Name:
Grade:
Subject:
Eric Raduzycki
3rd
Math with Music and the Cardiovascular System
Content Standard: developing understandings of multiplication and division and
strategies for basic multiplication facts and related division facts.
Content Objective: Students will be able to calculate their resting heart rate and
target heart rate by counting and using multiplication. Students will then record
results.
Music Standard: Improvise rhythmic and melodic patterns and musical ideas for a
specific purpose.
Music Objective: Students will be physically active with movement/dancing by
listening to music and dancing along with the beat and rhythm in their own way.
Materials for Instruction: stopwatch, music (ex: Pandora radio since there are
stations for all kinds of music and wont have to always press play on a
YouTube video), pencil, calculator, technology with internet, and activity
worksheet
(https://www.schoolnutritionandfitness.com/data/pdf/TeacherPDFs/MindBody.pdf, page
23-24, would change it up a bit so it is music instead of just exercises)
Rationale for Instruction:
Why is it important that students learn this lesson? What will they gain from
this content?
 So students will be motivated to do some sort of physical activity on their
own with the help of music. If they do this on their own a lot they will also be
doing math, which will increase their math skills for finding their resting and
target heart rate. From the students being more active they will be helping
their heart be healthy.
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How will the inclusion of music enhance the overall lesson and the other
subject matter?
Music will make students more motivated to be active since it is something
they can move along and dance to.
Teaching Process: (Introductory Activity, Body of Lesson, Closing Activity)
Introductory Activity: (Engage students, use questions) (Activity to introduce
concepts)
Okay class, when you think of your body and what is important for it what do you
think is important? Hopefully they say the heart. The heart is very important and all
your blood pumps to and from the heart. It is important to be active to keep your
heart healthy, and if your heart is healthy, then you will be healthier. What are some
things you think you can do that will be beneficial? Students will answer.
This leads into the lesson
Body of Lesson: (Use multiple teaching strategies, multiple assessment
activities/opportunities, engaged and active learning)
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T tells students how important exercising/being active is for your heart.
o Strengthens your heart
o May improve congestive heart failure symptoms
o Lowers your blood pressure
o Makes you stronger
o Helps you reach (and stay at) a healthy weight
o Helps manage stress
o Boosts your mood and self-esteem
o Improves sleep
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http://www.webmd.com/heart-disease/guide/exercise-healthy-heart
T tells S that they are going to find their resting heart rate
T tells students to find their pulse by either putting two fingers on their neck
or on their wrist
Make sure every S finds pulse
T will have a stopwatch or look at clock
Once T knows that all S have found their heartbeat T will tell S to count how
many times they felt a pulse within the 10 seconds the teacher counts
T will have S be quiet and relaxed and then tell S that when T says “go” to
start counting how many beats they feel
Have students write down the number after T says “stop” after 10 seconds
Ask S if they all got a number
T will probably have to do the ten second count too make sure all S found
there pulse for the full 10 seconds and got a number
After all S have their number and have written it down, then have S multiply
the number they got by 6. (Multiplication tables of 6)
T tells S that the number they just got after multiplying by 6 is their resting
heart rate.
There will be different stations set up where music will play and resting
stations
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S will have a worksheet that has a spot for them to put their heart rate at
each station
One station will play soft classical music
One will play some pop music
And the third will play some rock music
In between each music station will be a resting station where students will
calculate their heart rate after each station
At each station that plays music students will have to move and dance to the
beats and flow of the music
o For example: they will be moving slower for the classical music
compared to pop and rock.
o Each station should be more active
S will be at each station for 3-4 minutes
T will walk around and see how S are moving to the beat
o Ex: S can be walking around and stomping or clapping (or whatever
they choose) to the music
At the resting station they will stop and there will be a stop watch
One S will use the stopwatch and do the 10 second count for their group
members and then someone will take the stopwatch and count for the S who
still needs to do it.
This resting station also gives them a chance for their heart beat to slow
down.
Once S are done with all the stations they can compare their heart rate with
other S
Everyone will be different for the most part
S will also have a target heart rate chart that shows their minimum heart rate
range, training heart rate range and maximum heart rate range.
o These are 60%, 70%, and 80%
T will ask S when their heart rate went up and what stations it was the
highest and lowest
T asks if having the music their was better than just moving without music
T tells S that if they listen to music then they would want to move around
more at home and how different types of music can affect how you move
To encourage physical activity at home T tells students that when they are
outside or inside playing to have music they like playing to motivate them to
be more active because it is healthy for your heart
Closing Activity: (Bring it all together: Why did we do this lesson? What was
learned? Where is this going? What connections can be made?)
