time & Learning Activities (Procedure) Purpose (Why?)


Materials

30 sec Hook To establish that the areas the muscles


Now that we have watched a couple Go are located have been learned and to
Noodles, we are now going to make our prepare them for the lesson.
own to show off our best dance moves!

1 min Relevancy Makes the student think about what they


Can anyone recall some muscles that we learned and how they will incorporate it
have learned about and demonstrate a into the assessment.
dance move that uses those muscles?

1 min Review Reminds them what we have been


In this unit we learned about our talking about.
muscles, how they work, and how to
take good care of them- such as
stretching.

30 sec Preview Agenda Informs them on what we will be doing


Today, we are going to challenge in class today as well as incorporating all
ourselves to make our own Go Noodles! of the skills together.

7 mins Explicit Instruction


Explain to students how to make The students learn to incorporate what
GoNoodle video. Have students in 5 they learned into a movement activity
groups of 3 and have each group check and learn another way to exercise and
out an iPad. Each video should be at take care of their muscles.
least two minutes long and incorporate
five to seven different muscles. During
the video, students will announce which
muscle they are using for each dance
move (referring back to the five to seven
muscles). Music must be school
appropriate. No swearing, vulgar or
offensive dance moves. Get song and
choreography pre-approved by teacher
before creating the video. Answer all
questions students have.

15 minutes Summative Assessment By grouping the students into different


Organize groups of three, mixing levels of understanding students that
Materials: intelligence levels on the topic of understand the muscles better can help
iPad muscles and technology. Give students those struggling by explaining to them
Pencil their own spaces to work and brainstorm the purposes and where muscles are
Paper ideas for the video. When they are ready, located. Students should also have space
they can get it checked off by the teacher so they can get creative and move.
“Muscles, their functions, and how to keep them healthy”
Jamie Boehmer, Ali Johnson, Emily Rutscher

and receive their iPad to start filming. Students must check in with the teacher
to make sure they are on the right track
and also make sure they are using
appropriate music and dance moves.

15-17 Independent Practice While watching their classmates videos,


minutes it will repeat the terms that they have
As a class, we will watch their Go learned throughout the unit. They will
Materials: Noodle videos and all dance along! hear the muscles name as well as use the
Smartboard & muscle at the same time which hopefully
Computer to will help it stick in their head. It also is a
watch the fun way to get them up and moving.
videos.

Closure

30 sec Review Has the students recall all that was


We have learned a lot about muscles, discussed throughout the unit.
how they function, and how to take care
of them.

30 sec Preview Tells them what will be coming in the


In our next unit, we will talk about what next unit and how it may or may not
foods best fuel our bodies! relate to the current unit.

1 min Home/Family Involvement Makes them continue to be active, as


Go home and show your Go Noodle to well as hopefully gets their family to be
your parents. If you can, try and get them active with them!
to do the dance with you! I will be
asking you tomorrow if you showed your
parents and how they reacted!

30 sec Closing Statement Gives them a goal to strive towards as


I hope you learned a lot about the well as some responsibility for their own
muscles on YOUR body and will take bodies.
what you have learned to take care of
your muscles.

Extension/Lesson Builder - Will

5-10 mins The students group up for any remaining This is a good cool down after working
time and come up with different on dancing. It also helps remind the
stretches to do as a class. students that stretching is important both
before and after exercising.
Needed Supports, Accommodations, or modifications (Planned points for specific students)
Needs Number of Students Supports, Accommodations, Modifications

Writing 1 Writing in cursive is not required.


“Muscles, their functions, and how to keep them healthy”
Jamie Boehmer, Ali Johnson, Emily Rutscher

Personal All Specific guided instructions to stay in one’s own personal


Space space.

Directions:
You will be in groups of three and check out an iPad. Each video should be at least two minutes
long and include five to seven different muscles. During the video, you will announce which
muscle you are using for each dance move. Music must be school appropriate. No swearing or
offensive dance moves. Get your song and choreography pre-approved by your teacher before
creating the video.

Sample video:
https://app.gonoodle.com/channels/zumba-kids/turn?source=category
“Turn”
Rubric:
(2) Video is two minutes long
(2) Includes five to seven different muscles
(2) Students announce muscle for each dance move
(2) School appropriate music and dance moves
(2) Respectful of other groups while presenting
(10) points total

Content Information (Resources)


Joint Committee on National Health Education Standards. (2007). National health education
standards. Retrieved from http://www.cdc.gov/healthyyouth/sher/standards/index.htm.

Resources
Brain Pop. (2017). Muscles movie background information for teachers and parents. Retrieved
March 30,
2017, from web. https://educators.brainpop.com/bp-jr-topic/muscles/
Idaho State Board of Education. (2017) Muscles. (Powerpoint slides) Retrieved from Idaho
Public Television. Website: http://idahoptv.org/sciencetrek/topics/muscles/teachers.cfm.

Joint Committee on National Health Education Standards. (2007). National health education
standards. Retrieved from http://www.cdc.gov/healthyyouth/sher/standards/index.htm.
Kids Health. (2012, August 03). Muscular system. Retrieved April 06, 2017, from
https://www.youtube.com/watch?v=C6u0u_59UDc
Probst, C. Top 10 facts about the muscular system. (2015, May 29). Retrieved April 06,
“Muscles, their functions, and how to keep them healthy”
Jamie Boehmer, Ali Johnson, Emily Rutscher

2017, from http://blog.degreed.com/top-10-facts-about-the-muscular-system/.


The Children’s Health, Inc. 2008. Bones and muscles. The Great Body Shop Teachers Guide,
5th grade. Wilton, Ct. (p. 27-44).
Tuta, E. (2017, August 26th). The magic school bus E25. Retrieved from
https://www.youtube.com/watch?v=OMZdI4ZQ34U (11:00 - 17:00)

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