LESSON PLAN
Unit/Topic: Physical Education – Hockey
Lesson #: 1 (could be implemented over a series of lessons to collect more
data from the pedometers and heart rate monitors)
Year Level: 8
No. of students: 24
VELS Strand: Physical, Personal & Social Learning
Domain: Health & Physical Education
Dimension: Movement & Physical Activity – students measure their own
fitness and activity levels
VELS Strand: Interdisciplinary Learning
Domain: Information and Communication Technology
Dimension: ICT for visualising thinking - students use a range of data
types to record the decisions made and actions taken when developing new
understanding and problem solving.
VELS Strand: Interdisciplinary Learning
Domain: Information and Communication Technology
Dimension: ICT for communicating - students select the most
appropriate search engines to locate information on websites
VELS Strand: Interdisciplinary Learning
Domain: Information and Communication Technology
Dimension: ICT for creating - Students independently apply a range of
processing skills, functions and equipment to solve problems and create
products which contain minimal functional, typographical, formatting and
readability errors
Lesson Objectives:
- Students incorporate technology into the hockey game in the form of
Heart Rate monitors and pedometers
- Students record changes in heart rate and pedometer information in
order to create a relationship between heart rate and effort. Explicitly
linked to VELS HPE movement and physical activity – At level 5,
students measure their own fitness and physical activity levels and
identify factors that influence motivation to be physically active..
- Increase activity levels of students who didn’t perform optimally in
previous classes by giving them a different form of assessment
- Encourage students to engage in peer assessment
- Students locate www.nikeplus.com and create an account that will
allow them to upload data they get from wearing a nike+ pedometer
onto the website which will then supply them with a summary of this
data over a period of time. It is expected that students will use the
-
-
pedometer every lesson. Explicitly linked to VELS ICT for
communicating - At Level 5, students select the most appropriate
search engines to locate information on websites. They use complex
search strategies to refine their searches.
Once the account has been set up the student must then become
familiar with the site and use the functions on it to create personal
goals and challenges
Students create an excel graph that clearly shows the changes in their
own heart rate throughout the hockey game. Explicitly linked to VELS
ICT for creating – At level 5, students independently apply a range of
processing skills, functions and equipment to solve problems and
create products. which contain minimal functional, typographical,
formatting and readability errors and;
Explicitly linked to VELS HPE movement and physical activity - They
maintain regular participation in moderate to vigorous physical activity
and analyse and evaluate their level of involvement in physical activity.
Resources:
- Nike+ Pedometers x24
- Polar Heart Rate monitors x24
- Hockey sticks 24
- Hockey goals x2
- Cones x 10
- Whistle x2 (one for each teacher)
- Peer assessment sheets x4
Safety Considerations/Materials:
- Correct use of Hockey sticks emphasizing swings only being waist
height
- General safety issues to do with playing hockey and using hockey
equipment
Lesson Structure:
Time
Major Content:
5 min
Attendance and explanation of the days
lesson
10 min
Explanation and distribution of Nike+
pedometers and heart monitors
Through demonstration and explanation
distribute the heart rate monitors and
pedometers and get the students to reset and
prepare them for the lesson
2 min
Team organisation
Student PE leaders organise the class into 3
teams
15 min
Hockey game 3 x 5 min games
First half of hockey game with students checking
heart rate at rest then at 2 min mark 4 min mark
finish of each game and 2 min after that. Team
that is not playing in the game engages in some
peer assessment of one player on the court
(make sure each player on the court is being
assessed and each bench player is assessing
someone), this includes recording the heart rate
data for the student they are assessing. See
attached peer assessment criteria sheet.
10 min
Review of Heart Rate and Nike+
Pedometer data
HOMEWORK/EXTENSION TASK
Teaching Strategies/Approaches
Questions to put to the classWhat was your resting and maximal heart rate?
How did your heart rate change throughout the
game? (increase/decrease at what points
throughout the game)
Why does your heart rate increase/decrease
throughout physical activity?
(link to VELS ICT for Visual Thinking – students
use a range of data types to record the decisions
made and actions taken when developing new
understanding and problem solving)
Students log onto www.nikeplus.com website
and upload data from the nike+ pedometers.
