Sherridan Long & Tyrone O'Connor - Inclusion & Diversity Semester 2 Assessment
Curriculum areas: Physical Education & Science
Year level: Year 10
Prepared by: Sherridan Long &
Tyrone O’Connor
1. Unit Title: How does the respiratory system respond to changes in exercise levels?
Duration: 4 weeks
2. Aims/Outcomes/Essential understanding
1. Understand fitness components
2. Appreciate the importance of fitness
3. Participate in fitness testing
4. Understand how body systems respond to exercise
5. Understanding the natural fitness components of different cultures in particular that of Aboriginal background
3. What Key knowledge and skills will students acquire? - AusVELS
Analyse the positive and negative health outcomes of a range of personal behaviours and community actions
Generate questions that allow exploration of issues from multiple perspectives.
Employ appropriate methodologies for creating and verifying knowledge in different disciplines.
Process and synthesise complex information, using appropriate thinking strategies and tools
When listening, viewing and responding, consider alternative views, recognise multiple possible interpretations and respond with insight.
Use pertinent questions to explore, clarify and elaborate complex meaning.
Use subject-specific language, and a wide range of communication forms.
(AusVELS 2013)
4. PoLT:
1. Through classroom participation and discussion students will be able to address any queries they have.
2. Construction of the Energy Poster will allow students to learn autonomously through individual research and report.
3. By incorporating an emphasis of cultural diversity into the unit we allow for full inclusion of all students. (Please see aim 5)
4. This unit allows students to develop deeper levels of thinking by having clear connections between lesson topics, with an increasing level of difficulty.
5. Assessment criteria has been designed that encompasses a variety of different methods i.e. participation based, working within a group, research and report (poster) and a physical component.
6. With a topic that includes areas of cultural diversity, this unit allows for learning in not only an individual setting but also a community base. Information learnt will be able to be applied in numerous
community settings.
5. e5:
1.
2.
3.
4.
5.
Engage: This unit will incorporate brainstorming activities, learning intentions, etc. this will help address readiness to learn and provide objectives for the students.
Explore: By including research and report tasks we allow the students to promote inquiry amongst each other and then structure these queries for adequate presentation.
Explain: Content delivered to the students has been drawn from a variety of resources and meets the AusVels level 10 standards.
Elaborate: Classroom discussion and group work activities will contribute to higher level thinking from that of just reiterating information provided.
Evaluate: This unit has been constructed to the end goal of being able to assess the students in 3 different categories; The physical, group work and participation. Please see below for assessment
criteria.
7. AITSL Standards Professional Knowledge
Know the Content and How to Teach It
Professional Practice
Create and Maintain Supportive and Safe Learning Environments
Assess, Provide Feedback and Report on Student Learning
Professional Engagement
Cross-Curriculum Priority: Sustainability.
In AusVELS Science the priority of sustainability provides authentic contexts for exploring, investigating and understanding chemical, biological, physical and
Earth and space systems.
By investigating the relationships between systems and system components and how systems respond to change.
Students appreciate that science provides the basis for decision making in many areas of society and that these decisions can impact on the Earth system. They
understand the importance of using science to predict possible effects of human and other activity.
Intercultural understanding
Students bring in a wealth of knowledge that they obtain through their life experiences and home communities. It is important to consider these when talking
about fitness and health as every culture will have a different approach to health and a different understanding of what is or isn't healthy.
This Science & PE unit needs to be delivered in a time of the year where no fasting or dietary changes are made due to religion/cultural beliefs such as Ramadan
to ensure the students are able to participate fully in fitness sessions.
Fitness is also a sensitive issue to address with parents as they may believe it is not important and will not have their support during the unit.
Students need to value their own culture and be able to bring this into the classroom and contribute to discussions using their funds of knowledge. Students will
be able to understand the differences between cultures in fitness levels and why the differences exist.
SESSION NO.
