HPE Year 5 Unit 1.docx - The Curriculum Place · Web viewStudents warm up appropriately by jogging, doing step ups, modified push ups, sit ups (or crunches) dynamic (moving) stretches

Health and Physical Education Year 5 Term #

Unit Title: Faster, stronger, higher

Achievement Standard

By the end of Year 6, students demonstrate skills to work collaboratively and play fairly. They access and interpret health information and apply decision making and problem solving skills to enhance their own and others’ health, safety and wellbeing. They perform specialised movement skills and propose and combine movement concepts and strategies to achieve movement outcomes and solve movement challenges. They apply the elements of movement when composing and creating movement sequences.

HPE Strands Content Descriptions Assessment (A)

Personal, social and community health

Being healthy, safe and activeCommunicating and

interacting for health and well being Contributing to healthy and active communities

Movement and Physical ActivityMoving our bodyUnderstanding movementLearning through movement

In this unit, students develop specialised movement skills and explore the benefits of flexibility within the context of athletics.Moving our body

● develop and practise fundamental movement skills to perform shot put, , long jump, high jump and sprinting (ACPMP061)

Understanding movement● discuss the impact regular participation can have on health and wellbeing (ACPMP064)● participate in physical activities designed to enhance fitness (ACPMP064)● manipulate and modify the elements of effort, space and objects to perform shot put,, long jump, high jump and sprinting (ACPMP065)

Learning through movement● demonstrate behaviour that aligns with the rules when participating in athletic events (ACPMP069)

Assessment For LearningStudents will participate in basic and modified sprint, long jump, high jump and shot put activities

Assessment As LearningStudents give feedback on each other’s performance throughout the unit.

Assessment Of LearningStudents complete the assessment task on critiquing their own performance.

Focus Areas HPE

Alcohol and other drugs (AD)Food and nutrition (FN)Health benefits of physical activity (HBPA)Mental health and wellbeing (MH)Relationships and sexuality (RS)Safety (S)

Active play and minor games (AP)Challenge and adventure activities (CA)Fundamental movement skills (FMS)Games and sports (GS)Lifelong physical activities (LLPA)Rhythmic and expressive activities (RE)

Learning Framework Community ContributorLeader and Collaborator

Active InvestigatorEffective Communicator

Designer and CreatorQuality Producer

Cross Curricular Priorities

Catholic EthosAboriginal and Torres Strait Islander

Histories and Cultures

Social Emotional LearningAsia and Australia’s Engagement with

Asia

Inclusive EducationSustainability Education

General Capabilities LiteracyCritical and Creative Thinking Intercultural Understanding

NumeracyEthical Understanding

ICTPersonal and Social Capability

Links to other LA’s Links to other Learning Areas: Australian Curriculum: HPEEnglish, ICT, Mathematics

Situational Context of Unit

This unit can be completed in the following ways:General Classroom Teacher - HPE Combination 2.5 hoursHPE Specialist in addition to Classroom TeacherPE Component(specialist) 1 hr PE Component (Classroom Teacher)...hrs H Component (specialist/classroom teacher) ...hrs

Additional information:

Learning and Teaching StrategiesWeek 1 2 3 4 5 6 7 8 9 10

Cross Curricular PrioritiesCatholic ethos, social emotional learning, inclusive education

General Capabilities Literacy, personal & social capability

Engage ⇒ Explore ⇒ Explain ⇒ Elaborate ⇒ Evaluate

Engage Resources

Run, Jump, ThrowWhat is Athletics?Students will understand that athletics is a sport or pastime that a whole range of people from different age groups and different cultural backgrounds participate in.

What is the difference between Track & Field events?Students will be able to identify whether athletic events are Track events or Field events.Students will be able to participate in basic running, jumping and throwing activities.

Activity 1Discuss what athletics is, who participates in athletics, and what skills are developed by participating in various athletic events.Discuss what athletic events the students have participated in and what their favourite events are, and why.Discuss what athletics competitions exist.

