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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 a 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 stations 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 zigzag 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 lines are apart to
encourage students to challenge themselves 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
right foot at the change line and continue hopping to the finish
line. Complete 3 times.
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Grade
4:
Discuss 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 how the heart functions
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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