📊 Pulse and Breathing Pattern Talk

Using class data tables, student journals, dot stickers, and a pocket-chart graph, the class sorts results from different movements and notices what stayed the same, what changed, and what did not fit the pattern. The teacher models how to say, 'I observed...' and 'I think...' so students separate evidence from inference. Students then add one spoken pattern and one anomaly to their journal page with a quick drawing or dictated sentence.