[b][size=100][size=150][center]Be Fit![br]Understanding Health and Physical Activity Through STEAM[/center][/size][/size][/b]

[br][b]General Learning Objectives[/b][br][br][b]At the end of this unit, students will be able to:[/b][br][list][*]Identify key factors influencing health (hygiene, nutrition, exercise, and rest).[br][/*][*]Measure and interpret changes in pulse during different phases of physical activity.[br][/*][*]Use mobile apps to monitor health-related data (e.g., heart rate).[br][/*][*]Design a fitness routine with warm‑up, activity, and cool‑down phases.[br][/*][*]Create comics illustrating safe and healthy physical habits.[br][/*][*]Represent collected health data using tables and bar graphs.[br][/*][/list][b]Materials[/b][list][*]Pulse meter apps (on tablets or phones)[br][/*][*]Stopwatch or timer[br][/*][*]Paper and coloured markers[br][/*][*]Comic strip templates[br][/*][*]Computers or tablets with basic drawing or chart software[br][/*][*]Worksheets with data tables[br][/*][*]Grid paper for graphs[br][/*][/list]

[b]Objective:[/b][br]Help students understand the key pillars of a healthy lifestyle and their effects on the body and mind.[br]Description. [br][br][b]1. Class Discussion:[/b][br][br]Begin with an interactive discussion by asking:[br][list][*][i]What does it mean to be healthy?[/i][br][/*][*][i]Can you name things we do every day that affect our health?[/i][br][/*][/list][b]2. The Four Pillars of Health. [br][br][/b]Write on the board or show on a slide:[br][list][*][b]Sleep[/b] – Why we need it, how many hours children need (9–11 hours), and how it affects energy and focus.[br][/*][*][b]Exercise[/b] – Importance of daily movement for heart health, strong muscles, and mental well‑being.[br][/*][*][b]Nutrition[/b] – Healthy food vs. junk food; benefits of balanced meals, water, fruits, and vegetables.[br][/*][*][b]Rest & Relaxation[/b] – Screen‑free time, mental breaks, and hobbies.[br][/*][/list][b]3. Group Brainstorming:[br][/b][br][list][*]Have students work in small groups to list examples of good and bad habits related to each pillar.[/*][*]They can create a [b]"Healthy Life Poster"[/b] with drawings or keywords.[/*][/list][br][br][b]4. Class Summary:[/b][br][list][*]Come back together and create a class chart with the top habits listed under each pillar.[/*][*]Emphasise how these elements are interconnected.[/*][/list]

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[b]Objective:[/b][br]Understand how physical activity affects the heart using mobile technology.[br][br][b]Materials:[/b][list][*]Smartphones or tablets (shared or individual)[br][/*][*]Free pulse‑measuring apps (e.g., Instant Heart Rate, Heart Rate Monitor, Cardiio)[br][/*][*]Internet access (if needed)[br][/*][*]Recording sheets or digital table templates[br][/*][/list][b]Safety note:[/b] Apps should use the phone camera and flashlight. Students gently place a finger over the camera lens.[br][br][b]Instructions:[/b][br][br][b]1. Introduction to Heart Rate:[/b] [br][br][list][*]Explain how the heart pumps blood and how the pulse reflects physical effort.[br][/*][*]Discuss differences between resting, walking, and running pulse rates.[br][/*][/list][br][b]2. App Demonstration: [br][br][/b]Demonstrate how to:[list][list][*]Show students how to open the app, place a finger gently over the camera lens, and stay still while it measures.[/*][*]Test accuracy by repeating the measurement twice.[br][/*][/list][/list][b]3. Baseline Measurement (Resting Pulse):[/b][br][br]Students sit quietly for one minute, then measure and record their resting pulse.[br][br][b]4. Pulse Measurement Activity:[/b][br][list][*]Students perform a light physical activity (e.g., 30 seconds of star jumps or jogging in place).[/*][*]Immediately afterwards, they use the app to measure their pulse and record it.[/*][/list][br][br][b]5. Reflection[br][/b][br]Students compare results and discuss:[br][list][*][i]What changed?[/i][br][/*][*][i]Why did it change?[/i][br][/*][/list]Data will be used later for math activities.[br][br]

