pdhpek10.weebly.compdhpek10.weebly.com/uploads/8/3/5/9/8359319/it_workshop_book… · Web viewStudents to then create a survey in word processing format. (N.B. Ensure that questions

This booklet has been published with the help of the secondary schools in the Diocese, with the support of the Lismore CEO.

These ideas should be considered when programming the new 7 to 10 PDHPE syllabus, however, it is expected that these skills will develop

further with new ideas, new units of work and new software.

PDHPE Coordinators should consult with their school’s Learning Technologies Coordinator on the equitable use of resources such as

computer rooms & the way their school is supporting the implementation of these compulsory IT skills across the curriculum.

Special thanks to:Ron McMaster, Kathy MacAllister,

Keith Rodger, Andrew Burgess, Barry Soraghan

1S Doyle

Lismore Diocesan PDHPE HODS ICT Skills Booklet 2004

PDHPE ICT Skills Introduction

The PDHPE syllabus has integrated specific ICT skills that PDHPE is responsible for in the relevant Strands

Many schools use learning technologies already eg heart rate monitors, video cameras

Successful teaching and learning programs should be outcome focused, integrating learning technologies or ICT skills to improve teaching and learning effectiveness

ICT skills should help promote innovative and student centred approaches to learning

Each school will have to incorporate the ICT Skills located in each syllabus in its resource allocation

PDHPE faculties are encouraged to take advantage and use the ICT people located in their schools to update their skills or develop best practice in this area

Students should also be considered as a resource for ICT Skills, eg partner or group work

PDHPE staff should collect and share any resources or methods with our secondary schools in the Diocese. For example e-mail [email protected] or fax Simon Doyle at John Paul College 6658 1954

Computer based Technologies in PDHPE KLA $30isbn 0731 08492, Curriculum Support web site

School based in-service from CEO with Andrew Burgess?

Using Learning Technologies in PDHPE CD Rom Web Quest

ICT workshops in 2003

2S Doyle


mailto:[email protected]

PDHPE Information & Communication Technologies SkillsP18 Syllabus

The 5 ICT skills integrated into the PDHPE syllabus are:

Enter data into a prepared template format & analyse it Import, mail merge & reformat data/fields Demonstrate an understanding of ethical issues in the use of ICT Generate specific reports with regard to ethical issues eg print

without address & details Use simulation software to make choices & decisions as a member

of a team

As each ICT Skill is integrated, the link between the skill & the outcome should be clear

These skills will eventually be tested in the year 10 Computer Skills Assessment (CSA) test. PDHPE Coordinators will need to consider the issue of assessing the PDHPE ICT skills above.

ICT Skills may be combined in one or more module's or activities; this may help resource allocation…

3S Doyle


Demonstrate an understanding of ethical issues in the use of ICT

This ICT Skill will reoccur through most ICT activities. This activity is integrated at:

-p22 Stage 4 Strand 1 Self & RelationshipsSeeking Help

*accessing help eg internet

-p29 Stage 4 Strand 3 Individual & Community HealthAssessing Health Information

*analyse electronic & print sources of health information for reliability & accuracy

-p30 Stage 4 Strand 4 Lifelong Physical ActivityPersonal benefits of participation in PA

*communicate key messages ...multimedia

-p36 Stage 5 Strand 2 Movement Skill & PerformanceAppreciating movement composition & perfroamnce

*enter performance data into a prepared spreadsheet template, format & analyses with consideration of ethical issues eg use of, publication of data

-p40 Stage 5 Strand 4 Lifelong Physical ActivityPlanning for Regular Physical Activity

*Use the internet...

