Theory Lesson Plan
Pre-Service Teacher:
Lesson #
Venue: Gym
Lesson Topic: Physical training
Unit Topic: Space
Year Level: 8
# Students: 20
Lesson Duration: 2 hours
Aus VELS
Specific Lesson Outcomes for
the students
How will I determine if outcomes
have been met
Students consider the
Students see the physical
relationship between physical requirements of an astronaut
activity, fitness and health
Students complete the circuit and
understand how difficult their training is
Students explore views about Students see an astronauts fitness
fitness and suggest what
might be different to that of other
fitness might mean to various populations
groups in society
Students understand whilst saying
someone is fit might mean different
things in different population groups
Students use questions to clarify Students ask questions relating to
understanding, and justify their anything involved in the unit to
own interpretations while
clarify their understanding
acknowledging that others may
have different interpretations
Students can identify areas they need to
clarify to ensure their learning correlates
with the rest of the group
-
Students develop a range
of strategies for listening
attentively and
extracting meaning from
communications,
including taking notes to
record and summarise
main messages
Students are able to listen
effectively to the teacher and
understand what is expected in the
unit
Students are engaged in their listening
and can comprehend what is expected
and how they are to reach the expected
level
See paragraph below table for
Aus VELS relating specifically to
the space curriculum.
INTRODUCTION (5 min)
-
Take attendance
Completing a gym circuit to prepare
Outline lesson outline – to understand the physical
your bodies for space
requirements of an astronaut and see what sort of training they
put their body through
PROCEDURE (110min)
1. Students discuss what ‘fitness’ actually means (5 mins)
- Think, pair, share activity
2. Discuss the differences between a ‘normal’ persons physical needs
compared to that of an astronaut – links with previous ‘effect on body of
space’ lesson (15 mins) – Kat to teach
- Astronauts needs more muscular strength
- Their cardiovascular fitness must be high
- High bone density (this decreases in space)
- Cardiovascular system on earth vs. space
Possible responses:
Being active
Ability to run a long way
Having muscles
Think of a response, share with the
person next to you, then as a
whole class
Astronauts needs are different
Bone density decreases
Legs important!
3. How do the machines you designed compare with the real machines used
to exercise in space? (10 mins) – Kat to teach
Important to target all muscles
- Show short Chris Hadfield training in space YouTube Clip
You will be completing a gym circuit
- http://www.youtube.com/watch?v=IZHmvakog94
with general strength and fitness
- Class discussion (How do these machines compere with the
building exercises
ones you have designed? What is different and what is the
same? How do these machines allow the astronaut to apply
force to their body in space?)
4. Quick overview of gym program planning – exercises, sets, reps etc (10
mins)
- Target different muscle groups
- Ensure all body is catered for
- A set is a certain number of reps
- How often to train? Approx. 3 days
Remember the needs we discussed
before
Plan according to these
requirements
Warm up is vital prior to exercise!!
5. In pairs, students are to plan a gym workout (using the needs discussed
before) that would suit an astronaut (20 mins)
They need to consider:
- What muscle groups are most important
- What types of exercises are most important
- Why they choose specific exercises (justify)
6. Warm up (10mins)
- Students complete a warm up of running, skipping and
stretching.
All muscle groups are to be focused on
o
o
o
o
o
Do 3 laps of basketball court
Run backwards one side, side step the next two, and
high knees the next sideline (for an additional 2 laps)
In threes get one skipping rope – relay
Skip to other end of court, give rope to next person and
so on
Continue 5 times
7. Students will perform a circuit of exercises used during astronaut training
to prepare their bodies physically for their mission in space (50 min)
Who has done a circuit before?
How do they work?
4 mins (approx.) at each station
Work through with your partner
until the teacher tells you to move
on to the next station
-
The circuit will consist of:
 Agility course
o Improve speed, coordination and agility
 Push ups
o Improve strength
 Sit ups
o Build a strong core
 Plank/bridge
o Build a strong core
 Skipping
If you do it properly you will get
o Develop fitness and leg strength
something out of it
 Walking
o Develop fitness
MOTIVATE/ENCOURAGE students
 Bench press
o Improve strength
 Squats
o Improve strength
 Balance/spatial awareness
o Improve balance and awareness of limbs in the
air
 Throwing and catching
o Improve hand – eye coordination
 Carrying weighted objects
o Improve strength
 Wall sits
o Improve strength in legs
-
Students will complete the circuit, performing as many
repetitions at each station as they can until the teacher calls
‘move on’ (about 4 mins at each station)
Students work through in pairs
-
CLOSURE (5 min)
-
Ensure students understand why it is important to be fit for an
astronaut (links with lessons about bone and muscle density)
Students should see links with other lessons
Whilst the activities might not be the same as what they
complete in space, it is all about preparing their body for
spaceflight and living in a completely different environment
Importance of strong
bones/muscles
RESOURCES
- Skipping ropes (8)
- Cones (10)
- Bench press machine
- Tennis balls (5)
- Weighted objects (bricks/books/weight plate?)
CRITERIA FOR ASSESSMENT OF STUDENT ACHIEVEMENT
- Students actively participate
- Students perform to the best of their ability
- Students understand the importance of a strong body/bones/muscles for an astronaut
Aus VELS curriculum relating to space:
The Earth and space sciences substrand is concerned with Earth’s dynamic structure and its place in t
he cosmos.
The key concepts developed within this substrand are that: Earth is part of a solar system that is part
of a larger universe; and Earth is subject to change within and on its surface, over a range of timesca
les as a result of natural processes and human use of resources. Through this substrand, students vie
w Earth as part of a solar system, which is part of a galaxy, which is one of many in the universe and
explore the immense scales associated with space. They explore how changes on Earth, such as day
and night and the seasons relate to Earth’s rotation and its orbit around the sun.
Students investigate the processes that result in change to Earth’s surface, recognising that Earth has
evolved over 4.5 billion levels and that the effect of some of these processes is only evident when vi
ewed over extremely long timescales. They explore the ways in which humans use resources from th
e Earth and appreciate the influence of human activity on the surface of the Earth and the atmosphe
re