Name: Yazmin Duran Date: 11-26-12

Lesson #6 Regular Observed DDP

Domain (Language, Motor, Cognitive, Affective, Aesthetic, Social Language! Students "ill be co##unicating their thoughts "ith #e$ %he& "ill hel' #e co#e u' "ith a list of e(ercises$ )e "ill also tal* about our heart and "h& it s'eeds u' "hen "e e(ercise$ Motor! +(ercising, "al*ing in 'lace, running, ,u#'ing, and sitting$ Cognitive! Re#e#ber "hat the& alread& learned and *no" about being health&$ Activity Name (to hel' &ou organi-e &our files ! .od& in Motion (science Goal: Wmels:
C. EL.3 Hypothesizes and makes predictions. Obnibus: IV.A. 3. Kindergarten- Forms explanations and communicates scientific information VII.A.2.Kindergarten- Coordinates mo ements to perform tas!s.

Objectives (observable behaviors ( / children "ill na#e the characters in the stor& as the teacher 'oints to the# / children "ill describe the role each character 'la&s/ children "ill retell the stor& /%he students "ill discuss 'h&sical activities$ /%he children "ill *no" ho" to locate their heartbeat$ /%he students "ill describe the effects of 'h&sical activit& on their heart$ Stu ent Assessment (lin*ed to ob,ectives0&ou #a& use a chec*list, observation of s'ecified behaviors, rubric or another #ethod Provide s'ecific 1Loo* 2ors3 (e($ 14 "ill use a chec*list to record student5s abilit& to$$$3 or 1 4 "ill observe students interactions for their abilit& to$$$3 /4 "ill be observing the students as the& discuss different 'h&sical activities$ /4 "ill be loo*ing to see "ho contributes a 'h&sical activit& "hen constructing a class list$ /4 "ill observe students as the& loo* for their heart beat, "ho finds it right a"a& and "ho struggles$ /4 "ill observe and #a*e note on the students that can describe the effects of 'h&sical activit& on their heart rate$ /4 "ill observe the students as the& #a*e their 'redictions and h&'otheses about e(ercise and ho" our bodies react$ !ontent (facts, vocabular&, conce'ts (/ se6uence refers to the order in "hich events occur/a stor& has a beginning, #iddle, end/the sa#e ele#ents can be arranged in different "a&s to for# different 'atterns /%he heart is the #ain #uscle of the bod&$ /%he heart is about the si-e of a fist$ /%he hearts ,ob is to #ove blood to all 'arts of our bodies$ /)hen "e e(ercise our hearts need to "or* harder and faster to #ove our blood$ /7our heart rate "ill be faster "hen8after e(ercising$ "aterials (ever&thing &ou "ill need /S#art board or chart 'a'er /.ig boo*

#nstructional Strate$ies (Strategies #a& include but are not li#ited to! Sensor& +ngage#ent, +nviron#ental Cues, %as* Anal&sis, Scaffolding, 9uided Practice, 4nvitations, .ehavior Reflections, Para'hrase, Reflections, Modeling, +ffective Praise, %elling, +('laining, Do04t Signals, Challenges$ Label strategies &ou "ill use$ #nclu e time estimates %or %uture re%erence& '#nvitations '(ellin$ ')*+lainin$ ',ara+-rase ,roce ures (4ntroduction, ste's in deliver&, closure $ #nclu e time estimates %or %uture re%erence #ntro uction ./min&: 9ather the students on the rug$ 14 *no" last "ee* &ou "ere tal*ing about being health& and e(ercising$3 As* the students "hat the& re#e#ber about the boo* the& read$ )e alread& learned that e(ercise is good for our bodies, but "e are going to learn a little bit #ore on the effects that it has on our heart$ Activity .20 min&: /As* the students if the& *no" "here their heart is$ Sho" the# "here it is located, as* the# to ta*e their hand and 'lace it over their heart see if the& can feel the rh&th# of their heart$ /+('lain that this is the #ain #uscle in the bod&, tell the si-e, and as* students to 'redict "hat ha''ens to it "hen "e e(ercise, have the# e('lain$ /2ocus in on a fe" 'ages in the big boo*, read the# and as* the students about "hat the characters are doing, and "hat things the& can actuall& do in their lives$ /Sto' on 'ages :,;<,;= as* the students "hat the& "ill do> /Co#e u' "ith a class list of 'h&sical activities the students can do$ /?ave the students feel their heart beat "hen the& are sitting, as* "hat it felt li*e$ /Do the sa#e for other #otions li*e "al*ing, running, and ,u#'ing$ /9ather infor#ation about their heart rates to see if the 'redictions the& #ade ca#e true$ /Does &our heart feel li*e it5s going fast or slo"> !losure .1min&: /Chec* to see if an&one5s 'redictions "ere true$ /As* the students the #ain 6uestions ("here is heart located, "hat ha''ens to it "hen "e e(ercise so that the& can su##ari-e "hat "e did and "hat the& got out of the lesson$ /+ncourage students to sta& active$ 2uestions (6uestions that re'resent varied levels of .loo#s5 %a(ono#&! *no"ledge, co#'rehension, a''lication, anal&sis, s&nthesis, and evaluation$ )hen &ou teach the lesson &ou "ill also as* follo"0u' 6uestions to children5s initial res'onses, e$g$ "h&, "h& do &ou thin* so, ho" do &ou *no", "hat "as &our clue@ /)hat is the #ain #uscle of the bod&> /)here is the heart located> /Can &ou e('lain "hat ha''ens to our heart beat "hen "e e(ercise> /)hat e(ercises can "e do> /)h& is it i#'ortant to e(ercise> /)hat do &ou thin* "ill ha''en to our heart beat8rate "hen "e run8"al*8,u#' in 'lace>

A a+tations ()a&s to ada't for children in this class "ho &ou thin* "ill be es'eciall& challenged or not challenged enough b& this lesson /%his is a "hole class activit&$ %he children "ill be able to interact "ith #e "ithout feeling li*e their ans"er is "rong$ /2or the children that are challenged "hen finding their heart 4 "ill be #odeling and their 'eers can hel' the#$ /2or the students that this is too eas&, the& "ill have challenge 6uestions such as "hat #uscle the& thin* is being used "hen the& e(ercise$