Activity 2Students warm up appropriately by jogging, doing step ups, modified push ups, sit ups (or crunches) dynamic (moving) stretches eg high knee jogging, bottom flicks etc - 5 min

Activity 3Students rotate through a) a sprint, b) a jump (long or high) and c) a throw (shotput).These rotations are non-competitive and modified for maximum participation (eg use an elastic high-jump rope and softballs instead of shotputs).Teacher (or students) could film students participating for feedback and to use as a reference point at the end of the unit (student improvement).Activity 4Cool down / stretch (static stretches)

Activity 5Debrief: What On Earth Did You Learn? (WOEDYL)What were some of the challenges?What would you like to know?

iPads

Health and Physical Education Metalanguage Assessment Opportunities

Athletics, Track and Field, Warm up, Cool down, dynamic and static stretches - Debrief- Filmed evidence of student participation

Reflection

Week 1 2 3 4 5 6 7 8 9 10

Cross Curricular Priorities Catholic ethos, social emotional learning, inclusive education

General Capabilities Literacy, ICT, personal & social capability


Explore Resources

Why warm up?Students will understand the value of warming the body up before exercise and explain how to warm up.Students will understand the value of warming down after exercise and explain how to warm down.What skills or Components of Fitness are needed to improve performance in various athletics events?Students will evaluate athletics events and identify common skills within them.

Activity 1Discuss different activities athletes can use to warm up and cool down.Discuss why we warm up and cool down.Discuss the DOs and DONTs of warming up and cooling down.

Activity 2Students use handout ‘Physical Fitness Components / Activity Chart’ to research athletics events and what factors are most important to improving performance.Students explore any consistencies / similarities and report back to class.Students also report back on what components will be enhance by doing particular physical activities.

Activity 3Warm up activity for sprints (include dynamic stretches)Activity 4Sprint Starts: Standing start and crouch startSprint drills (there is a multitude of information on sprint drills. The link is only one of them that might be useful)

Activity 5Cool down / stretch (static stretches)


Activity 1 (teacher)http://www.ausport.gov.au/participating/coaches/tools/the_training_session/Warmup-Cooldown

Activity 2 (student)Appendix ACriteria sheet (teacher)Activity 3 (teacher)http://steadystrength.com/how-to-effectively-warm-up-with-dynamic-stretching/Activity 4 (teacher)http://www.brianmac.co.uk/sprints/starts.htmhttp://www.brianmac.co.uk/sprints/sprintdrills.htm


Warm up, cool down, components of fitness, take your marks, set, crouch start, drills - Debrief

- Components of Fitness/ Activity Chart

Reflection

Week 1 2 3 4 5 6 7 8 9 10




Explore Resources

Long JumpStudents will be able to explain the main teaching points for good Long Jump technique.Students will be able to discuss the rules of Long Jump.Students will be able to identify specific risks of Long Jump and suggest safety considerations.

iPads (student)

Activity 1 (student)

Activity 1Students use iPads to investigate good Long Jump technique.Discuss different points for participating in Long Jump.

Activity 2Warm up activity for Long Jump (include dynamic stretches)

Activity 3Students mark out their run up for Long Jump ensuring they are hitting the board with their take off foot.

Activity 4Students pair up to help each other to judge the effectiveness of their run up. (ie where their take off foot lands on the board)Students perform multiple jumps, adjusting their run up depending on where their foot lands in relation to the long jump board.Once the run up is right, students work through various Long Jump drills as outlined in the link (or once again, there is a multitude of information on drills for athletics).



http://www.brianmac.co.uk/longjump/Appendix B (student)

Activity 2 (teacher)http://steadystrength.com/how-to-effectively-warm-up-with-dynamic-stretching/

Activity 4 (teacher)http://www.brianmac.co.uk/longjump/drills.htm


Technique, take off foot, foul - Debrief

Reflection

Week 1 2 3 4 5 6 7 8 9 10




Explain Resources

High JumpStudents will be able to explain the main teaching points for good High Jump technique.Students will be able to discuss the rules of High Jump.Students will be able to identify specific risks of High Jump and suggest safety considerations.

Activity 1Warm up activity for High Jump (include dynamic stretches)

Activity 2

Activity 1 (teacher)http://steadystrength.com/how-to-effectively-warm-up-with-dynamic-

Students do falling test to help identify their take off foot for High Jump (it should be the same as for Long Jump)Teacher provides laminated handout to students on High Jump rules, safety considerations and technique.Discuss different points for participating in High Jump.