Week 1 = 2 PE/2 SCIENCE
Week 2 = 1 PE/1 SCIENCE
Week 3 = 2 PE/2 SCIENCE
ACTIVITIES
1
Fitness Components
Introducing Training
Types
Fitness Component
Training Circuit - Prac
RESOURCES
Fitness component PowerPoint
ASSESSMENT
Fitness Component
Worksheet
Training Types PowerPoint
Participation in Circuit
Circuit training equipment
2
Conversion of Energy
Digestion
Digestion Part 1,2&3
3
Introducing Energy
Systems
How To Use Your
Heart Rate in Training
- Prac
4
Respiratory System
Respiratory System
Flash Cards
Label the Respiratory
System - SMARTboard
Digestion Part 1
https://fuse.education.vic.gov.au/content/f54fa6ae-52e5-427e-bd410f8740d76746/p/Index.html
Digestion Part 2
https://fuse.education.vic.gov.au/content/b5f33ac1-d289-4ad7-bebba2b9c90faff9/p/Index.html
Digestion Part 3
https://fuse.education.vic.gov.au/content/7a3d1599-7ef0-4cef-8d493b4c0ec71a44/p/Index.html
A Introduction to energy systems
(http://www.slideshare.net/kerrieobryan/introduction-to-the-energysystems)
Completion of all 3
interactive IT
applications
Physiological Responses to Physical Activity
(http://www.macmillan.com.au/mea/downloadpdfs/9781420229813.pdf)
Respiratory System Diagram
Heart Rate Monitor
Participation
Completed Respiratory
System Crossword
Flash Cards Online
(http://quizlet.com/24051493/flashcards)
Human Respiratory System - label the diagram
(http://www.neok12.com/diagram/Respiratory-System-01.htm)
Energy Systems
Assessment Workout
Summary
5
Vo2 Max @ VU
Vo2 Max Testing Prac
Vo2 max Class Record Sheet
Participation in Vo2
max testing
6
Muscular System
Question sheet.
Muscular system questions
http://www.education.com/study-help/article/movement-muscularsystem_answer/
Results from question
sheets
Body make up of
different cultures.
http://www.gwc.maricopa.edu/home_pages/crimando/BIO201/jcastu55.htm
7
Anaerobic/Aerobic
Energy Systems
Assessment - Fitness
Testing
8
Responses to Exercise
(Cellular)
Individual research and
report on an assigned
cultural background
and make note of their
fitness attributes.
Present to class.
Beep test - Prac
Genetics
http://www.genetics.org/content/68/1/127.full.pdf
https://www.youtube.com/watch?v=jy7Qf8Vq5ZI
Anaerobic
https://www.youtube.com/watch?v=uCmNQQWlrc0
Results on the beep test
and 20 m sprint.
Aerobic
https://www.youtube.com/watch?v=PQMsJSme780
Originality and thought
processing when
designing their own
tests.
20m sprint - Prac
Designing of own test
that could be used for
each energy system
testing. Working in
pairs.
Muscle Cell diagram:
Draw and label all
parts and explain how
each operates during
exercise. Make
reference to source of
energy and waste
removal
http://jap.physiology.org/content/93/1/394
http://physrev.physiology.org/content/71/2/541
How students work
within a team.
Work ethic and attention
to detail.
9
Assessment - Fitness
Testing
Responses to Exercise
10
Assessment - Why we
need energy?
Comparison of results
and norms between
nationalities. Creating
a graph to demonstrate
the difference between
cultural background
and fitness
components.
Class room brainstorm
and summary
discussion on topic as a
whole.
Creation of energy
systems poster A2 size.
All previously mentioned resources plus any additional required by the
student to complete the task.
Observation of ability to
graph in a logical
manner
All previously mentioned resources plus any additional required by the
student to complete the task.
Assessment of energy
systems poster based on
rubric below.
Assessment
Formative
Participation in group work (20%)
Participation in class discussions (20%)
Summative
Why we need energy poster (40%)
Fitness Testing Participation (20%)
Percentage
40%
60%
Assessment Rubrics
Group work
Category
4 points
3 points
2 points
1 point
Routinely provides useful ideas
when participating in the group
and in classroom discussion. A
leader who contributes a lot of
effort.
Actively looks for and suggests
solutions to problems.
Usually provides useful ideas
when participating in the group
and in classroom discussion. A
strong group member who tries
hard!
Refines solutions suggested by
others.
Rarely provides useful ideas when
participating in the group and in
classroom discussion. May refuse to
participate.
Attitude
Is never publicly critical of the
project or the work of others.
Always has a positive attitude
about the task(s).
Is rarely publicly critical of the
project or the work of others.
Often has a positive attitude
about the task(s).
Sometimes provides useful ideas when
participating in the group and in
classroom discussion. A satisfactory
group member who does what is
required.
Does not suggest or refine solutions,
but is willing to try out solutions
suggested by others.
Is occasionally publicly critical of the
project or the work of other members
of the group. Usually has a positive
attitude about the task(s).
Focus on the
task
Consistently stays focused on the
task and what needs to be done.
Very self-directed.
Almost always listens to, shares
with, and supports the efforts of
others. Tries to keep people
working well together.
Focuses on the task and what needs to
be done some of the time. Other group
members must sometimes nag, prod,
and remind to keep this person on task.
Often listens to, shares with, and
supports the efforts of others, but
sometimes is not a good team member.
Rarely focuses on the task and what
needs to be done. Lets others do the
work.