They then use these results and prepare an
explanation of what they are to present to the
class in the next lesson.
(link to VELS ICT for Communicating – students
select the most appropriate search engines to
locate information on websites)
Students use the information from their peer
assessment sheet, specifically the change in
heart rate and create an excel graph that hows
the changes in heart rate throughout the games.
(link to VELS ICT for Creating – Students
independently apply a range of processing skills,
functions and equipment to solve problems and
create products which contain minimal functional,
typographical, formatting and readability errors)
Assessment:
Students engage peer assessment via observation of skill level and application level (hockey
skills and participation levels) using the attached criteria checklist. See attached peer
assessment criteria sheet.
Homework/extension task – 2 SECTIONS
SECTION 1- Students log onto www.nikeplus.com website and upload data from the nike+
pedometers. They then use these results and prepare an explanation of what they are to
present to the class in the next lesson.
(link to VELS ICT for Communicating – students select the most appropriate search engines
to locate information on websites)
SECTION 2- Students prepare a short oral presentation explaining the results shown on the
graph they have created on excel. They must also provide a response to the questions asked
in the class:
What was your resting and maximal heart rate?
How did your heart rate change throughout the game? (increase/decrease at what points
throughout the game; USE THE GRAPH TO SHOW THESE CHANGES)
Why does your rate increase/decrease throughout physical activity?
How can we use this information to monitor our own fitness and physical activity levels?
See attached rubric for assessment criteria.
PEER ASSESSMENT SHEET
STUDENT NAME:
ASSESSOR:
SKILL
GAME 1
GAME 2
SHORT PASS
LONG PASS
PASS RECEIVE
(TRAP)
DRIBBLE (MUST BE IN
CONTROL)
RUN TO SPACE
GOALS
COMMENTS-
HEART RATE
HEART RATE
GAME 1
GAME 2
REST
2 MIN
4 MIN
END OF GAME (5 MIN)
2 MIN AFTER MATCH
NIKE+ PEDOMETER READING
GAME
GAME 1
GAME 2
READING (IN METRES)
ASSESSMENT RUBRIC
0
1
2
3
Student did not
participate in the
lesson
Students
participation was
below standard
and manage to
collect minimal
information to
measure personal
fitness ad activity
levels.
Student
participated in the
lesson at a
satisfactory level
and collected
adequate
information to
measure personal
fitness and activity
levels.
Student
participated in all
parts of the lesson
at a high level and
was able to collect
all the information
required to have
the ability to
measure personal
fitness and activity
levels.
ICT: Visualising
thinking - students
use a range of
data types to
record the
decisions made
and actions taken
when developing
new
understanding
and problem
solving.
Student did not
address questions
at all.
Student was
unable to create a
clear relationship
between data and
effort and made
little enquiry into
the questions
asked.
Student was able
to use the data to
create a simple
relationship
between this data
and effort
however was
unable to define
how this could be
linked to personal
fitness and
physical activity
levels. Answered
questions
satisfactorily.
Student was able
to use the data
form the heart rate
and pedometer to
create an
advanced
relationship
between this data
and effort with
clear links to
personal fitness
and physical
activity levels.
Answered all
questions
extremely well.
ICT:
Communicating students select
the most
appropriate
search engines to
locate information
on websites
Student was
unable to locate
nike+ website
Student was able
to locate nike+
website but could
not register
Student was able
to locate nike+
website and
successfully
register but was
unable to upload
pedometer
information
Student was able
to locate nike+
website and
successfully
register and
upload pedometer
information onto
the site
ICT: Creating Students
independently
apply a range of
processing skills,
functions and
equipment to
solve problems
and create
products which
contain minimal
functional,
typographical,
formatting and
readability errors
Student did not
complete a graph
or chart of any
sort
Student was able
to make a chart
but unable to
produce a graph,
however the
results were clear
Student was able
to create a basic
excel graph which
showed the
results and was
able to provide a
hard copy to the
class
Student was able
to create an
advanced excel
graph which
showed the
results clearly and
was able to
provide a hard
copy of the graph
to the class
HPE: Movement &
Physical Activity –
students measure
their own fitness
and activity levels