This lesson integrates math and music with the cardiovascular system by finding
your heart rate and target heart rate by counting and using multiplication. It also
uses music for movement and shows what kind of activities can get your heart rate
in that zone. Music is used as a motivator and hopefully students will go home and
do physical activity with music. By the movement in the lesson it is physical activity
so it is healthy for the heart.
Assessments: (How are you assessing? What are you assessing? What are your
goals for assessing? What were students gaining from assessment?)
If students are able to find their target heart rate and then find music to move along
to while doing the activity of trying to get in their target heart rate zone.
Students will take a paper home where they have to figure their resting heart rate
and then do physical activity with music for 30 min (Music should be a motivator,
time will go by faster if music is playing) after they are done they will check their
pulse again and multiply by 6 like they did before. Students will have a parent or
guardian sign off saying they did and what the students said why it is important for
your heart.
Name:
Grade:
Subject:
Samantha Vogt
3rd
Writing journal entries: food logs ”(Language Arts and Music)
Objective format: Students will be able to (insert action verb) (activity directly
linked to the standard)
Content Standard:
Content Objective:
1. Given information about the importance of a nutritious diet and high amount of
physical activity for s healthy heart and logging their health actions for a week,
students should be able to write an informative explanation of how trying out this
experience went, what they learned, and conclusions they reached.
Music Standard: music (6): Listening to, analyzing, and describing music.
Music Objective: Given repetitive hearings of the song, “Heartbeat Instrumental”,
students should be able listen to, analyze, and describe the music. They should also
be able to identify components that sparked ideas in their writing.
W.3.2. Write informative/explanatory texts to examine a topic and convey ideas and
information clearly.
Content Objective:
1. Given information about the importance of a nutritious diet and high
amount of physical activity for s healthy heart and logging their health actions
for a week, students should be able to write an informative explanation of
how trying out this experience went, what they learned, and conclusions they
reached.
Music Standard: music (6): Listening to, analyzing, and describing music.
Music Objective: Given repetitive hearings of the song, “Heartbeat
Instrumental”, students should be able listen to, analyze, and describe the
music. They should also be able to identify components that sparked ideas in
their writing.
Materials for Instruction: (links, books, supplies, handouts, etc....)
 Song: “Heartbeat Instrumental”
https://www.youtube.com/watch?v=4N_UxqHuJYY 
 Lined paper 
 Construction paper 
 Markers 
 Crayons 
 Pencils 
 Stapler 
• Rationale for Instruction: Why is it important that students learn
this lesson? What will they gain from this content? In third grade,
students are working on their writing skills, and enhancing their ability
to be informative and explanatory about topics in text. They are
learning how to properly convey ideas and information clearly.
Following the instruction from this lesson, the student is able to
practice writing an informative explanation of how making themselves
conscience of their eating habits and how much they exercise effects
them.
How will the inclusion of music enhance the overall lesson
and the other subject matter?
• While students are coloring and writing about the experience they had
with their healthy lifestyle, they will listen to music that resembles the
sound of a beating heart. This emphasizes that eating healthy and being
active keeps your heart beating and body functioning properly. The
music helps to stimulate thinking and brings ideas to the students as
they are writing. Students who are musically inclined find this useful in
taping into their brain’s recollection, and stimulate interest and
enthusiasm into the subject. The music sets the tone for the students to
write their entry.
Teaching Process: (Introductory Activity, Body of Lesson, Closing
Activity)
Introductory Activity: (Engage students, use questions) (Activity to
introduce concepts)
-­­The teacher will introduce to the students how to write informative texts
and convey ideas and information clearly in their writing.
*The teacher will give an example of this type of writing by reading them a
journal entry about his/her experience in the past week with eating healthy
and exercising at least 20 minutes per day.
-­­Next, the teacher will have the
students make a food logbook out of construction paper and lined paper,
where they will record everything they eat and every time they exercise for
the next week.
Body of Lesson: (Use multiple teaching strategies, multiple assessment
activities/opportunities, engaged and active learning)
Write an Informative Explanation (Language Arts Objective 1)
-­­A week later, the students will come back to class and write an explanation
of their experience over the week on the last page of their food log. All the
while they are writing they will be listening to music that resembles a
heartbeat to instill the theme of keeping a healthy heart and healthy body.
* The teacher will give them some questions that will help fuel some thoughts
about their experience:
-­­Because you were keeping record of your food intake and amount of
exercise, did it make you more conscious about eating healthy and
incorporating exercise into your day?