4S Doyle


Ethical Issues Include:

Access & equity eg disabilities, NESB, low SES, gender, whole class or pair or group ICT activities

Access by all KLA's, professional development Purchase of software eg site licences, cost Maintaining high expectations of ICT use by staff & students Realistic tasks, feedback, across curriculum units

Health & safety eg ergonomics, lighting, lifting Accuracy of data (can be obtained from more then one source) Copyright –private use, multiple copies www.copyright.org.au,

network licence Privacy of data –use of personal data Workplace changes & equity in IT resource access Security Saving to the correct place eg student access to computers for

assignments, hand written of equal value if limited access to computers

Age of information located ie does it date? Is it current? Author or source of sites or information (meta tags) eg gov or edu Relevance of data for the task

Emerging technologies such as mobile phones & camera's School or system based IT Guidelines & Policies

5S Doyle


http://www.copyright.org.au/


Some activities that could be considered for the above areas include:

Present key messages using multi media or pamphlet presentations Accessing reliable information off the internet for a report or

debate or multi media project Compare material between 2 or more sources such as magazines &

a web site Efficient searches for local activities and create a directory Generate reports with regards to privacy issues such as using or not

using peoples address Correct referencing and acknowledgement in assignments Peer assessment of their source of information for it's reliability

and accuracy Professional development on how to manage a stress free computer

lesson

4 ICT activities follow:

6S Doyle


Demonstrate an understanding of ethical issues in the use of ICTActivity 1

PDHPE Student Evaluating Websites – Reliability & Accuracy of Data

General Information

1. What is the URL of the Web page you are evaluating?

http://______________________________________________________

2. What is the name of the site?

___________________________________________________________

3. What is the title of the site? (written on the blue bar at the top of the screen)

___________________________________________________________

4. Does the title of the page tell you what the site is about? YES / NO

Author

5. Did the author sign his/her real name? YES / NO

6. Did the author give you his/her e-mail address? YES / NO

7. Is the site sponsored by a/an:

A. Organisation B. Company C. University D. Private Person E. Other

Timeliness

8. Is there a date that tells you when the site was last updated? YES / NO

9. Is the information on the page current? YES / NO /Don’t Know

10. Does up-to-date information make a difference for your project? YES / NO

Quality of Information

11. Is the information on the page useful for your project? YES / NO

12. Would you have gotten more information from an alternative source? YES / NO

13. Does the page lead you to some other good information (links)? YES / NO

14. Does some information contradict information you found elsewhere? YES / NO

15. Do you feel that the author is knowledgeable about the topic? YES / NO

7S Doyle



16. Are you positive the information is true? YES / NO

17. Evaluate the appropriateness of using this website for your project:

8S Doyle



Generate specific reports with regard to ethical issues

Lesson Plan Ideas:

Students to brainstorm for appropriate questions to survey the class on an issue - e.g. students to complete an anonymous survey of their attitudes towards helping themselves and helping others, healthy food habits, analysing the performance of themselves and others in a range of movement activities, current levels of physical activity.

Students to then create a survey in word processing format. (N.B. Ensure that questions have closed responses.)

Students to undertake the survey of the class in manual format.

Results from the survey to be inputted into a prepared spreadsheet template.

Students to analyse these results by creating graphs and charts.

Students to then generate a report with regard to the privacy of the individual and other ethical issues students’ responses.

9S Doyle



PDHPE Peer Assessment

Using the report or research presentation provided, assess & evaluate their understanding of ethical issues in the use of ICT.

Student or Group Name __________________________________

Activity or Report Name __________________________________

Peer Assessors Name _____________________________________

1. Accuracy of data

Eg date published, reputable source

2. Relevance of information for task

3.Information or

data can be located at another source

4. Source has been

acknowledged correctly

5. Copyright Protocol

Other Comments:

10S Doyle


Skill Demonstration LevelDeveloping Satisfactory NA


Overall Skill Rating: A B C D E

11S Doyle



7.6 Drugs –Reality & Risk Demonstrate an understanding of ethical issues in the use of ICT

Analysis of electronic health sources for reliability & accuracy

1. Analyse the following websites for drug information & health issues on how they rate for reliability & accuracy:

2. Search & identify 3 other reliable websites useful to young people & their health needs on either alcohol or tobacco or medicines or cannabis. Add their name & address to the table.

