Lesson Plan Guide

Teacher Candidate:

Jonas Malady

Grade and Topic:

3rd-5th Health Education

Mentor Teacher:

Dr. Carmen Weaver

Date:
Length of Lesson:

4/29/15
60 Minutes

School: University of Memphis

UNIT/CHAPTER OBJECTIVE/GENERALIZATION/BIG IDEA:

This lesson plan is part of a unit plan on exercise.
LESSON OBJECTIVE:
Given a list of various types of exercises, TLW identify which exercises go with certain body parts with 100%
accuracy.
STANDARDS ADDRESSED:
Standard 5.2 The student will understand the relationship of nutrition to healthy living. Explain how personal
health and body composition is influenced by balancing diet and physical exercise.
ISTE Standard 4 Critical thinking, problem solving and decision-making. C.) Collect and analyze data to
identify solutions and/or make informed decisions.
MATERIALS:
1. Pencil (Used for labeling which exercises go with the various body parts.)
2. Paper with list of different exercises and body parts.
3. Computer/Internet (This technology will be used for the students to create a exercise and body table/chart
demonstrating which exercises fall into the categories of the various body parts they work. This technology will
also be used so students have the opportunity to do research on the exercises.

BACKGROUND and RATIONALE:

By the end of this lesson students should be able to differentiate which exercises go with the body part they
work.
Key Terms: exercise, muscles, funtion.
This lesson is a continuation of TN Health Education standard 5.1.
We will refer back to the research done by the students
PROCEDURES AND TIMELINE:

1. Begin by telling students about todays lesson and what they will be learning about.
2. Ask students what they already know about exercise. Most likely one of the students will say running is good
for your heart or something along those lines. From this answer, now open up a class discussion on what
exercises increase muscles in what body parts. (5-10 minutes)
3. Following this discussion ask the students if they know the major muscles in the human body.
4. Next have students get into groups of 3 or 4. In this group, students will be assigned to work together to
create an exercise to body part chart using a computer source.
5. The exercise table chart will have three headings/columns; upper body, lower body and abs, and cardio. Each
heading/column will have 5 rows.

 6. The groups of students will then do research using an Internet source and find 5 exercises for each of those
categories. (10-15 minutes)
7. Once the groups of students have completed this activity. Have each group discuss what they have found
while they were doing research and explain their exercise table to their classmates. (5-10 minutes)
8. Once each group has done this, have the groups of students then do more research on which of the exercises
they put into their tables went with what body parts. (5-10 minutes)
9. Once the students have done this, open up a group discussion among the students in explaining why they
choose the exercises they did and how those exercises fit tin their respective categories. (10-15 minutes)
Lastly, have the students write a one to two paragraph reflection paper on what they learned from this lesson.

ASSESSMENT EVIDENCE:
Criteria
Exercises and body
parts selected by
students well
represent their
respected category
of placement.

1
Exercises chosen by
students do not
represent the
categories well.
Pictures and images
chosen by students
do not represent or
depict the exercises
well.

2
Only a few of the
foods chosen by the
students fit the
categories well.
Pictures and images
have some depiction
of the exercise and
body part they
represent.

3
Student did a good
job of placing the
exercises in their
respected
categories. The
images chosen also
well represent the
exercise they are
placing in their
categories.

Understanding what
exercises go with
what body part

Students displayed
no knowledge of
what exercises go
with what body
parts.

Students displayed
some knowledge
about exercise and
body structure.

Reflections

The students
reflection has
nothing to do with
the topic or is not up
to par where it
should be as
compared to the
other papers
submitted.

The students
reflection paper
shows some
knowledge
retainment from the
lesson just taught
but there are some
key elements
missing.

The student was

knowledgeable as to
which form and
styles of exercises
contribute to muscle
growth in what
areas.
The students
reflection paper is
well written and
shows he/she
retained most of the
knowledge taught in
this lesson. They
comprehend what
exercises go with
what body parts and
why.

4
All of the exercises
are placed in the
correct category and
student has full
understanding as to
which exercise goes
where. The images
and graphics
selected for the
exercise and body
part are well chosen.
The student shows
that he/she can
depict what
exercises workout
what body part with
100% accuracy.
The reflection paper
submitted by the
student is well
written and shows
he/she retained all
knowledge taught
from this lesson.
The student is able
to depict what
exercises go with
the various body
parts they work with
100% accuracy.

Student Sample
Exercise Category

Upper Body

Lower Body and Abs

Cardio

1.

Push-ups

Squats

Running

2.

Pull-ups

Lunges

Walking

3.

Curls

Calf Raises

Jump Rope

4.

Shoulder Press

Sit-ups

Riding a Bike

5.

Back Rows

Crunches

Swimming

After creating this chart and putting the appropriate exercises where they go, the student would then go
online and find images that match the exercise they have written down.

Example

Lower Body - Squats