Get your finger on the pulse - Outcome B(4-6 ) -7

Teach your students the appropriate way to measure their heart rate (taking their pulse). Have them record their resting heart rate on sheet. Explain how fitness affects heart rate.

Next pair students off and have them complete the circuit. One partner will walk around the outside of the circuit and record heart rates for their partner. The other partner will work their way through the stations of the circuit. Students can begin at any point in the circuit.

At two minute intervals students stop to check and record their heart rate. Do this at least three times. Have their partner write down their heart rate, and compare at the end to their resting heart rate.

Have the partners switch roles and do the circuit again, so everyone has the chance to participate. Students should rotate through each situation, completing all status before switching roles with partner.

The Circuit
Station One:

Lay two lanes of three hoops each, on the floor, at even distances apart. Students are to hop from one hoop to the next, complete twice.

Station Two:

Space two, three foot pylons four feet apart and lay a plastic golf tube across the top. Students are to crawl underneath the tube once

Station Three:

Set out a course using six pylons. Students are to run zig zag through the pylons once.

Station Four:

Lay skipping ropes in pairs across the floor, or tape lines to the floor. Students are to jump over the lines of skipping ropes, complete 10 times. Gradiate the distance the liness are appart to encourage students to challange them to jump the widest section possible.

Station Five:

Students are to seal walk for approximately five feet. This means they can't use their legs and must drag their bodies using upper body strength.

Station Six:

Set up three benches a safe distance apart. Students are to put their hands on the bench and swing both legs over the bench at the same time. Complete 10 times.

Station Seven:

Lay down three lines on the floor (a start line, a change line and a finish line) They should be 10 metres apart. Students start hopping on their left foot at the start line. They switch to their left foot at the change line and continue hopping to the finish line. Complete 3 times.

	Grade 4: discuss how the changes that take place in the body (increased heart rate, rapid breathing, sweating) during physical exertion. Talk about why the heart rate increases, why some resting heart rates are lower than others, and the function of the heart as a muscle. Grade 5: Have the students describe why changes in the body take place during physical activity. Grade 6: Have students record their heart rate, over time, (eg. once a week all year). Will the heart rate get lower as a result of continual activity?

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