Please √ for yes, X for no, NA for not applicable, U for unsurewww.abc.net.au/quantum/poison

www.health.qld.gov.au/zombie/other_drugs

www.adf.org.au

Accuracy of data eg date published, reliable source?Relevance of drug informationInformation could be found at another sourceCopyright protocol is followed

3. List contact details of 3 local drug use support service providers outside of school

a)

b)

c)

4. Discuss how you can tell if health information is reliable & accurate.

12S Doyle


http://www.adf.org.au/

http://www.adf.org.au/

http://www.health.qld.gov.au/zombie/other_drugs



http://www.abc.net.au/quantum/poison



Enter data into a prepared template format & analyse it

Enter data into a prepared template format & analyse it


This activity is integrated at:

-p36 Stage 5 Strand 2 Movement Skill & PerformanceAppreciating movement composition & perfroamnce

*enter performance data into a prepared spreadsheet template, format & analyses with consideration of ethical issues eg use of, publication of data


Mapping statistics from a round robin such as scores, best & fairest, graphing for comparison or final result

Use performance data from a group effort such as team sports & the number of tags or breakaways that are performed

Resource data from the RTA web site. Set up a template for students to use & get them to enter data, format & analyse the data

Resource data from nutrition sites eg Kj in food. Set up a template that students can use & get them to enter data, format & analyse the data

Tabulate the results of a peer assessed activity Fitness testing program where students input their results into

prepared spreadsheets or data base. Results are analysed with regards to privacy issues & ethical responsibilities

Use heart rate monitors as data loggers to create graphs for interpretation

2 activities follow:

13S Doyle


Enter data into a prepared template format & analyse it Activity 1

Year 9 Road Safety UnitPDHPE

Start your web browser and go to altavista.comSearch for the RTA site.

The RTA is a government site so search for urls that contain rta and gov (url:rta url:gov). The site is Australian so add domain:au to your search.You should get a list of documents that show the RTA’s url. (http://www.rta.nsw.gov.au/)Click the menu for Licensing, click on the menu for Licence tests.

Select the link to Graduated Licensing Scheme.

1. What are the three licensing stages before obtaining an unrestricted driver licence?

i) …………………………………….

ii) …………………………………….

iii) …………………………………….

S Doyle 14 Lismore Diocesan PDHPE HODS ICT Skills Booklet 2004

http://www.rta.nsw.gov.au/

url:rta


2. What are the four driver tests that NSW motorists now have to sit for?

i) ……………………………………. ii) …………………………….……..

iii) …………………………..………. iv) …………………………..……….

3. Under this new scheme, when will a Provisional P1 Licence be suspended?

.........................................................................................................................................

4. Under this new scheme, when will a Provisional P2 Licence be suspended?

.........................................................................................................................................

From the side menu select Licence categories, then Types of licences.

Find the Provisional link and select.

5. How long is a red provisional licence valid for? ..………….………………...

6. How long is a green provisional licence valid for? …………………………...

Click on the Full Licence link.

7. When is a full (silver) licence issued?

i) ………………………................…………………………………………………….

ii) ………………………………………………………………………………………

iii) ……………..………………………………………………………….……………

8. When is a gold licence available?

………………………………………………………………………………………….

9. When can a licence be suspended?



The following data was taken from a PDF document available from the RTA site.

Use Excel to open the file RTA statistics 1999.xls found in: G:\Common\Student\PDHPE Save the file to your H:\Docs directory.

Make sure Sheet 1 is in front. If it is not, hold down Ctrl and press the Page Up key.Create a graph showing the total fatalities for each year from 1945 to 1999.From the Insert menu, select Chart.From the Wizard choose a Line Graph.

Click Next >

To select the correct data range click here.



Highlight (drag the mouse or hold shift and use the directional arrow keys) the data range (N4 to N58)

Close by clicking here.

Click the Series Tab at the top of the dialog box.

Type “Fatalities” to name the series.

Click here to select the X axis labels.

Select A4 to A58

Click here to close.

