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HERS
Submitted to Michelle Darst in Partial Fulfillment of the Requirements for the Course HERS
310: Foundations of Elementary Health Education
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
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
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
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
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.
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
We will discuss our muscles and where they are, prior information.
the importance of stretching and exercise, and the
heart.
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.
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
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
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
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
Closure
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.
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
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).
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)
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
Closure
Extension/Lesson Builder
Pencil
Needed Supports, Accommodations, or modifications (Planned points for specific students)
Needs Number of Students Supports, Accommodations, Modifications
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
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
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.
Closure
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
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
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