Developmental Lesson Plan

Teacher Candidate: Leah S, Ruth H, Steph M Date: February 17, 2020

Group Size: 20 Allotted Time 2 days 40 minutes Grade Level 2nd

Subject or Topic: Healthy Heart

Common Core/PA Standard(s):

10.1.2.D1 Distinguish between healthy and unhealthy behaviors.

Learning Targets/Objectives:
The second-grade students will be able identify heart healthy factors by participating in the
activity and labeling the factors.
Assessment Approaches: Evidence:
1.Formative:Thumbs up/down 1. Formative: Observational
2.Formative: Heart worksheet 2.Formative: Collect and check accuracy
3. Formative: Inquiry Sheet 3. Formative: Small class discussion

Assessment Scale: For Formative assessment 2

 Proficient =  All 4 blanks correct
     Emerging = 1-2 blanks correct
     Goal not met = 0 blanks correct

Subject Matter/Content:
 Science
Prerequisites:
 Students will already understand the heart and be able to identify main components of
the heart.
 Students know how to copy key words the teacher says from off the PowerPoint.
Key Vocabulary:
 Aerobic: exercises that need oxygen to power the muscles and works the lungs and
heart.
 Heart rate: a measurement of the number of times a person's heart beats in one minute.
 Heart Disease: Means there are problems with the heart and blood vessels.
Content/Facts:
 Most people are born with a healthy heart but the choices and habits they make can
make their heart become unhealthy.
 Eating fruits, vegetables, whole grains and good protein can help a person lower their
risk of heart disease.
 Aerobic exercises- exercises that need oxygen to power the muscles and works the
lungs and heart.
 Walking, running, and playing soccer are aerobic exercises.
  30 minutes a day of exercise is recommended for a healthy heart.
 Getting enough sleep is important for heart health. Young children should get 9-12
hours of sleep each night to maintain a healthy heart.
 Getting enough sleep will help a person’s body repair itself and lessen the chance of
heart disease and heart attacks.

Introduction/Activating/Launch Strategies:
 When the students first walk into the classroom, have a picture of a healthy and
unhealthy heart on the board.
 “We have been learning so much about our hearts. Today we will be learning about
how to keep your heart healthy.
 On the board, there are two hearts, one is healthy and the other is not. With a partner, I
want you to discuss what heart you think is healthy and unhealthy and talk about the
reasons why you think this.
 Give the students 3 minutes to talk and then have the students talk about what they
think.

Development/Teaching Approaches
Model:
 “Now that we saw what healthy and unhealthy hearts look like, we are going to focus
on how we can keep our heart healthy. Later in the week we will learn how our heart
becomes unhealthy.”
 “Together we are going to come up with a brainstorming list of ways we think the heart
stays healthy.”
 On the board write down list the class creates.
 “Now let’s see if our brain storming is right.”
 Hand each student a copy of the Healthy Heart worksheet guided notes.
 Put the PowerPoint on the smart board starting with slide 1.
https://app.edu.buncee.com/buncee/f632b019e9e24dcaa678bdfe3c315557
( PowerPoint link)
 Ask a student to read slide one for the class.
 Flip to slide 2 that says, “Most people are born with a healthy heart but the choices and
habits they make can make their heart become unhealthy.”
 There are three pictures on slide 2 that relate to a healthy heart.
 Ask the students “I want everyone to flip over their guided notes sheet. On the back
write down why you think I have these three pictures on the board.”
 Flip to slide three and say, “Here are three ways a person can keep their heart healthy”.
 “Now make sure you are paying attention. We’re going to start filling in our guided
notes now”.
 Flip to slide 4 and read “Eating fruits, vegetables, whole grains and good proteins can
help a person lower their risk of heart disease. These foods help protects a person’s
heart and lowers their blood pressure.”
 “I know everyone had a bunch of snacks and food for lunch today, so can anyone tell
me a heart healthy food they ate today?”
 Call on two or more students and have them share what healthy food they ate.
 “Today I had an apple to help keep my heart healthy.”
 “Give me a thumbs up/down if you understand everything so far.”
 Flip to slide 5 and read “Aerobic exercises- exercises that need oxygen to power the
muscles and works the lungs and heart. Walking, running, and playing soccer are
aerobic exercise that help strength the heart. 30 minutes a day of exercise is
recommended for a healthy heart.”
 “Has anyone ever felt their heart beating really fast when they were playing outside or
exercising?”
 “ If you have, this is because the faster blood and oxygen are moving to your muscles.”
 “When you exercise your heart, rate goes up. A Heart rate is a measurement of the
number of times a person's heart beats in one minute.”
 “ A child’s average heart rate is around 60 beats per minutes and can reach up to 220
beats per minute when exercising very hard.”
 “In a little bit we are going and learn how to take our pulse.”
 Flip to slide 6 and before reading ask the students “Who likes to go to bed early and get
a lot of sleep?”
 Wait for the student’s response.
 Read “Getting enough sleep is important for heart health. Young children should get 9-
12 hours of sleep each night to maintain a healthy heart. Getting enough sleep will help
a person’s body repair itself and lessen the chance of heart disease and heart attacks.”
 “Does anyone have any questions about what makes a heart healthy?”
 Flip back to slide 2.
 “Now I want everyone to flip their guided notes to the back. All of the pictures on this
slide are showing ways to keep your heart healthy.”
 “Is that what you wrote on your guided notes or did you get close?”