Activity 3Students mark out their run up for Long Jump

Activity 4Students pair up to help each other to judge the effectiveness of their run up. (ie where their foot lands on the board)Students perform multiple jumps, adjusting their run up depending on where their foot lands in relation to the long jump board.Once the run up is right, students work through various Long Jump drills as outlined in the link (or once again, there is a multitude of information on drills for athletics).



stretching/Activity 2 (student)Appendix C


Pit, foul, clearance, angle of run up, scissors - Debrief

Reflection

Week 1 2 3 4 5 6 7 8 9 10




Explain Resources

Shot PutStudents will be able to explain the main teaching points for good Shot Put technique.Students will be able to discuss the rules of Shot Put.Students will be able to identify specific risks of Shot Put and suggest safety considerations.

Activity 1Warm up activity for Shot Put (include dynamic stretches)

Activity 2Teacher provides laminated handout to students on Shot Put rules, safety considerations and technique.Discuss different points for participating in Shot Put, with emphasis on good safety practices.

Activity 3Class is broken into small groups (depending on how many shotputs are available).Students take turns at performing a standing shot put throw using a softball, getting feedback from the other members of their group.Activity 4Students take turns at performing a standing shot put throw using a 2kg shot (orange), once again, getting feedback from the other members of their group.

Activity 1 (teacher)http://steadystrength.com/how-to-effectively-warm-up-with-dynamic-stretching/Activity 2 (student)Appendix D

Activities 2-5 (teacher)http://www.brianmac.co.uk/shot/

Activity 5(Once comfortable with a standing throw) Students then take turns in their group to perform a moving shot put throw (NB due to safety, at this age students should NOT be spinning).




Shot, throw (push), foul, lead with hand, pit, kick board - Debrief

Reflection

Week 1 2 3 4 5 6 7 8 9 10




Elaborate Resources

Run, ThrowIn this lesson students will participate in Sprints and Shot Put, and use iPads to film their performances.Students will be able to critique their own performance in relation to the main teaching points for good Sprinting and Shot Put technique.Students will be able to discuss the rules of Sprinting and Shot Put.Students will be able to identify specific risks of Sprinting and Shot Put and suggest safety considerations.

Activity 1Warm up activity for Sprinting and Shot Put (include dynamic stretches)

Activity 2With the class divided into two groups students spend half of the activity time on Sprints and the other half on Shot Put.The students swap over so that they participate in both sprints and shot put.Whilst participating in the events students are paired up and filmed using iPads to give themselves feedback (self-assessment) on where they could improve in their technique.NB due to safety considerations Shot Put teacher supervision takes precedence over sprints.

Activity 3Whilst filming, students are to apply the rules for that event and explain to their partner why (if at all) they have fouled or broken.Activity 4Cool down / stretch (static stretches)


iPads (students)



Break, false start, lane, stride, speed, power, rotation, angle of release, foul - Observation of feedback on rules- Filmed performance

Reflection

Week 1 2 3 4 5 6 7 8 9 10




Elaborate Resources

Jump, Jump, Jump In this lesson students will participate in Long Jump and High Jump, and use iPads to film their performances.Students will be able to critique their own performance in relation to the main teaching points for good Long jump and High Jump technique.Students will be able to discuss the rules of Long Jump and High Jump.Students will be able to identify specific risks of Sprinting, Long Jump, High Jump and Shot Put and suggest safety considerations.

Activity 1Warm up activity for Long Jump and High Jump (include dynamic stretches)

Activity 2With the class divided into two groups students spend half of the activity time on Long Jump and the other half on High Jump.Whilst participating in the events students are filmed using iPads and give themselves feedback (self-assessment) on where they could improve in their technique.NB due to safety considerations high jump supervision takes precedence over long jump.

Activity 3Whilst filming, students are to apply the rules for that event and explain to their partner why (if at all) they have fouled.



iPads (students)


Health and Physical Education Metalanguage Assessment

Opportunities

- Observation of feedback on rules- Filmed performance

Reflection

Week 1 2 3 4 5 6 7 8 9 10




Evaluate Resources

What’s good, what’s not-so-good?Students will be able to analyse their own performance in Sprints, Long Jump, High Jump and Shot Put.

http://www.brianmac.co.uk/

Students will be able to suggest ways in which they could improve their performance.Students will be able to recognise areas of their own performance which are performed well.