Click Next >



Label the X axis “Year”.

Label the Y axis “No of Deaths”.

Click Next >

Complete the Chart by selecting the “As new sheet” option.

Click Finish to close the Wizard.

Highlight the text in the Chart title. Right click this area. Select Format Chart Title from the menu. Change the font size to 24 point.

Change the axis of the Year labels to allow each year to sit vertically. The chart should look similar to the one below. Right click in the relevant area to get the Format menu.



After saving your work go to the web page: http://npeab.gov.au/publications/proceedings/01/Homel.html. (Try G:\Common\Student\PDHPE\Web sites for PDHPE\Homel.html) Read the first paragraph. Find Table 1 and look at the data for NSW. Try to explain the decrease in the Fatalities/Year chart.

First slump (year): ………… Reason: ………………………………………………

…………………………………………………………………………………………

Second slump (year): ………… Reason: ……………………………………………

…………………………………………………………………………………………

Third slump (year): ………… Reason: ………………………………………………

………………………………………………………………………………………….

…………………………………………………………………………………………



Create another chart showing total fatalities in each month for 1999.

Explain peak and trough in the Fatalities/Month chart.

…………………………………………………………………………………………

…………………………………………………………………………………………

…………………………………………………………………………………………

…………………………………………………………………………………………

…………………………………………………………………………………………

…………………………………………………………………………………………



Switch to sheet 2 and use the same process (Chart wizard) to create a column chart

showing the relationship between Road deaths by Age/sex.

The data is in cells C4 to I5, while the labels are in C3 to I3.The chart should look similar to the one above.



Using the RTA Kit Go Back You Are Going the Wrong Way

-task used by half of the class, while the others are doing the spreadsheet task

Use the Background Information sheets to answer the following questions.

3.1 Background Information

1. What is the most frequent of all unsafe road user behaviours amongst teenage

drivers? ……………………….

2. Of the teenagers surveyed, what did most have to say about:

a. Speeding; ………………………………………………………………..

b. Speed limits; …………………………………………………………….

c. Speedometer; ……………………………………………………………

d. Accidents; ……………………………………………………………….

3. What reason was given for the high incidence of impatience among teenage

drivers. ………………………………………………………………………

3.2 Background Information

1. What is the most risky situation for a driver in N.S.W.?

…………………………………………………………………………………...

2. Which age/sex group(s) has the highest accident rate? ………………………

3. Explain why this group is most at risk. ………………………………………

……………………….… ……………………….… ……..…………………..

4. Which age/sex group(s) has the lowest accident rate? ……………………….

5. Explain why this group is least at risk.

………………………………………… ……………………….………..…

…………….……..…………………….

6. When are 17-25 year olds least at risk? ……………………………………...

7. What % of drivers are male and under 25? ……………………………….…

8. What % of drivers in speed related accidents are male and under 25? ……….

9. What month is worst for accidents? …………………………

10. Explain why. ……………………………………………………………….…



Fitness & Heart Rate

1. Collecting data2. Analysing the data3. Writing a report

Tests used could be the Mutlistage Fitness Test, Queens College Step Test, circuit class 0r 12 minute run etc.



Class: ___________________________________________

Queens College Step Test Goup 1

Name MHR 220-age

bpm

RHR

bpm

Aerobic Training

Zone70-85% MHR

HR AfterWarmup

bpm

HR Endof Test

bpm

HR Recovery 5min after

bpm

Use this information to from the basis of analysis and to write a report.



1. Collecting DataCreate a new document, the from Insert menu, select Chart

This will then show a small template for our heart rate information.

We will need to change this to create our graph.


This could be done through Excel Spreadsheet as well


As we make the changes, the Chart/table will change with the new information

You may need to change the column width to fit the name of the column in, for example increase the width of column B to fit HR After Warmup

Save your work often

If the heart rate template disappears, just double click on the graph. The template will appear for you to change or add information.