-­­ What was the hardest part about your week?
-­­ Did you discover
anything new about yourself? -­­Did you feel more or less energized?
Analyzing the Song (Music Objective):
 After completing the writing activity, the teacher will discuss with the class
how the music element of the activity affected their experience.
The
students will analyze the song and what it represents. 
 Next, the teacher transitions into the tone and vibe that the music set for
the students. 
 The teacher will have the students close their eyes, put their hands on their
heart or a vein spot, and listen to the song play once again. 
 Next, the teacher will continue the song on repeat and have the students
write a journal entry about how the music makes them feel and tie it to
the importance of their heartbeat, talk about the things they can do
because they have a healthy heart, and finally what they learned about
keeping their heart healthy. *The teacher should look for good
effective and explanatory components in their entries. 
Activity Continued:
-­­Each student gets a piece of their choice of colored
construction paper, markers, and
crayons.
-­­Students are to fold their construction paper in half to make it the
front and back cover of
their book.
-­­The teacher will staple their books together
-­­The students
will decorate the front cover of their book and title it. -­­Each student will get
a turn sharing his or her book to the class.
*The students will give an overview of how their week went and then read
their journal response pages to their peers.
Closing Activity: (Bring it all together: Why did we do this lesson? What
was learned? Where is this going? What connections can be made?)
Each student will get a turn sharing his or her book to the class.
*The
students will give an overview of how their week went and then read their
journal response pages to their peers.
Next Steps:
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-­­ Science: study the cardiovascular system and how it
works, study nutrition, study importance of exercise
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-­­ Math: measuring heart rate, counting reps in exercise,
reading food labels
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-­­ Music: learning about a steady beat, learn to sing the
circulation song
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-­­ Art: Draw and label parts of the heart
• Assessments: (How are you assessing? What are you assessing? What
are your goals for assessing? What were students gaining from
assessment?)
Is each student able to correctly write and
informative/explanatory entry?
Can each student analyze and interpret the song?
Was each student capable of expressing their ideas and
experiences in their writing? Could they effectively relay
this information when explaining it to their peers?
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Name:
Grade:
Subject:
Marissa Perez
3rd Grade
Language Arts: Reading
Content Standard:
Standards:
RL.3.1 Key Ideas and Details: Ask and answer questions to
demonstrate understanding of a text referring explicitly to the text for a basis
of answers.
Content Objective:
After thoroughly reading the informational text on the cardiovascular
system, students will be able to accurately answer the discussion questions
while referring to the text. (See handout)
Music Standard:
Listening to, analyzing, and describing music.
Music Objective:
During and after reading about the cardiovascular system, students will be
able to listen to different pieces of music that remind them of the different
components of the cardiovascular system,
Materials for Instruction:
Informational Text
Rationale for Instruction:
Why is it important that students learn this lesson? What will they gain from
this content?
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Students will learn how to read informational text and learn
how to pull out important information from that text and relay it onto a
piece of paper. How will the inclusion of music enhance the overall
lesson and the other subject matter?
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Just like a heart, music has a beat and rhythm to it as well.
While listening to music that reflects a heart beat students will be able
to connect the information that they read with the different beats of
music.
Teaching Process: (Introductory Activity, Body of Lesson, Closing Activity)
Introductory Activity: (Engage students, use questions) (Activity to introduce
concepts)
T: Will introduce the cardiovascular system and asks students what they know about the
cardiovascular system, and what they think it means.
Ss will answer the questions posed by the teacher
Body of Lesson: (Use multiple teaching strategies, multiple assessment
activities/opportunities, engaged and active learning)
T: will hand out the informational text
Ss: will begin reading aloud as a class or with a partner, underlining important phrasing
or key words that might help answer the discussion questions.
T: Will begin playing a series of songs, and have students discuss how the song changed
their heart rate if at all.
Closing Activity: (Bring it all together: Why did we do this lesson? What was
learned? Where is this going? What connections can be made?)
T: Begin asking the discussion questions and get a handful of responses (these have to be
correct information for points)
Ss: Will give their responses and maybe pose some of their own questions or concerns
about the cardiovascular system.
T: Ask the students to discuss how each piece of music affected their heart, or how did it
make them feel. (this does not need a correct answer for points, as long as the students
participate)
Ss: Give responses and ask any questions that may arise during the discussion.
Assessments: (How are you assessing? What are you assessing? What are your goals
for assessing? What were students gaining from assessment?)
thought answers written on paper.
