jkaneshiro.files.wordpress.com · web viewlesson 1: 3 reasons why you need muscle. w-u. level 2...

Jon Kaneshiro

Seattle Pacific University Showcase Lesson

3/13/2012

2012

MUSCLE

MADNESS

A two-week unit plan for K-5 students of Daniel Bagley Elementary school on muscle locations and their importance to the human body.

Jon Kaneshiro Muscle Madness 1

4/5Lesson 1: 3 Reasons why you need muscle

W-ULevel 2 walking after pre-assessment

1. Pre-assessment2. 3 Muscle motion stations3. Dessert

Lesson 2: Where are 5 muscles located?

W-UHand hockey w/partner

1. Muscle Poem2. Muscle Mania3. Parachute game

Lesson 3: Review 5 muscles and add 4 more

W-UGreen Mat

1. Review pre-assessment2. Review muscle poem3. Muscle Mania w/9 muscles4. Brain Pop

Lesson 4: What is the difference between muscular endurance and strength?

W-UMine field w/bean bags

1. Muscular S and E2. “Don’t Stop the Music”3. Muscle Poem4. Post-assessment5. Brain Pop

2/3

Lesson 1: 2 Reasons why you need muscle

W-U2 minutes w/exercises

1. Muscle PowerPoint2. 3 Muscle motion stations3. Dessert



1. Review why you need muscles



W-UGreen Mat

1. Review muscle poem2. Muscle Mania w/9 muscles3. Brain Pop



1. Muscular S and E2. “Don’t Stop the Music”3. Muscle Poem4. Brain Pop

K/1

Lesson 1: 1 Reason why you need muscle

W-U2 minutes w/exercises

1. Muscle PowerPoint2. 3 Muscle motion stations3. Dessert



1. Review why you need muscles



W-UGreen Mat

1. Review muscle poem2. Muscle Mania w/4muscles3. Brain Pop Jr.



1. Muscular S and E2. “Don’t Stop the Music”3. Muscle Poem4. Brain Pop Jr./parachutes


4/5th Lesson 1

Questions:1. What are 3 reasons why your body needs muscle?

Reasons why you need muscle:1. Lifting weight2. Balance and body support3. Body movement4. Helps convert fat to muscle (helps burn calories)5. Reduces the risk of injury (protection)6. Involuntary actions (heart pumping, breathing, eating)

Learning Standards:

EALR 1: The student acquires the knowledge and skills necessary to maintain an active life: Movement, physical fitness, and nutrition.

GLE 1.1.1 Applies locomotor, non-locomotor, manipulative, balance, and rhythmic skills in traditional and non-traditional activities that contribute to movement proficiency.GLE 1.1.5 Analyzes movement concepts.GLE 1.2.1 Analyzes safety rules and procedures in a variety of physical activities necessary to maintain a safe-learning environment.GLE 1.2.2 Applies social skills necessary for effective participation in physical activities.GLE 1.3.1 Analyzes components of health-related fitness.GLE 1.4.1 Applies components of skill-related fitness.

EALR 2: The student acquires the knowledge and skills necessary to maintain a healthy life: Recognizes dimensions of health, recognizes stages of growth and development, reduces health risks, and lives safely.

GLE 2.1.1 Understands dimensions and indicators of health.GLE 2.2.1 Understands the structure and function of body systems.

EALR 3: The student analyzes and evaluates the impact of real-life influences on health.GLE 3.2.1 Analyzes reliable sources of health and fitness information.

Equipment: (2) large mats (8) exercise balls (1) rack of basketballs (4) footballs (11) hula hoops (7) small medicine balls (7) elastic exercise bands (1) rack of soccer balls


(8) tennis balls Laminated exercise instructions Computer with iTunes, PowerPoint, and internet Juggling bean bags Pencils (60) Pre-assessments (1) bucket of soft basketballs

Greeting/warm-up Activity: Pre-assessment, quiet activities

Right when the students walk into the gym, they will be instructed to pick up one pre-assessment sheet and a pencil from the stack in the Wellness Center. The students will be told that they will receive approximately 10 minutes to complete the pre-assessment (Appendix A). After the pre-assessment, they can walk wall-to-wall with a friend, stretch, or play quiet passing games with the football. They will be reminded to do their best and try to fill out the entire assessment. Let the students know every few minutes how much time is left. They will be instructed to place the papers and pencils back in the Wellness Center after they are finished.