Guided practice:
 Push the desks to the back or side of the room to make space for movement.
 “Since we just learned about ways to keep our heart healthy, we’re going to do a fun
activity”.
 “We want our hearts to be the healthiest they can be, so we are going to do some
exercises while tracking our heart rate.”
 “Does anyone remember what type of exercising is best for heart health?”
 “Yes! Aerobic exercise is great for heart health.”
 Give every student a Tracking my Heart Rate inquiry sheet.
 As you are telling the students what to do, show them with your own hands.
 “ To find our heart rate, want to take your pointer and middle finger and put them
together.”
 “Then you are going to gently press your fingers onto the wrist of your other hand.”
 “Everyone try this with me.”
 “Give me a thumbs up if you feel the pulse on your write or a thumbs down if you
don’t”
 “Each time you feel a pulse, your heart is beating.”
 Once everyone found their pulse, say “ Now that we found our pulse, we are going to
find our resting heart rate. This is our heart rate when we are sitting and not doing
 anything.”
 “I have a stopwatch and when I say go, start counting how many times you feel your
pulse. We are going to do this for a minute and them when are going to record your
beats per minute on our inquiry sheet.”
 “ Ready…. Go”
 Run the stopwatch for a minute as you are walking around the room making sure the
students are doing it correctly.
 “And…stop. Using the number of pulses, you just counted, write that down in the first
box on your sheet.”
 “As we do the exercises on the sheet, we are going to record our heart rate.”
 “Everyone jogs in place for one minute to get our hearts beating faster.”
 “As we’re jogging in place, everyone should feel their heart beating faster. Your blood
is pumping around your whole body.”
 “Everyone can stop jogging now and find your pulse.”
 “ When I say go start counting how many times you feel it pulse in a minute.”
 “Go”
 After a minute “Stop and record the number you counted on your sheet.”
 Set up the heart healthy game in the front of the room and explain the directions to the
students.
 “In the middle of the classroom, you see a poster board with different exercise on it.”
 “All of these exercises are good for your heart.”
 “Standing a few feet behind the poster board, each of you are going to get two chances
to throw a beanbag onto the poster. Whatever exercise your beanbag lands on, the class
is going to do that exercise five times and then the next person will through the
beanbag.”
 “The first time a beanbag lands on an exercise, we will take our heart rate and record it
on our sheets.”
 “Once an exercise is repeated, we won’t take our heart rate again.”
 Allow the students to take turns throwing the beanbag and all doing the exercises
together.
 Some one lands on the jumping jack spot for the first time, complete the exercise then:
“Everyone find your pulse, count the beats per minute.”
 “Go”
 Wait 60 seconds
 “Stop”
 Have the next students throw the beanbag.
 Someone lands on the pushups spot for the first time, complete the exercise then:
“Everyone find your pulse, count the beats per minute.”
 “Go”
 Wait 60 seconds
 “Stop”
 Someone lands on the sit-ups spot for the first time, complete the exercise then:
“Everyone find your pulse, count the beats per minute.”
 “Go”
  Wait 60 seconds
 “Stop”
 Someone lands on the jump spot for the first time, complete the exercise then:
“Everyone find your pulse, count the beats per minute.”
 “Go”
 Wait 60 seconds
 “Stop”
 Someone lands on the jog in place spot for the first time, complete the exercise then:
“Everyone find your pulse, count the beats per minute.”
 “Go”
 Wait 60 seconds
 “Stop”
 Someone lands on the touch your toes spot for the first time, complete the exercise
then: “Everyone find your pulse, count the beats per minute.”
 “Go”
 Wait 60 seconds
 “Stop”
 Throughout each student’s turn, the students should be getting a break but halfway
through, allow the students a 5-minute break. During this time, have the student talk
with a partner about if their heart rate is going up will exercising.
 After the break continue the activity.
 “Does anyone know why we are doing these exercises?”
 Correct! We are working out our hearts and making them stronger.”
 “Being active helps improve our heart health and helps it work more efficiently.”
 Once the last student throws the beanbags, review the inquiry sheet with the students.
 “Notice how your resting heart rate is lower than your heart rate during the activities,
this is because when you are exercising your heart is working hard.”
 “Does anyone remember the other two ways besides exercise that makes our heart
healthy?”
 Yes! Quality sleep and healthy eating makes our hearts healthy.”
Independent practice:
 Today we learned about the heart and how to keep it healthy and prevent it from
becoming unhealthy.”
 “Now we are going to see what everyone learned”
 Give each student the “Guide to a healthy Heart” worksheet.
 Have each student fill out the worksheet independently.
 Once the students are done with the worksheet, the teacher will collect them check for
accuracy.

Closure/Summarizing Strategies:
 “To finish, I want everyone to turn and talk to a partner about what they learned and
something they thought was most interesting during the lesson.”
 “With your partner, talk about what you can change to make your heart healthier.”
 Bring the class together and then have three people share with the class what they
 talked about.
 “Tomorrow we are going to learn more about eating healthy and foods that help make
your heart healthy.”

Accommodations/Differentiation:
 MJ has fine motor impairment due to a TBI. When he needs to write in the lesson, the
teacher will provide him with notes already filled out.
Materials/Resources:
Materials:
 PowerPoint
 White board
 Healthy heart worksheet
 Guide to a healthy heart worksheet
 2 Bean bags
 Poster board with the exercises already glued on it (for the activity)
 Projector
 Tracking my Heart Rate worksheet
https://www.makeandtakes.com/heart-healthy-exercise-printable ( Exercise activity)
https://www.nhlbi.nih.gov/health-topics/smoking-and-your-heart (informational website)
https://www.everydayhealth.com/heart-health/common-habits-damaging-heart/ (informational
website)
https://www.mayoclinic.org/diseases-conditions/heart-disease/in-depth/heart-disease-
prevention/art-20046502 (informational website)
https://www.healthtap.com/q/heart-rate-experiment-for-kids/ (Informational website)

https://app.edu.buncee.com/buncee/f632b019e9e24dcaa678bdfe3c315
557 (PowerPoint link)