Activity - Assessment TaskStudents use the information and the vision taken of their performances over the previous weeks to complete the assessment task.

sprints/starts.htmhttp://www.brianmac.co.uk/sprints/sprintdrills.htmhttp://www.brianmac.co.uk/longjump/http://www.brianmac.co.uk/shot/Appendix B, C & DAssessment Task sheet


Assessment task

Reflection

Planning for Differently Abled Students

Student/s Different Ability Australian Curriculum Content Descriptions

being addressed

Learning and Teaching Strategies Assessment Strategies

APPENDIX A

APPENDIX B

APPENDIX C

APPENDIX D

Assessment Task Sheet

Student Name: Year Level: 5

Name of Task: Faster, stronger, higher Teacher:

Learning Area/s: Health and Physical Education

Date Commenced: Date Due:

Type of Task: Oral Written Other

Task Conditions: Individual Pair Group Work

In Class Homework Other

Opportunity to Access:

Books Notes Library Technology

Assessed By: Self Peer Teacher

Task Description

Students critique their performances in all four athletics events studied, making judgements on areas that are good or proficient and areas of weakness in which they could improve.

Procedure

1. View your sprinting, long jump, high jump and shot put performances from previous lessons.

2. Using notes from throughout the unit, compare your own performance in all four events with a good or proficient technique.

3. Using the table provided, identify areas of your performances that are good or proficient.

4. Using the table provided, identify areas of your performances in which you could improve and suggest changes in technique.

5. Using the table provided apply the rules of the athletic events participated in and interpret whether any infringements have occurred.

Resources: iPads

http://www.brianmac.co.uk/sprints/starts.htmhttp://www.brianmac.co.uk/sprints/sprintdrills.htmhttp://www.brianmac.co.uk/longjump/http://www.brianmac.co.uk/shot/Appendix B, C & D

FASTER, STRONGER, HIGHER

ASSESSMENT TASK

EVENT SPRINTS LONG JUMP HIGH JUMP SHOT PUT

Areas of proficiency(good points)

Areas for improvement(how could you improve?)

Fair, foul or break?(and why)

CRITERIA SHEET TITLECriteria A B C D E

The student work demonstrates evidence of:

Perform specialised movement patterns to propel the body or objects for maximum distance: long jump, high jump, shot put (ACPMP061)

Comprehensively combines proficient, specialised movements to skillfully perform athletics field events.

Effectively combines proficient, specialised movements to proficiently perform athletics field events.

Competently combines basic, specialised movements to perform athletics field events.

Sometimes combines basic, specialised movements to perform athletics field events.

Limited combination of basic, specialised movements to perform athletics field events.

Implement and apply movement concepts in a range of physical and stretching activities with: sprint starts, sprinting, long jump, high jump, shot put (ACPMP064)

Implements and applies body positioning to skillfully participate in athletics events.

Implements and applies body positioning to effectively participate in athletics events.

Competently implements and applies body positioning to participate in athletics events.

Sometimes implements and applies body positioning to participate in athletics events.

Poorly selects and applies body positioning to participate in athletics events.

Demonstrate an understanding of the benefits of participation in athletics (ACPMP064)

Comprehensively demonstrates an accurate understanding of the physical benefits of participation in specific athletics events.

Effectively demonstrates a purposeful understanding of the physical benefits of participation in specific athletics events.

Competently demonstrates an understanding of the physical benefits of participation in specific athletics events.

Demonstrates an understanding of some of the physical benefits of participation in specific athletics events.

Poorly demonstrates any understanding of the physical benefits of participation in specific athletics events.

Demonstrate an understanding of how to adjust the force and speed of a shot put to improve accuracy and distance (ACPMP065)

Comprehensively demonstrates an accurate understanding of the concepts of force and speed to improve performance in shot put.

Effectively demonstrates a purposeful understanding of the concepts of force and speed to improve performance in shot put.

Competently demonstrates an understanding of the concepts of force and speed to improve performance in shot put.

Sometimes demonstrates an understanding of the concepts of force and speed to improve performance in shot put.

Poorly demonstrates any understanding of the concepts of force and speed to improve performance in shot put.

Interprets and applies rules in athletic events (ACPMP069)

Precisely interprets and applies the rules to individual performances in athletics events.

Effectively interprets and applies the rules to individual performances in athletics events.

Competently interprets and applies the rules to individual performances in athletics events.

Sometimes interprets and applies the rules to individual performances in athletics events.

Poorly interprets and applies the rules to individual performances in athletics events.

Feedback

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Documents

HPE Year 5 Unit 1.docx - The Curriculum Place · Web viewStudents warm up appropriately by jogging, doing step ups, modified push ups, sit ups (or crunches) dynamic (moving) stretches