Body Screening and Cooper 12-Minute Run

Grade 5 · Physical Education

Semester 1 | Period 2 | Week 8

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Subject: Physical Education

Semester: 1

Period: 2

Week: 8

School Name:
Teacher’s Name:
Subject: Physical Education
Grade Level: Grade 5
Date: Week 8
Lesson Duration: 45 minutes
Week & Period: Week 8, Period 2
Topic: Body Screening and Cooper 12-Minute Run
Sub-topic: Screening and Endurance

Learning Objectives
By the end of the lesson, students should be able to:

  1. Demonstrate basic body screening procedures
  2. Participate in the Cooper 12-Minute Run

Previous Knowledge
Students already know that exercise makes the heart beat faster.

Instructional Materials
Stopwatch, measuring tape, whistle, chart showing pulse-checking points.

Lesson Development – ABC Model

A – Anticipation (Warm-up / Starter)
Time: 5–10 minutes
Teacher asks students to feel their pulse on their wrist or neck. Students share how it feels. Teacher explains that this is part of screening.

B – Building Knowledge (Main Lesson Body)
Time: 25–30 minutes

Content:
Teacher explains body screening as checking health indicators such as pulse, stamina, and strength before exercise to ensure the body is ready.

  • Pulse Check:
    • Demonstrate how to locate the wrist pulse and count beats per minute.
    • Explain that a normal resting pulse for children is about 70–100 beats per minute.
  • Stamina:
    • Defined as the ability to continue an activity without getting tired quickly.
    • Teacher discusses examples: running, skipping, cycling, or swimming.
  • Cooper 12-Minute Run:
    • Introduce as a test of cardiovascular endurance.
    • Students are to run or walk as far as possible in 12 minutes.
    • Teacher marks a safe running space, organizes students into groups, and explains rules (no pushing, run safely).
    • Record distances covered by each student and give feedback on performance.

Teacher Demonstration / Practical Examples:

  • Demonstrate pulse check on a student volunteer.
  • Show proper running posture for the Cooper 12-Minute Run (upright, arms bent, steady pace).
  • Explain how to pace oneself to avoid early fatigue.

Learners’ Activities (Expanded):

  1. Pulse Practice: Students pair up to check each other’s pulse before and after light exercise.
  2. 12-Minute Run: Students participate in the timed run/walk, keeping track of their distance.
  3. Data Recording: Students note their results and compare with peers.
  4. Discussion: Students discuss which strategies helped maintain stamina and how they felt during the run.
  5. Reflection: Students identify personal strengths and areas to improve in endurance.

Assessment Checks (Formative):

  • Ask: “What is body screening?”
  • Ask: “What does the Cooper 12-Minute Run measure?”
  • Observe student participation in pulse checks and timed run for correct technique and effort.

Notes (Expanded & Detailed):

  • Body Screening: Checks readiness for exercise through pulse, stamina, and strength.
  • Pulse: Indicator of heart rate; helps detect fatigue or readiness for activity.
  • Stamina: Ability to continue activities without tiring quickly; improves with regular exercise.
  • Cooper 12-Minute Run: Measures endurance of the heart and lungs, showing fitness level for sports and daily life.
  • Practical Tip: Start slowly, maintain steady pace, breathe evenly, and record results accurately.

Assignments:

  1. Practice checking your pulse at rest and after light exercise; record the results.
  2. Run or walk for 5–10 minutes at home and note how far you can go without stopping.
  3. Write a short paragraph on why body screening is important before exercises or sports.
  4. Create a simple chart to show your pulse before and after exercise over 3 days.

C – Consolidation (Conclusion & Assessment)
Time: 5–10 minutes
Summary: Teacher recaps the importance of body screening and the Cooper run as a fitness test.

Evaluation Method (Expanded):
Exit slip/quiz: Students write one thing body screening checks and one purpose of the Cooper run. Teacher will collect slips and provide oral feedback.

Assignment (Expanded):
Students practice checking their pulse three times at home and note when it is fast and when it is slow.

Follow-up Activity:
Students will run or walk for 5 minutes at home and observe changes in their pulse.

Differentiation / Inclusive Strategies
Slower students may walk instead of running. Advanced students will assist with timing and recording.

Teacher’s Reflection (After Class)
What worked well? ___________________________________________
What needs improvement? ____________________________________
Students’ engagement level: ☑ High ☑ Medium ☑ Low