MUS 405 Lesson Plan – Science Group unit 5/8
Name:
Grade:
Subject:
Shelby Morgan
3rd Grade
Science
Objective format: Students will be able to examine features of the cardiovascular
system and understand the functions and care of the heart.
Content Standard: 3.1.4 examines the structures/parts of the body.
6.1.3 assumes some responsibility for his/her own health, and the health and wellbeing of others.
Content Objective: 1. Explore the needs of the heart by the importance of good
health in relationship to the body.
2. Identify different parts of the heart that make the cardiovascular system.
Music Standard: 6. Listening to analyzing, and describing music.
Music Objective: 1. Students will listen to the “Do the Circulation” song to help them
memorize parts of the heart and the cardiovascular system.
Materials for Instruction:
 Poster board with heart drawn on with parts labeled.
 Assessment worksheet
 Handouts
 Music video https://www.youtube.com/watch?v=5tTkxYeNF9Q
Rationale for Instruction:
Why is it important that students learn this lesson? What will they gain from
this content?
 It is important for students to learn this lesson because the cardiovascular
system is obviously a huge part of our body. It is not only part of our common
core standards for our students to learn about the body but it is important to
know so you can do things to have a healthy lifestyle. The students will gain
ways to keep a healthy heart and have better circulation throughout their
bodies.
How will the inclusion of music enhance the overall lesson and the other
subject matter?
 The inclusion of music will help the students memorize certain parts of the
heart that are very important to know. This song goes over the chambers and
what is inside the chambers of the heart. It also shows students how to have
good circulation by getting up and moving around. Which is great to do with
music and that’s why I picked this song because it does both!
Teaching Process: (Introductory Activity, Body of Lesson, Closing Activity)
Introductory Activity:
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Good morning third graders! Today we are going to continue our Science
lessons over the body and learn about the cardiovascular system, which is
also known as the circulatory system! Does anybody have any idea what the
cardiovascular system involves?
T: It is an organ system that encompasses the heart and blood vessels of the
body. So basically it carries blood, oxygen, and nutrients to organs and
tissues in your body! That also means that it carries waste and other bad
things away from the body.
T: We are going to really focus on the heart today while talking about this
system. The heart is a hollow muscle that has 2 pumps and that beating
sound is made by the valves closing as the heart allows blood to pass in and
out of the chambers.
T: *use the visual poster board of the heart as an example*
So today, we are going to do some fun activities that will teach us more about
the circulatory system!
Body of Lesson:
Science Objective 1 and 2:
 T: Okay students, we are going to look into more about the heart! Let’s start
with this handout I have for all of you.
 *Do “My Heart” Handout*
 T: Now that we have read about “My Heart” we are going to draw in this
diagram of the heart. At the bottom are the instructions to follow as to what
color to color each part of the heart. For example, it says to color arteries red,
which carry oxygen.
 Work on the heart diagram
 T: Okay class, now that we know the parts of our hearts, we are going to
discuss why we need to have a healthy lifestyle to keep our heart healthy.
 T: Can anyone give any ideas on how we can keep our hearth healthy?
 *Talk about ways to keep heart healthy, especially nutritional ways and being
active daily.*
Music Objective 1: Listening
 Now we are going to continue to talk about the circulatory system! Who can
tell me about that again?
 *Have the students refer back to the beginning of the lesson when we talked
about what the system does.*
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We are going to first listen to the song I have found for you to help you
memorize the parts and functions of the heart and how to “do the
circulation”! Then after we listen we can get up and do some of the
movements that they do to show how to “do the circulation.”
*play the “Do the Circulation” video.
Then have students participate in doing the circulation with their little hearts
they drew so they memorize things easier.
So now that we know how to “do the circulation” what are some ways we
saw that we can help the circulation go through our bodies to help our
hearts?
Have a discussion about this topic and get the students to say ways to help
our hearts with circulation, like getting up and being active daily.
Closing Activity:
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Awesome! Now that we know how to do the circulation, do you all
understand the parts and functions of the heart and circulatory system?
The students should have a very good understanding of these two things.
Let’s review a little before we do an assessment. Can you tell me different
parts of the heart like the one you drew earlier?
Have students raise their hands and answer some different questions we
talked about earlier before the assessment, so you know they really
understand.
Assessments:
I will give out assessments at the very end of the lesson. Students are to do these on
their own. The assessment will be questions over the parts of the heart and the
circulatory system. It is multiple choice so the students just have to choose the
answer they think is the best. My goals for doing this assessment are that students
will be able to describe parts and functions of the heart and know how the
circulatory system works. Students will be gaining full knowledge of what the
cardiovascular/circulatory system is.