Pump Up My Heart — Substitute Lesson Plan

Subject: Physical Education | Grade Level: High School | Duration: ~45 minutes

Objective

Students will learn what aerobic exercise is and why it is important for heart health, understand how the cardiovascular system works, and practice finding and counting their own pulse.

Materials

• "Pump Up My Heart" resource packet (Do Now sheet, My Heart in Action sheet, Check Your Pulse sheet, Pump It Up Dice sheet, Exit Ticket)
• Slide presentation (if available on classroom computer)
• One tennis ball with a hole drilled in it (should be pre-made; if not available, skip the water demo and describe it verbally using the script below)
• A bucket of water (for the tennis ball demo)
• Empty paper towel tubes — one per pair of students

Warm-up (~5 min)

Do Now: Would You Rather

1. Split the class down the middle — half to one side of the room, half to the other.
2. Read each "Would You Rather" question aloud, pointing to one side of the room for each choice. Students walk to the side matching their answer:
3. Play basketball or soccer?
4. Go jogging or go swimming?
5. Exercise with a friend or exercise alone?
6. Exercise indoors or exercise outdoors?
7. Go running or lift weights?
8. Exercise with or without music?
9. Exercise in the mornings, afternoons, or nights?
10. Use exercise equipment (weights, treadmill, etc.) or not use them at all?
11. Share with class: "This game shows us the many types of physical activities that count as exercise. Exercise is movement that uses energy and is planned, structured, repetitive, and purposive. Physical activity is any bodily movement produced by skeletal muscles that requires energy. Fitness is the ability to do daily tasks with energy and without getting tired."

Main Activity (~25 min)

Part 1 — My Heart in Action (~12 min)

1. Explain to students: "One of the systems in your body is the cardiovascular (circulatory) system, which circulates blood and lymph through the body. It's made up of the heart, blood vessels, and blood."
2. Read aloud: "Cardio means heart, and vascular means veins. Your heart is a palm-sized muscle at the center of this system that pumps blood."
3. Explain veins and arteries: "Veins carry blood towards the heart to get oxygen. Arteries carry blood away from the heart after it gets oxygen. Trick to remember: Arteries start with 'A' and move Away."
4. Ask: "Your heart is a muscle, just like your bicep. If you work out your bicep, what happens?" (It gets bigger and stronger.) Explain the same is true for the heart — exercise makes it stronger and fitter.
5. Introduce aerobic exercise: "Aerobic exercises are when the body's large muscles move in a rhythmic manner for a sustained period of time." Ask students to name some. Share examples if needed: brisk walking, running, hiking, skateboarding, rollerblading, bicycle riding, swimming, martial arts, sports (football, soccer, basketball, baseball, softball, tennis), house/yard work, dancing.
6. Explain intensity: "For aerobic exercise to benefit your heart, you should work at a moderate to vigorous intensity — about 5 to 8 out of 10, with 10 being as hard as you can go."
7. Tennis Ball Demo: Dunk the pre-drilled tennis ball in the bucket of water. Once full, hold it with the hole facing up and squeeze it with your fist. Explain: "Each time your heart squeezes, blood — like this water — is pushed out. When you relax your fist and the ball refills, that's like your heart filling back up with blood from the lungs."

Part 2 — Check Your Pulse (~13 min)

1. Ask: "Has anyone ever heard their heartbeat before? Let's find out."
2. Split students into pairs. Give each pair a paper towel tube to act as a "stethoscope."
3. One partner places one end of the tube on their chest over the heart; the other partner places their ear on the other end. Have them switch roles. Students may need to move the tube slightly to hear the heartbeat.
4. Ask a few pairs to share what they heard. Explain: "That 'lub-dub' sound is the heart pushing blood out and then filling back up."
5. Explain: "When you're not moving, your heart doesn't have to work hard. When you exercise, your heart works harder and speeds up so blood can move faster. That's why increased heart rate, faster breathing, and sweating are signs you're exercising."
6. Define: "Heart rate (pulse rate) is the number of times your heart beats in one minute."
7. Demonstrate taking a pulse at the wrist: Place the tips of the index and middle fingers (not the thumb — it has its own faint pulse) on the wrist in line with the thumb, pressing lightly to feel the pulse.
8. Have students practice finding their own pulse at the wrist individually.

Wrap-up / Exit Ticket (~10 min)

1. Have students complete the Exit Ticket worksheet from the packet.
2. While students finish, lead a brief SMART Goals discussion (think-pair-share or whole group):
3. "How is it going with your current SMART goal?"
4. "What are some ways you can improve your progress?" (Grows)
5. "What are some ways you are doing well?" (Glows)
6. Acknowledge students who share progress, and encourage anyone wanting to adjust their goal to talk with you individually.

If Time Remains

Two Truths and One Lie: Read the following aloud and have students guess the lie.

• Truth 1: The average heart is about the size of a palm.
• Truth 2: The heart is a muscle, and it makes a "lub dub" sound.
• Lie: The only way to find your pulse is by placing a tool over your heart to listen to it.

After students guess, share: "There are other ways to find your pulse — like at the wrist, which we practiced today!"