PE General Lesson Plan Template

Name: Trenton Tate Grade Level: Middle School to High School

Lesson Goals
Central Focus of Lesson: Students will be able locate and calculate pulse.

Standard(s) Addressed:
What Learning Standards (PE, ELA, ELD) will be addressed during the lesson? (provide number and text)
PE: 3. 5 Monitor the intensity of one’s heart rate during physical activity: There are three general methods of monitoring
heart rate during physical education instruction: listening to the heart beat using a stethoscope, recording the heart rate using
a heart rate monitor, and feeling the heart rate at a pulse point (e.g., wrist). The teacher demonstrates each method for the
students. Students select a method, depending on the equipment available, for monitoring the intensity of their heart rates
during physical activity. When using a stethoscope or feeling for a pulse, students should count for 15 seconds and then
multiply the number by four to determine the beats per minute.

ELA: 2.3: Connect and clarify main ideas by identifying their relationships to other sources and related topics.

ELD: Collaborative 1. Exchanging information and ideas with others through oral collaborative discussions no a range of
social and academic topics.

Learning Objectives and Language Demands

PE Content Objectives: student will be able to locate their pulse on their radial and carotid artery. Student will be
able calculate their heart rate.

Language Objectives:
ELA: 2.3: Connect and clarify main ideas by identifying their relationships to other sources and related topics.
ELD: Collaborative 1. Exchanging information and ideas with others through oral collaborative discussions no a range of
social and academic topics.
Language Demands (Use Toolkit as a guide):

• Academic Vocabulary : radial artery, carotid artery, pulse, heart rate

• Language Function: contrast heart rate prior, during, and after activities, speculate the importance of being healty

• Syntax: students will need to know how to check heart rate. They can do this by checking their pulse; two places they
can check include their radial artery and their carotid artery (on their wrist or neck)

• Discourse: discuss familiar terms, such as heart, heart rate, as well as the activities that will be involved.

Pre-Plan
Materials: Academic Language/ Misconceptions: Identify the
academic vocabulary and any common misconceptions regarding
the concepts/skills addressed in this lesson
• Pair of dice (or dice app)/ set of cards
• Hoop/cones, objects to form a circle Heart rate, pulse, carotid artery, radial artery
• Stop watch/timer Multiplication, product

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Lesson Plan Details: Write a detailed outline of your lesson steps including instructional strategies, learning tasks, key questions, key
transitions, student supports, assessment strategies, and conclusion. Your outline should be detailed enough that another teacher could
understand them well enough to use them. Include what you will do as a teacher and what your students will be doing during each lesson
phase. Include a few key time guidelines.

Lesson Introduction - “Before”: Setting the stage, activate and build background knowledge, introduce and
explain

How will you warm-up/physically prepare for the lesson?

Start by jogging around the “gym”, then go through the stretches.

How will you activate and build on prior PE skills?

We will be going through rounds of different physical exercises (jumping jacks, standing crunches, karate punches,
skipping, walking, jogging, sprinting)

How will you introduce and explain academic language needed for PE lesson so that students will understand the
how and why?

Today we are going to be working with a partner in this activity to check and monitor the increase/decrease of our
heart rates through different exercises. First, let’s go over how to check our heart rate. We need to find our pulse,
and we can find this in a few places, including on our wrist or on our neck! Let’s try finding our pulse on our wrist, by
placing a finger or two on our radial artery. Now let’s check on our neck, on our carotid artery. Since we know a
couple places we can check our pulse, let’s talk about how to calculate our heart rate. Our heart rate tells us how
many times our heart is beating per minute. Instead of counting how many times our heart beats for a whole minute,
we can measure it over 6 seconds, and add a 0 to whatever we count. This is the same as multiplying it by 10. We
know that this makes sense, since there are 60 seconds in a minute, and we can multiply 6 by 10, to get the full 60
seconds. Speaking of multiplying, we’re going to be practicing our multiplication skills today. We start, you and a
partner will find a station with a pair of dice. When I say start, you’ll each take one and roll it. Whatever the two
numbers are, you will multiply them. Whoever is able to say the correct product first, wins. The winner will do the
exercise that is at the station (jumping jacks, karate punches, standing crunches) until the loser gets back from
running around the center circle and back. You’ll all rotate through the stations, which say what exercise you are
doing.

Learning Activities - “During”: List clear teaching steps for the PE lesson.

Step 1. Let’s check our heart rate to start. Go ahead and find a spot for your pulse, and when I say, you’ll
count how many times you feel your pulse in 6 seconds. Ready? Start counting.
Step 2. Now that you have your number, add a 0 to the end of it, and that is your current heart rate. Most
of your heart rates should be rather low, between 60 to 100. Once we start some of our exercises, it’ll go
up, and we can check later to see what it is.
Step 3. Alright, everyone pair up and head to a station.
Step 4. Everyone can start rolling their dice.
Step 5. After 2-5 minutes (depending on the schedule) students will put the dice back down, and rotate
clock-wise to the next station.
Step 6. In the middle of all the rotations, have students check their heart rates again.
Step 7. Continue having students working at stations and rotating.
Step 8. Have students check their heart rate again, before starting cool down activity.

Closure - “After”:

Provide appropriate cool down activity

Restate the language function points and clarify key concepts?

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 Have students drop everything, and walk one lap around the gym to cool down. Then head back to the
center of the gym to talk. We’ll have students talk about their heart rates and explain that when we
exercise, we want our heart rates to be between 50 to 85% of the maximum heart rate, which is 220 minus
their age. Next we’ll have them check one more time, to see how much it has gone down.

Written Exit Ticket:

• Provide a Written Exit Ticket (see sample in Toolkit for Academic Language) to engage students in
reflection on how the strategies/skills learned today can be used as readers/writers/learners?
• Put Exit Ticket sample with blanks here:

What are benefits of staying active and being healthy?:_____________________________________________

What was your starting, middle, and ending heart rates?: ___________________________________________
Which activity do you think made your heart rate increase the most, and what’s a different activity you do, that you
think would raise it higher?: __________________________________________________________________
What are two arteries you can check your pulse, and where are they located? _________ artery on your
________, and the __________ artery on your ___________

Extension: How could you extend this lesson if time permits?

What specific extension activity might the students do to continue practicing and building skill and
meaning?

Talk about other places to take pulse, like the temple of your knee.
Talk about a different increment for taking pulse, besides 6 seconds. (Like 5, 10, 12, …)

Evidence and Formative Assessment of Student Learning: How will you know whether students are making
progress toward your learning goal(s) for PE and Language Development?

Use the chart below to describe and justify your assessment plan.
Assessment Strategy #1: VAPA Objective Alignment with Objectives:
Describe how this assessment is aligned to your stated objectives. Which objective(s) is
Describe assessment strategy here. it assessing?

Teacher observation. Checking exit slips, and through It is covering locating and checking pulse. We do so at least four times during
discussion. activity.
Evidence of Student Understanding:
Describe how this assessment strategy provides evidence of student understanding of
the concepts being taught.

Observation of student participation, exit slip feedback, discussion.

Student Feedback:
Describe how you will provide feedback to students on this assessment.

Responding to discussion, and leaving comments on their exit slips, or reviewing the
feedback and clarifying any possible misconceptions.