After the pre-assessment, have the students walk and sit down in the Wellness Center. Tell the students that they will learn about muscles during the next two weeks: what do muscles look like? Why do we need muscle? What are the names of some of your muscles?

The goal for today is to know three reasons why your body needs muscle. Using the PowerPoint (Appendix B), the students will learn three reasons why your body needs muscle: lifting weight, balance, and movement. For each example, have the students perform an exercise that relates to that reason. For example, having the students perform body squats to explain how muscles help the body to lift weight.

Have the students take a quick walk to explore the three stations: lifting weight, balance, and movement. Any questions on what to do at the stations? Divide students into groups: “I need ___ quiet students who are ready to go to the lifting station. I need ___ quiet students who are ready to go to the balance station. I need ___ quiet students who are ready to go to the movement station.” When the music starts, they can begin.

Main Activity: 1 minute stations (Each station done twice)

Lifting Station:1. There will be seven medicine balls and seven elastic exercise bands in a hula

hoop.2. The students will perform an exercise listed on the laminated exercise sheets near

the station using the equipment. For example, medicine ball body squats, bicep curls, partner over and unders.

3. The students will be reminded to try each exercise.Balancing Station:

1. Two large mats will be set up next to a wall for protection.2. Eight exercise balls will be set up on the mats.


3. The students will perform a balancing exercise listed on the laminated exercise sheets. For example, the students will balance on their stomachs with their feet and hands in the air.

4. The students will have the option to perform the tree pose near the station as well.Movement Station: Four corner obstacle course set up

1. Corner #1 will have a hula hoop with a sheet that says, “10 toe taps.” Using the rack of soccer balls, the students will do toe taps.

2. Corner #2 will have a hula hoop with a sheet that says, “5 passes with a friend.” Using the four footballs, the students will pass overhand or underhand to a friend.

3. Corner #3 will have a hula hoop with a sheet that says, “Ball N’ React.” Using one tennis ball, the students will partner up and throw the ball off the wall to the other partner. The goal is to catch the ball in one bounce.

4. Corner #4 will have a hula hoop with a sheet that says, “10 crossovers.” Using the rack of basketballs, the students will perform 10 crossover dribbles.

In order to transition between stations, stop the class and have each station point to their next station. Rotate.

During the stations, ask random students, “What is one reason why you need muscle?” This is a check for understanding question relating to the goal for the day.

After the stations, bring the students back to the Wellness Center. Ask students for one reason why their body needs muscle. Remind the students that they performed exercises relating to lifting weight, balance, and movement. Use the rest of the PowerPoint (Appendix B) to inform the students that there are other reasons why your body needs muscle, but you only need to know three.

Dessert Time:

Your class has earned some dessert time. You have only four options for the last ___ minutes of class. Remind students that this is their Club Card time. Pick up your Club Card if you earned one.

1. Soft basketball shooting on one open basket.2. Balancing station activities: tree pose, bridge, exercise balls.3. Hula hoops4. Juggling with bean bags.

Closing: If time allows

Ask the class to name at least one reason why you need muscle. Remind the students that this information is important to know for the post-assessment.

Sources: Pre-assessment: Five for Life Curriculum


4/5th Lesson 2

Questions:1. Name and identify 5 of the 9 major muscles in the body

Five Focus Muscles:1. Biceps2. Triceps3. Pectorals4. Deltoids5. Latissimus Dorsi

Learning Standards:


GLE 1.1.1 Applies locomotor, non-locomotor, manipulative, balance, and rhythmic skills in traditional and non-traditional activities that contribute to movement proficiency.GLE 1.1.5 Evaluates movement concepts.GLE 1.2.1 Evaluates safety rules and procedures in a variety of physical activities.GLE 1.2.2 Analyzes social skills necessary for effective participation in physical activities.GLE 1.4.1 Analyzes components of skill-related fitness.


GLE 2.2.1 Understands the structure and function of body systems.

EALR 4: The student effectively analyzes personal information to develop individualized health and fitness plans.

GLE 4.1.1 Analyzes daily health and fitness habits.

Equipment:

(10) hula hoops (5) laminated exercise sheets (~30) blue card cutouts with muscle names on each (20) elastic exercise bands (1) wooden bench (5) cones (1) box of juggling bean bags Computer w/PowerPoint, iTunes, and internet (1) basket of soft basketballs


(8) exercise balls

Greeting/warm-up Activity: Hand Hockey with bean bags

As the students walk in the gym, ask a few review questions based on the first lesson about why our body needs muscle.

