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Health and Life Skills 3/Elder Lesson/Date: All About Horses/June 12, 2017

Stage 1: Desired Results
Learning • Students will make responsible choices and employ practices to promote safety for self and
Outcome(s) others
• Students will examine that individuals develop at different rates
• Students will develop effective communication skills and strategies to express feelings
Learning Students will:
Objectives • Observe the steps involved in grooming, saddling, and riding a horse
• Recreate the process by following directions and what they have observed
• Learn how to behave around horses, while learning effective skills to manage feelings and
behavior around an animal that is extremely attentive to verbal and non-verbal language

Stage 2: Assessment Evidence
Formative Group Discussion Summative “Parts of a Horse” Worksheet in
Assessment Question and Answer Assessment pairs

Stage 3: Learning Experience
Prior to Set out saddle, bridal, saddle pad Resources • Horse
Lesson: Ensure that horse is calm and content, to Bring: • Saddle, saddle pad, bridal, halter
secured in halter • Worksheet x 24
Go over safety precautions and
appropriate behavior with students
Copy “Parts of a Horse” x 12
Time: Content/Description Notes
5 Introduction: -Follow up the
minutes • If you could own any animal, what would it be? question with a
• Do you think that animals have feelings? comment about
• Have any of you ever gone horseback riding, or been around horses? how I would love
• Ask the students with experience for a little extra help, emphasize to have a horse
that not everyone knows the same information about things, and -Assess prior
some people have more experience. Everyone learns at different knowledge through
paces! group discussion
• What can you tell me about horses? (Ex. What do you need to ride -Ensure that
one? How should you act around one?) students have paid
• Introduce the lesson, explain that we will be around an actual, live attention to safety
30 horse and go over appropriate behavior. precautions by
minutes Body: doing question and
(10 • It is very important that we are calm and quiet around horses answer
minutes) because, just like us, they can get scared! If we yell or are too noisy,
or move too fast, they might get scared and jump. To make sure the
horse feels safe, we have to move slowly, quietly, and calmly around
• Horses can be unpredictable when they are scared. We don’t want us
or her to get hurt, so we want to make sure we stay where she can see
us and know what we are doing. Whenever you are near her, keep a
hand on her and talk to her quietly. This way she will know where
you are and nothing will surprise her.
• Horses pay close attention to your emotions. If you are nervous, she
will feel nervous. If you are angry, she will feel angry. If you are sad,
she will feel sad. If you are happy, she will feel happy!! Try your
Health and Life Skills 3/Elder Lesson/Date: All About Horses/June 12, 2017
hardest to think about what feelings you’re having, and what feelings
you are showing her. Show her that you are calm and happy, and she
will do the same.
• Introduce grooming tools: the small, round, rubber brush is called a
curry comb. It is used for shedding, and to get dirt from deep into the
horse’s hair. The wooden brush that looks like a hairbrush is called a
bristle brush, it is used to get dirt off the very surface of the hair. The
face brush is just like the bristle brush, but it is smaller to use around
their eyes and nose so that you don’t poke them. The little metal or -Assess what the
plastic hook is called a hoof pick. It is used to pick rocks and mud students have
from out of their feet so that they don’t get sore. (Would you be learned about the
comfortable if you had to walk barefoot on rocks all day?) The grooming tools by
plastic comb is used to comb through their mane and tail, just like asking them to
when you comb your own hair! If it is super tangled, we can use a point out which
detangling spray. (Just like you don’t like to have your hair ones you are
pulled, neither do they! Horses feel a lot of the same feelings that asking for
people do.) The fly spray is optional, and can be used if there are lots -Constantly push
of bugs out. (I’m sure you don’t like to get bit by mosquitos, and them to be thinking
horses get frustrated when there are bugs buzzing around their about the emotions
eyes and nose, because they don’t have hands to squash them they are showing:
with!) are they calm, and
• Ask for a volunteer; Can you show me which tool is the curry behaving
comb? Show how to hold the comb, and rub it in circles on the appropriately?
horse. Ask the volunteer to repeat. (Do not be silly with the comb.)
• Ask for another volunteer; Can you show me which tool is the
bristle brush? Show how to hold the brush, and flick it across the
horse’s hair. Ask the volunteer to repeat. (Do not be silly with the
brush.) -Emphasize safety
• Saddling is a little bit harder than grooming, so I will do most of the measures
heavy lifting. The students can help with smaller tasks. throughout the
• Briefly show the students what the saddle, saddle pad and bridal are saddling process
and where they go. (ex. Keeping a
• What do you think we are going to put on first? The saddle pad! hand on the horse
Place the pad on the horse’s back, and over-exaggerate wrong at all times, talking
positioning to engage the students and keep their attention. (Ex, place to the horse, etc.)
it on her bum!) -Use group
• What should we put on next? The saddle! Lift the saddle onto the discussion to
engage all the
horse’s back and place it correctly, ensure that all pieces have been
detached and are ready to be put together. students while a
select few are
• Ask for a volunteer; show how to do up the saddle, and repeat with
their assistance.
-Use question and
• What is the last thing we need before we can go for a ride? A answer to ensure
bridal! Over-exaggerate the wrong way the bridal should be put on students are
her head, and when the students correct you, show them how to put it thinking about the
in her mouth. The bit is the metal piece that goes in her mouth. If emotions they are
I told you to go left or right, you would know right away what I
showing and safety
was asking. If I told you in French, you might be confused! precautions they
Horses speak a different language than us, and the bit helps us should be using
communicate. We don’t want to shove it into her mouth, because
Health and Life Skills 3/Elder Lesson/Date: All About Horses/June 12, 2017
that would hurt her. Instead, we will offer it to her until she -Summative
decides to take it. We don’t want to hurt her feelings! assessment through
• Now we are ready to ride! Quickly explain how you ride, including the worksheet
the directions you give the horse. (Only if there is extra time. They
won’t actually be riding, so it isn’t too important if it gets skipped.)
• Have students complete the “Parts of a Horse” worksheet in pairs,
emphasize that not everyone will know everything just yet, and that
takes time! By working with a partner, you can help each other out if
you aren’t sure of the answer! -Check for
understanding and
Closure: connection
• Now you all know how to groom, saddle and (almost) ride a horse! between interacting
• Horses are extremely smart animals and, although they speak a with a horse and
different language than us, it can be easy to communicate with them the learning
if you know how, and think about how you are going to objectives through
communicate. group discussion
• As we have already figured out, it is very important to keep our and question and
emotions in mind when we are around horses! If we are grumpy or answer
scared, we don’t want her to feel grumpy or scared. We need to stay
calm, happy and quiet. People are almost the same. If we are
grumpy, our friend will be able to tell, and they might feel grumpy. If
we are angry, and we take it out on our friend, they might feel sad,
just like if we were to yell at a horse because we’re angry! We want
to make the horse feel how we would like to feel: happy!
• Horses are big animals, and it can be easy to get hurt around them.
We want to make sure we all stay safe. We followed proper safety
precautions and stayed calm around her. This way, we prevented any
accidents before they even happened! It is very important to follow
all directions in any situation, so that everyone can stay safe! Even
the smallest situations can be dangerous if we don’t.
• You might forget some of the stuff you learned, but with practice
you’ll all be masters! Everyone learns at different rates, and that is
totally okay! We’ll all get there someday!