Working with
Others
Focuses on the task and what
needs to be done most of the
time. Other group members can
count on this person.
Usually listens to, shares, with,
and supports the efforts of
others. Does not cause "waves" in
the group.
Contributions
Problem-solving
(Quinnipiac 2014)
Comments:
Does not try to solve problems or
help others solve problems.
Lets others do the work.
Is often publicly critical of the
project or the work of other
members of the group. Is often
negative about the task(s).
Rarely listens to, shares with, and
supports the efforts of others. Often
is not a good team player.
Classroom discussion
Category
Level of
engagement and
active participation
Listening Skills
Relevance of
contribution to
topic under
discussion
Preparation
(Mayer 2011)
Comments:
4 points
3 points
2 points
1 point
Proactively
and
regularly
contributes to class discussion;
initiates discussion on issues
related to class topic
Listens without interrupting and
incorporates and expands on the
other students
Contributions are relevant and
promote deeper analysis of the
topic
Proactively contributes to class
discussion, asking questions and
respond to direct questions
Few contributions to class discussion;
seldom volunteers but responds to
direct questions
Student never contributes to class
discussion; fails to respond to direct
questions
Listens appropriately, responds to
the contributions of others
Does not listed carefully and comments
are often nonresponsive to discussion
Contributions are always relevant
Contributions are sometimes off-topic
or distracting
Does not listen when others talk.
interrupts, or makes inappropriate
comments
Contributions, when made are offtopic or distract the class from
discussion
Student is consistently wellprepared;
frequently
raises
questions or comments on
material outside the assignment
Student has read and thought
about the material in advance of
class
Student has read the material but not
closely or has read only some of the
assigned material in advance of the
class
Student is not adequately prepared;
does not appear to have read the
material in advance of class
Summative Assessment – Poster
Category
Required Elements
Labels
Graphics Relevance
Attractiveness
Grammar
(LaCombe-Burby 2003)
Comments:
4 points
The poster includes all required
elements as well as additional
information.
All items of importance on the
poster are clearly labeled with
labels that can be read from at
least 3 ft. away.
All graphics are related to the
topic and make it easier to
understand.
All
borrowed
graphics have a source citation.
The poster is exceptionally
attractive in terms of design,
layout, and neatness.
There
are
no
grammatical/mechanical mistakes
on the poster.
3 points
2 points
1 point
are
All but 1 of the required elements are
included on the poster.
Several required elements were
missing.
Almost all items of importance on
the poster are clearly labeled with
labels that can be read from at
least 3 ft. away.
All graphics are related to the
topic and most make it easier to
understand. Some borrowed
graphics have a source citation.
The poster is attractive in terms
of design, layout and neatness.
Many items of importance on the
poster are clearly labeled with labels
that can be read from at least 3 ft.
away.
All graphics relate to the topic. One or
two borrowed graphics have a source
citation.
Labels are too small to view OR no
important items were labeled.
The poster is acceptably attractive
though it may be a bit messy.
There
are
1-2
grammatical/mechanical mistakes
on the poster.
There are 3-4 grammatical/mechanical
mistakes on the poster.
The poster is distractingly messy or
very poorly designed. It is not
attractive.
There
are
more
than
4
grammatical/mechanical mistakes
on the poster.
All required elements
included on the poster.
Graphics do not relate to the topic
OR several borrowed graphics do
not have a source citation.
Reference List:
Australian Professional Standards for Teachers 2014, Standards list, Australian Institute for Teaching and School Leadership, viewed 1 August 2014
<http://www.aitsl.edu.au/australian-professional-standards-for-teachers/standards/list>
AusVELS 2013, Communication - Concepts and Skills Charts, Victorian Curriculum Assessment and Authority, Victoria, viewed 7 August 2014.
AusVELS 2013, Health and Physical Education Movement and Physical Activity - Concepts and Skills charts, Victorian Curriculum Assessment and Authority, Victoria, viewed 1 August 2014.
AusVELS 2013, Thinking Processes - Concepts and Skills Charts, Victorian Curriculum Assessment and Authority, Victoria viewed 7 August 2014.
LaCombe-Burby 2003, Making A Poster: Poster rubric, viewed 6 August 2014, <http://teacherweb.com/me/jaleonardmiddleschoololdtown/ecologywebquest/page3.htm>
Mayer 2008, Class Discussion Rubric, Best Practice Legal Education, viewed 1 August 2014
<http://bestpracticeslegaled.files.wordpress.com/2011/05/class_discussion_rubric.pdf - Mayer 2011>
Quinnipiac University 2014, Team Work Rubrics, Quinnipiac University, viewed 1 August 2014.
<www.qu.edu.qa/casplo/...Rubrics/Outcome_d_TeamworkRubrics.doc>