Sie sind auf Seite 1von 7

Unit Title: Technology

influencing physical health

Essential Question: How can


the use of web technology
influence physical health

Year level: 10

Duration of unit: 10 lessons

Unit Synopsis: In this unit students, will study the different aspects of physical activity and the associated fitness tests involved.
Students will be using both physical activity and the use of technology to create a fitness program that will be presented to the class and
published for other people to benefit from. Students will explore the many aspects involved with fitness testing and delve deeper into a
programming unit to help build and structure their training guide. Students will discuss the differences between different training methods
and what the associated benefits are for using that method. On completion of this unit of work, students will be able to design and
participate in their own six-week training program. Students will also be able to design and develop an associated app / guide and share it
with the greater public.
Victorian Curriculum Connections:
http://victoriancurriculum.vcaa.vic.edu.au/Curriculum/ContentDescription/VCDTDI037
http://victoriancurriculum.vcaa.vic.edu.au/Curriculum/ContentDescription/VCDTCD041
http://victoriancurriculum.vcaa.vic.edu.au/Curriculum/ContentDescription/VCDTCD043
http://victoriancurriculum.vcaa.vic.edu.au/Curriculum/ContentDescription/VCDTCD044
http://victoriancurriculum.vcaa.vic.edu.au/Curriculum/ContentDescription/VCHPEP126
http://victoriancurriculum.vcaa.vic.edu.au/Curriculum/ContentDescription/VCHPEP127
http://victoriancurriculum.vcaa.vic.edu.au/Curriculum/ContentDescription/VCHPEM136

Identify curriculum
Unit Overview

Learning Intentions
Knowledge

Skills

In this unit students analyze


different fitness tests which can
be used and applied to tailor
their own effective fitness
program. Students will
participate in a variety of
training sessions designed to
maintain fitness and promote
health and wellbeing. Students
will further develop their
programming abilities and
further understand syntax
required for programs to operate
smoothly when used by the
public.

Outcome 1:

Outcome 1:

Students will be able to


understand and identify different
fitness methods including
continues fartlek, interval,
circuit, weight / resistance,
plyometrics, speed, Swiss ball,
and core strength training.

Students will be able to


participate and identify different
training methods tailoring them
to suit different needs of the
individual.

In addition, students will learn


how to apply these skills in
different real world settings and
understand how to perform the
skills in a safe manner. Students
will have the support from the
fully qualified gym staff assisting
them with equipment and
correction of form.

Outcome 3:

Outcome 2:
Students will be able to plan and
perform different training
principles such as; intensity,
duration, frequency, overload,
maintenance, and detraining.
Students will examine different
sections of code and describe
how the syntax affects the end
program and user experience,
this can then be applied to their
own program and user interface.

Outcome 2:
Students will be able to maintain
and alter a six-week training
program relative to the progress
of the individual using different
training principles.
Outcome 3:
Students will be able to apply
and alter different sections of
code to increase user experience
in a simplistic fashion within
their website or application
developed for the community.

Understanding
Students will be able to access
their app / webpage through
their phone or laptop to help
increase accessibility for the
student. This allows for the
students to complete their work
in an alternative setting and
after hours.

Teaching and Learning Activities


Lesson focus
Lesson 1
Fitness components.
Health related and skill related
fitness components.

Learning intentions
Students will understand
different fitness components
and factors affecting the
health and skill related fitness
component.
Use of appropriate technology
to perform an activity.

Learning activities
Students are to read an analyze
different fitness components from the
text used in sports and activities.
Students will then answer the following
questions:
List as many factors as you can think of
that affect physical fitness levels. Using
this list and the definitions provided,
create a new definition that you believe
encompasses all the dimensions of
fitness.
List 3 sports that you consider to
require agility, explain your answer.
Health related components of fitness
are more important than skill related
components for fitness, discuss.
Select and explain three factors that
affect aerobic capacity.

Lesson 2
Fitness testing.

Students will understand


different types of fitness tests
and what each test is used for
and how it can improve an
athletes training program.