**Note: This lesson was designed for the Micro Teach presentation with my grade 2/3 class in mind. I
focused it around them, the grade 3 Health and Life Skills curriculum, and what they could understand.
When presenting it as a Micro Teach, the level of understanding will be much higher and so I will not
need to go into nearly as much detail.
Health and Life Skills 3/Elder Lesson/Date: All About Horses/June 12, 2017

Micro Teach Reflection: June 12, 2017
I presented my Micro Teach today! It took some creativity to work out some kinks as I wanted to
involve a live horse. I could present with the horse at the school I am placed at, but unfortunately it was not
allowed at the University. This cut my lesson a little short because I had less to elaborate my points with, so I do
wish I had prepared better for that.
I taught the lesson to my 2/3 class in the morning and it went extremely well! The kids were fantastic
and listened to everything I had gone over with them about safety and how to behave around the horse. Every
time I told someone what I was doing they seemed to be surprised by how “ambitious” it was for my very first
lesson. I never even second guessed it. It was a “no-brainer” to make my first lesson revolve around something I
love and am passionate about. Of course, it was a lot of work and there were quite a few logistics involved, but
why become a teacher if you don’t plan on giving it your all? I believe that if I can incorporate myself and the
things I care about into my classroom, my students will receive a better education than if I was teaching the bare
minimum for the curriculum.
Throughout Ed 2500 we have talked a lot about “teaching beyond the curriculum”. This is what I was
trying to accomplish with my lesson. I looked into the Grade 3 Health and Life Skills curriculum and pin
pointed the learning objectives that I wanted to cover, and I based my lesson off of that. While my lesson was
not on something that the kids can use every single day (in relation to how to care for a horse), the aspects of
understanding and recognizing animals’ emotions and understanding how we can show our own feelings
without having to explain ourselves will be something that they can use in any situation. Throughout my lesson,
I tried to constantly connect back to this main theme, and I encouraged the kids to start thinking about it on their
own as well.
My TA said that he was very pleased with how the lesson went, and had no negative comments to give
me. I asked him if he thought I connected to the curriculum enough, and he said that it was constant back and
forth between what I was teaching about feelings and safety, and the actual caring for the horse. That was
probably what I was most worried about, so I am glad I pulled it off! As far as the lesson in the afternoon, I do
wish I had prepared more for the strange situation. It was a bit awkward trying to teach the concepts without the
horse there, but I’m not sure that it could even be adapted to that situation more than I already did.
Overall, the lesson went very well and I think I managed to push through my nerves decently well. I
definitely need more practice speaking in front of others (kids were not as bad, it was much harder getting up in
front of my peers). However, I know that this is something I will be able to practice and work on throughout my
time in the Faculty of Ed, and I look forward to improving! I absolutely loved teaching my very first lesson, and
I am extremely thankful that I could incorporate both things that I love: horses, and teaching.