Captain Jet and I kicked off the fifth week of PHS with our lesson: Get the Beat! We focused on educating our 6th graders about the heart; what it does for the body, and how to take care of it.
We started off by asking our students what they learned from last week, and all of them recalled our 'Sugar Shock' lesson. Many of them told us about how they applied our lesson to their own experiences; one student told us, "my favorite candy has 212 calories per piece!" It was really exciting to learn that they were retaining and applying the habits we had taught them.
In this week's lesson, we talked about how the heart is a muscle, and like all muscles, it needs to be worked out to get stronger. Our main activity involved designing a hypothesis and conducting an experiment, in which we performed different exercises and tested our heart rates after those exercises. First, we tested our resting heart rate, which we did while sitting down. Next, we walked around the classroom for one minute, and tested our pulse. For the final activity, we performed jumping jacks, and tested our heart rate afterwards. Once we had finished our experiment, we plotted the points on a graph and analyzed our data. We found that the data points for resting heart rate were the lowest, and jumping jacks were the highest.
We discussed the concept of anaerobic activity, and how activities that make one's heart rate speed up for more than 10 minutes are good for strengthening one's heart.
After our activity, we demonstrated the difference between fat and muscle using models. We had five pounds of muscle, and five pounds of fat. The fat looked like a congealed blob of yellow matter, while the muscle was lean, red and thin. The students noticed this right away, and were simultaneously awed and disgusted at the difference between the two models. We discussed how muscle is more dense and lean than fat, which is why fat takes up more space than muscle.
This lesson was very activity-oriented, so I didn't really use my flashcards as much as I thought I would; a lot of the lesson went by ear. As usual, we had to improvise: cutting things, shortening bits, rearranging activities here and there. Bridget and I make a good team, so we work well together and our lessons flow more smoothly every week.
Physical therapists need to know how their patient's muscles work, and what they can do to stimulate activity to promote a healthy growth of these muscles. Personal trainers also work on reducing fat while building up muscle. An abundance of fat can lead to many complications: type 2 diabetes, cardiovascular disease, and hypertension. General practitioners often refer patients with an excessive BMI to a nutritionist or a trainer to help them adjust the levels of fat and muscle in their body.
We started off by asking our students what they learned from last week, and all of them recalled our 'Sugar Shock' lesson. Many of them told us about how they applied our lesson to their own experiences; one student told us, "my favorite candy has 212 calories per piece!" It was really exciting to learn that they were retaining and applying the habits we had taught them.
In this week's lesson, we talked about how the heart is a muscle, and like all muscles, it needs to be worked out to get stronger. Our main activity involved designing a hypothesis and conducting an experiment, in which we performed different exercises and tested our heart rates after those exercises. First, we tested our resting heart rate, which we did while sitting down. Next, we walked around the classroom for one minute, and tested our pulse. For the final activity, we performed jumping jacks, and tested our heart rate afterwards. Once we had finished our experiment, we plotted the points on a graph and analyzed our data. We found that the data points for resting heart rate were the lowest, and jumping jacks were the highest.
We discussed the concept of anaerobic activity, and how activities that make one's heart rate speed up for more than 10 minutes are good for strengthening one's heart.
After our activity, we demonstrated the difference between fat and muscle using models. We had five pounds of muscle, and five pounds of fat. The fat looked like a congealed blob of yellow matter, while the muscle was lean, red and thin. The students noticed this right away, and were simultaneously awed and disgusted at the difference between the two models. We discussed how muscle is more dense and lean than fat, which is why fat takes up more space than muscle.
This lesson was very activity-oriented, so I didn't really use my flashcards as much as I thought I would; a lot of the lesson went by ear. As usual, we had to improvise: cutting things, shortening bits, rearranging activities here and there. Bridget and I make a good team, so we work well together and our lessons flow more smoothly every week.
Physical therapists need to know how their patient's muscles work, and what they can do to stimulate activity to promote a healthy growth of these muscles. Personal trainers also work on reducing fat while building up muscle. An abundance of fat can lead to many complications: type 2 diabetes, cardiovascular disease, and hypertension. General practitioners often refer patients with an excessive BMI to a nutritionist or a trainer to help them adjust the levels of fat and muscle in their body.
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