[b]Objective:[br][/b][br] Combine fitness and engineering by designing and rotating through activity stations.[br][b][br]Steps[br][/b][list=1][*]Students brainstorm different exercises (e.g., push-ups, squats, skipping).[/*][*]In groups, they design a station including materials and instructions.[/*][*]All groups try each other's stations and monitor pulse before and after.[/*][*]Use the same stations for game (endurance), give and take to measure pulse afterwards. [/*][/list]

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[b]Setup:[/b][br][list][*]4 players, 5 hoops[br][/*][*]Square formation with 1 hoop in each corner and 1 in the center[br][/*][*]6 bean bags placed in the central hoop[br][/*][*]Side length: 5–10 meters[br][/*][/list][b]Rules:[/b][br][list][*]Each player starts in a corner hoop.[br][/*][*]Goal: Collect [b]3 bean bags[/b] in your own hoop first.[br][/*][*]Players first take from the center, then may steal from others.[br][/*][*]Only one bean bag at a time.[br][/*][*]Bean bags must be placed, not thrown.[br][/*][/list][b]Variations:[/b][br][list][*]Use 5 bean bags to increase difficulty.[br][/*][*]Pair players for larger groups.[br][/*][*]Create pentagon or hexagon formations.[br][/*][*]Change movement style (jumping, hopping, crawling, skipping, etc.).[br][/*][*]Use different equipment (balls, discs, etc.).[br][/*][/list][b]Safety considerations:[/b][br][list][*]Check the surface and shoelaces.[br][/*][*]No aggressive behaviour.[br][/*][*]The first player to touch a bean bag has the right to take it.[br][/*][/list]Pulse can be measured after the game.

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[b]Setup:[/b][br][list][*]Playing area with several hula hoops as safe bases[br][/*][/list][b]Rules:[/b][br][list][*]Only one player per hoop.[br][/*][*]Maximum stay in the hoop: 5–10 seconds.[br][/*][*]Players can replace another by jumping into their hoop.[br][/*][*]The tagged player becomes the new tagger and announces it.[br][/*][/list][b]Variations:[/b][br][list][*]Adjust the number of hoops (2–6) depending on group size and skill.[br][/*][/list][b]Safety considerations:[/b][br][list][*]Light tagging only (shoulders or lower).[br][/*][*]No pushing.[br][/*][*]Sufficient space from walls.[br][/*][*]Shoelaces tied.[br][/*][/list]Safe bases may be used as pulse‑measuring stations until the heart rate drops to a defined level.[br][br]

[b]Objective:[br][/b][br]Apply mathematics to health data.[br][br][b]Steps[/b][list][*]Students compile pulse data from previous activities.[br][/*][*]Calculate differences and averages.[br][/*][*]Create bar graphs or line charts.[br][/*][*]Identify patterns and draw health‑related conclusions.[/*][/list]

[b]Objective:[br][/b][br]Communicate healthy routines through visual storytelling.[br][br][b]Steps[/b][list=1][list=1][*]Students are introduced to comic strip storytelling.[/*][*]They plan a simple comic where a character teaches another how to do a safe warm-up, main exercises, and cool-down.[/*][*]Students create comics using drawings, speech bubbles, diagrams, and colour to create the comic.[/*][*]Optional: Use tablets/computers to create digital versions.[/*][*]Use AI to generate images.[/*][/list][/list]

[b]Wrap‑Up and Reflection[br][br]Discuss:[/b][br][list][*]Why does physical activity affect the pulse?[br][/*][*]How to design a balanced fitness plan?[br][/*][*]How do science, technology, engineering, art, and maths work together to understand health?[br][/*][/list]

[b][br]STEPAM[/b][br][br][list][*][b]Science -[/b] Students learn about hygiene, sleep, nutrition, and how the body reacts to exercise, like pulse changes.[/*][*][b]Technology- [/b]They use mobile apps to measure heart rate and display data visually.[/*][*][b]Engineering -[/b] Students plan fitness routines and design comic-style exercise sequences.[/*][*][b]Physical Education -[/b] They practise warm-up, main activities, and cool-down, adjusting effort based on pulse.[br][/*][*][b]Art -[/b] Students create comics to illustrate safe exercises using drawings and storytelling.[/*][*][b]Mathematics -[/b]  Reading, creating, and interpreting bar graphs and tables. Measuring and representing pulse data before, during, and after physical activity.[br][br][/*][/list]