Chappelow K-8

2/17 Short Ropes (K-5), Heart Rate Monitors (6)

Teacher Objectives: 
Check for understanding and retention of heart facts after each round of tag.
Keep learning names in 6th grade and keep improving management in 1st grade.

Student Objectives: 
K-1: Students will explore self-turned jump ropes and learn at least 1 part of the heart.
2: Students will engage in physical activity
3-5: Students will name at least 2 parts of the heart and will continue to work on jumping
over a self-turned rope.
6: Students will name the different chambers of the heart and aim to spend at least 10% of
the class in the yellow Heart Rate Zone.

Extent to which students achieved each objective was achieved.  Provide specific
examples of why and how objectives were achieved.
K: Most students met the jump rope objective, and no one met the heart objective. With
this class’s attention span, I decided to not teach the heart content, especially since I thought it
was above their level. For jumping, most students got at least one jump, but some students I did
not observe doing this and were struggling to stay on task in general.
1: Students met the jump rope but not heart objective. Some students were able to name
the aorta as part of the heart or that the lungs are involved in the circulatory system, but they
were not able to identify the chambers unless reading the signs. Everyone was able to get at least
one jump. 
2: Almost all of the students met this objective. We were doing Add On, where each
person adds an exercise, balance, stretch, etc. for everyone to do. Almost everyone contributed
an idea, and most people were completing the list each round.
3: All but one of the students met the jump rope objective, but almost no one met the
heart objective. All but one student were working on jump rope skills, some I was challenging
and one I was teaching the basics again. The other student was moving around on the lines and
engaging in the obstacle course, he can get confrontational with tasks he does not like, and he
does not like jump ropes, so that was not a fight I wanted to pick today. Since I was focused on
tying a shoe and managing behavior during rounds of tag, I was not able to gauge student
understanding of heart concepts.
4/5: Almost all of the students met this objective. From the class, I was able to get over
half of them to tell me one part of the heart, it seemed like most knew 1-2 parts at least. We
could have done an assessment like 2 weeks ago to confirm what students knew. Students did a
great job on self-turned ropes, many students were able to challenge themselves and as a whole
were more engaged in jump roping than they were yesterday.
6: Students met this objective, since the heart rate monitor data showed 20% of the class
reached 50% MVPA. It will be easier for students to reach our activity goal when we test their
heart rate maximum and then tailor each monitor to the individual student based on that.
 
Extent to which teacher objectives were achieved. Provide specific examples and to how and
why.
 I met the heart objective with the older classes (4/5 and 6), and partially in 3, but not in 1
and kinder. The younger grades were harder to keep on task, so I wanted to get them going with
little direction to maintain their attention. The older classes were able to repeat the different parts
of the heart. 
I partially met my 6th grade objective of learning names, since I learned at least one
name today and reinforced the names that I had learned yesterday. I was hoping to learn more
names today, but with a short class I was focused on other things instead.
I did both better and worse with 1st grade management. I managed behavior from an
individual who keeps giving us problems, and sat him out for a bit. I also talked to him about his
behavior and we are going to try to be better tomorrow. With him I was a little better, but I
probably could have confronted the behavior earlier, and I let another student get away with
more than I should have. Threatening to take away a battery was effective in whole class
behavior changes, I likely should have taken one away when I instead threatened to.
 
How did the following go?
•          Organization: Class flowed much better today when tagging with the cones instead of
noodles, the biggest impact from this was in the 4/5 combined class. It helped not have as many
people in the obstacle course at one time, since taggers had to be closer to tag with cones than
noodles.
 
•          Time Plan:  Went pretty well. Some classes were late coming in, so we were not able to
spend as much time with jump ropes, typically only 10 minutes, sometimes 6-8. The main bulk
of the lesson was learning about the heart through the obstacle course, so I was fine spending
most of the time on that instead of the skill theme of jump ropes.
 
Changes for Next Lesson: 
If we have more balance boards, that would be great, because almost all students chose to do the
balance boards instead of the body exercises (jumping jacks or squats or push ups). After trying a
variety of different things such as white board exercises, bean bag food pyramid, individual jump
ropes, and balance boards, the balance boards are the most appealing and engaging to students.

Other Reflections
I am grateful that I am able to stay at this same school for my second placement. I am looking
forward to having another chance with 8th grade, since I only saw them for 4 days in person. I
have also started to form relationships with the students, which always happens right before we
see the next cohort. This way, I get to see each set of classes several times instead of only once.