The students will meet on the yellow circle for a quick instruction on the warm-up activity. Remind the students about our deal: “If you let me talk for a few minutes during the lesson during instruction time, then you get dessert time at the end.”

Ask for one quiet helper to help explain Hand Hockey. This partner activity will require both partners to be in pushup position. Each set of partners will have one bean bag. Their goal is to slap the bean bag in between the other partners’ hands. Remind the students that they must not pick the bean bag up to throw it, but they must slap it. They are allowed to move in pushup position and block the shot with their hands. The bean bag crossing between their hands counts as a point to the other partner.

After the warm-up, have all the students walk into the Wellness Center for a quick lesson on muscle location.

Instruction: Muscle Motion Poem PowerPoint

Remind students that the Muscle Motion Poem (Appendix C) may be silly, but it’s important to know for the post-assessment; four is the average number of muscles the class knows according to the pre-assessment.

Muscle Motion Poem:1. Biceps, biceps bend the arm.2. Triceps, triceps straighten the arm.3. Pectorals, pectorals push away harm.4. Deltoids, deltoids push to the sky.5. Latissimus dorsi help me climb high.

After teaching the poem to the class, it will be time to review concepts from the first lesson about reasons why your body needs muscle. What are three reasons why your body needs muscle?

Main Activity: Muscle Mania (5 muscles)

The goal for this activity is to ensure that the students not only know the location of five specific muscles, but they will know five exercises associated with the muscles.

1. The pile of blue cards will be scattered in the middle of the floor (five muscles)2. Demonstrate a few of the stations

a. Biceps- elastic band bicep curlsb. Triceps- tricep dips on the wooden benchc. Deltoids- kneeling shoulder press with the elastic bandsd. Pectorals- standing push press with elastic bands


e. Latissimus dorsi- lat pull downs with elastic bands secured to climbing structure rungs.

3. The students will start with one card and try to find the associated station with the exercise. The students will have to look at the picture of the muscle on the card and match it to the picture on the laminated exercise sheets to make sure they are at the right station.

4. The students will leave the blue muscle card in the hula hoop next to the station after they complete 10 repetitions of the exercise.

5. They will run back to the center of the gym and pick up a new card.6. After all the cards are gone in the middle of the gym, the activity is over.

Before dessert time, review a few reasons why muscle is important to the body and review the Muscle Motion Poem.

Dessert Time: Four Choices/Club Card Time

The students will have an opportunity to choose from the following list of choice time activities:

1. Basketball shooting with a soft basketball2. Juggling 3. Tree pose/bridge/exercise balls4. Hula hoops

Sources: Muscle Mania as taught previously by Chuck Millsap


4/5th Lesson 3

Questions:1. Name and identify all 9 major muscles in the body

Nine Focus Muscles:1. Biceps2. Triceps3. Pectorals4. Deltoids5. Latissimus Dorsi 6. Gluteals7. Hamstrings8. Quadraceps9. Abdominals

Learning Standards:







Equipment:

(10) hula hoops (9) laminated exercise sheets (~30) blue card cutouts with muscle names on each (20) elastic exercise bands (1) wooden bench


(5) cones (1) box of juggling bean bags Computer w/PowerPoint, iTunes, and internet (1) basket of soft basketballs (1) parachute (1) climbing frame

Greeting/warm-up Activity: Pass out pre-assessment and go over commonly missed answers

Greet the student as they walk into the gym. The green mat will be out for the students. Have the group divide into two separate lines with cones. When instructed, the students will perform a certain exercise going down the mat.

1. Level 2 speed walking2. Level 33. Side stepping4. Seal crawl5. Crab walk6. Frankenstein 7. Forward roll8. Booty scooch9. Drag a partner with hula hoop

Have the pre-assessments graded and ready for the students to pick up. Have two separate piles and have two students pass out the assessments to their classmates.

Go over the commonly missed questions on the assessment. Remind the students that it’s ok if they didn’t do very well. Muscles are a difficult concept, especially when you’re first introduced to it.

Instruction: Muscle Motion Poem PowerPoint

Remind students that the Muscle Motion Poem may be silly, but it’s important to know for the post-assessment; four is the average number of muscles the class knows according to the pre-assessment.