What fitness components and tests can


be used for the following:
Aerobic capacity
Anaerobic capacity
Muscular strength
Muscular endurance
Flexibility
Body composition
Muscular power

Assessment

Speed
Agility
Coordination
Balance
Reaction time
In small groups discuss why the
students chose that method, could a
different method be used, why?

Lesson 3
Pre-fitness testing

Students will participate in


pre-fitness testing for their
upcoming six-week training
program.

Students will record the results of their


pre-fitness tests.

Students to collect results to


be used later for comparison
with post fitness test.

Students will learn about the


different designs of
applications and which design
is most effective in different
situations.

Students will assess different designs of


applications and discuss what each
would be best suited for.

Students to hand in draft of


application.

Lesson 4
Designing a program

Students will create a draft for their


program they will be designing.
If students have time, get them to begin
writing the code for the program and its
basic layout.

Lesson 5&6
Development of a program

Students will work on


developing their program.

Students are to work on developing


their program ensuring they use
knowledge gained from lessons one and

At the end of class six,


students are to submit a
progress report, if they are

two to justify why they are using


methods.

behind schedule the teacher


will discuss strategies to use
their time more effectively.

Students will work on


developing their program.

Students will be at the point getting


close to finishing their program, ensure
all the relevant final changes are
included.

At the end of class eight,


students are to hand in their
finished application to be
graded.

Students will participate in


their post-fitness testing for
their six-week program.

Students will complete their post fitness


testing and compare the results from
their pre-fitness tests, stating how and
why their program was effective or not.

Students will be presenting


their finished fitness plans to
the class

Students to present / discuss their


results and make a case as to why their
fitness plan is the one people want to
use.

Lesson 7&8
Development of a program

Lesson 9
Post-fitness testing

Lesson 10
Present assessment.

At the completion of the unit the students will:


Design a fitness program.
Design and create a website / application.
Explain the benefit of using web technology for health and wellbeing.
Identify different fitness tests and methods.
Provide useful training programs for the community.

Examine how media outlets influence how society views others.


Work in teams to create awareness of these social issues.

Submit completed assignment


as a whole.

Explain and express how social groups share their identities and how they perceive themselves and others.
Describe a variety of social groups including both culturally and religiously.
Analyze strategies that businesses use to influence and/or appeal to our personal and cultural identities
Investigate why media outlets place individuals in certain social groups and in what manner do they perceive them.

Assessment
Prior Knowledge
Students would have obtained prior
knowledge surrounding these various topics,
so it is needed to access this information
and further demonstrate this knowledge or
re-teach. A way in which to access, this
information is to open a class discussion at
the beginning of class depending on the
environment and students part-taking or get
students to write what they understand
about the topic before teaching and then reevaluate prior knowledge at the end of the
class individually.

Formative Assessment
Kahootz will be used to monitor class
engagement as this will give the teacher a
further understand how well students are
obtaining and understanding the
information.
Group work researching, analyzing, and
informing fellow students about issues
impacting how media outlets perceive social
groups.

Summative Assessment
Campaign - Students will develop a
campaign against a particular media outlet
explaining and examining how they perceive
a variety of social groups.
Groups of 3 or 4
4-5 minutes duration

Class discussion at end of class questioning


each other on what they learnt.

References
Bonnie, E. (2017). Ultimate Guide to Team Building Activities That Don't Suck. [online] Blog Wrike. Available at:
https://www.wrike.com/blog/ultimate-guide-team-building-activities/.
Lawson, J., Keane, T., Potts, C., Sullivan, A. and Kelly, M. (n.d.). Computing. 1st ed.

Malpeli, R. (2010). Nelson physical education. 1st ed. South Melbourne, Vic.: Cengage Learning.
Smyth, D. (2010). Live it up 2. 1st ed. Milton, Qld.: John Wiley.
Victoriancurriculum.vcaa.vic.edu.au. (2017). Health and Physical Education - Structure - Victorian Curriculum. [online] Available
at: http://victoriancurriculum.vcaa.vic.edu.au/health-and-physical-education/introduction/structure.

Das könnte Ihnen auch gefallen