Muscle Motion Poem:1. Biceps, biceps bend the arm.2. Triceps, triceps straighten the arm.3. Pectorals, pectorals push away harm.4. Deltoids, deltoids push to the sky.5. Latissimus dorsi help me climb high.6. Hamstrings, gluteals stand me up tall.7. Quadriceps, quadriceps kick the ball.8. Abdominals protect the intestinal wall.


After teaching the poem to the class, it will be time to review concepts from the first lesson about reasons why your body needs muscle. What are three reasons why your body needs muscle?

Main Activity: Muscle Mania (9 muscles)

The goal for this activity is to ensure that the students not only know the location of five specific muscles, but they will know five exercises associated with the muscles.

1. The pile of blue cards will be scattered in the middle of the floor (nine muscles)2. Demonstrate a few of the stations

a. Biceps- elastic band bicep curlsb. Triceps- tricep pushdownsc. Deltoids- kneeling shoulder press with the elastic bandsd. Pectorals- pushupse. Latissimus dorsi- lat pull downs with elastic bands secured to climbing

structure rungs. f. Hamstrings- leg curlsg. Glueteals- body squats (one or two legs)h. Quadriceps- split leg lunge jumpsi. Abdominals- Russian twists or front and backs

3. The students will start with one card and try to find the associated station with the exercise. The students will have to look at the picture of the muscle on the card and match it to the picture on the laminated exercise sheets to make sure they are at the right station.

4. The students will leave the blue muscle card in the hula hoop next to the station after they complete 10 repetitions of the exercise.

5. They will run back to the center of the gym and pick up a new card.6. After all the cards are gone in the middle of the gym, the activity is over.

Before dessert time, review a few reasons why muscle is important to the body and review the Muscle Motion Poem.

Dessert: Brain Pop

Sources: Muscle Mania as taught previously by Chuck Millsap


4/5th Lesson 4

Questions:1. What is the difference between muscular strength and muscular endurance?

a. Muscular Strength is tougher and lasts in shorter spurts of energy.b. Muscular Endurance is slightly easier and lasts in longer durations.

Learning Standards:







Equipment: Computer, iTunes, Brain Pop Bucket of bean bags Medicine balls Disk cones Post-assessments for (4) 4/5th classes Pencils Fabric blindfolds/blacked out sunglasses

Greeting/warm-up Activity: Mine Field with bean bags

Greet the students as they walk in. Because there is a post-assessment they must take after the lesson, the goal is to get the students moving right when they enter the gym. Bean bags and other safe pieces of equipment will be scattered throughout the gym floor. This will be a partner activity with one partner being blind-folded. The other partners’ goal is to help their blind-folded partner successfully walk from one end of the gym to the


other without stepping on a mine (piece of equipment). To begin, the partner may walk with the blind-folded partner to talk them through the course. If one partner steps on a mine, they must go to the beginning and have them switch partners. Partners who make it through safely will go again and switch. To modify this game, the partner without the blindfold will have to be on the sideline of the gym to communicate to their partner. This will emphasize teamwork and communication strategies.

Instruction: Muscular Strength and Muscular Endurance

Give the students about one to two minutes to walk around the room and discuss their thoughts on the differences between muscular strength and endurance. Sit the entire group down and discuss what they found in their conversations. Remind the students that muscular strength is tougher and lasts in short durations, while muscular endurance is slightly easier and lasts longer.

Activity: “Don’t Stop the Music!”

Have Rihanna’s “Don’t Stop the Music” cued up on iTunes. The activity stresses the differences between muscular strength and endurance. The students will be instructed to jog at level 3 around the gym until they hear the music stop. At that time, the instructor will say, “Hit the deck!” The students will then drop into the down position of pushup position. The instructor will call out an exercise from first the endurance activities listed below. After the list is complete, the instructor will have the students do strength related exercises also listed below.

Endurance activities:1. Jumping jacks until the music starts2. High knees3. One footed hops4. Criss cross feet5. Mountain climbers

Strength activities: 1. Jump as high as you can2. One power pushup3. Broad jump4. High split leg jump

After the activity, quickly go through the Muscle Motion Poem with all nine muscles.

Post-assessment

The students will take their last post-assessment (Appendix D) on muscles. They will be given around 5-10 minutes of quiet quiz time. Remind the students to try their best and to try to not leave any questions blank. Remind students to use the activities


from previous lessons and the Muscle Motion Poem as useful devices during the assessment.

Dessert: Brain Pop or Parachute Activity


(Appendix B)


(Appendix C)

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