Change to NamesChange to HR ReadingsChange to recorded HR

The chart will appear automatically

Spreadsheet is where we add and change data





Use simulation software to make choices & decisions as a member of a team

Use simulation software to make choices & decisions as a member of a team


-p38 Stage 5 Strand 3 Individual & Community HealthRoad Safety

*Use simulation software to make health decisions & solve problems relevant to young people...

-Select the software according to it's suitability to teaching and learning-linked to PDHPE outcomes-Teachers should be familiar with the software-Evaluate it's use for your school ans students-Discuss classroom organisation for it's use when relevant-Software should cater for boys and girls-Simulation software enhances the learning environment when time is used to discuss the themes or outcomes and other class activities are related to the software use.


Shift 2nd Gear, order this from the NRMA web site, you need a CD for each computer

Sim City Health Beats Aches & Pains Health Beats Keeping Healthy Students create their own PowerPoint simulation on how to

manage a first aid scenario, each step of the way, students are given consequences for their choice, positive or negative

This is a developing software area. There are forms of simulationsoftware available as indicated above.

These may not be ‘true’ simulations, but it iswhat we have currently located…

Please share any software or websites you find!


Import, mail merge & reformat data/fields Generate specific reports with regard to ethical issues eg print without address

& details

Import, mail merge & reformat data/fields

Generate specific reports with regard to ethical issues eg print without address & details


-p38 Stage 5 Strand 3 Individual & Community HealthEmpowering individuals and communities

*identify a key issue for individual or group action. Raise awareness & gat5her support for the issue using ICT Skills including a mail merge


Students select one of the health issues, research. Use word to create a document. -Construct a bank of fake names & details in Excel.-Consider ethical issues in ICT-Students merge the 2 documents to as if doing a mail out or send to a specific group eg other students

Survey inequities in health facilities use or resources such as skate parks, canteen food. -Create a word document aimed at promoting health activities that are available. -Merge it with Excel list as before.

Students format & crop pictures with text when they import them into a document(s) they have researched

Creation of a letter or pamphlet or poster or brochure to be used in a mail out to

-teachers or-council or-government or-gymnasium

(depending on topic of interest such as facilities or promoting something)



& details

Creating a Mail Merge Document

The first thing that needs to be done is to create a data source. What sort of information will be used in the document? A person has more than one name, how do you address that person? These are the questions that must be answered before you can start. Below is an example of a data file. This file has been created in Excel as using a relational database for this task would be considered as overkill.

Once you have created a source file you can start up your word processor. Word has a wizard to help you create a mail merge document. From the Tools menu select Mail Merge.

From the dialog box select 1 Create and choose Form Letters...

Use the active window if you have a blank document already opened.



& details

Next you need to get the data source. As you have already created an Excel file you will choose:Open Data Source ...

Open your Excel file.(Hint: filename is xxxxxx.xls)

Open the entire spreadsheet.

As you have not created anything in your main document you select:



& details

Edit Main Document.

Word will now have added the mail merge toolbar to the screen.

You simply type up your document inserting the merge fields as you go (save)

Tab down the Insert Merge Field button and select the relevant field when necessary. Spell check your document and proof read it before asking the teacher to mark it.

You can see what each document will look like by selecting the View Merged Data button on the tool bar. View the other documents by clicking here.


Book ahead as early as possible

Organise yourself, be on time, check internet site before hand, have task on a handout to save time

Use a seating plan

Class either does 50/50 split of time on theory & on computeror accept partner work

Encourage computer literate students to assist others

Problem with computers: see the person etc sooner then later (don't waste time or stress yourself –have a backup theory task) record in appropriate maintenance books

Common areas of health, research eg heart disease, they could bring in their research from use of the library, then publish using IT

Set the standards for students & follow it up eg no hotmail, games, acceptable use policy

Follow-up activity could occur in next theory class, not in computer lab

Leave computer lab in correct order

Use computer literate staff for ideas, short cuts etc to in-service yourself


Documents

pdhpek10.weebly.compdhpek10.weebly.com/uploads/8/3/5/9/8359319/it_workshop_book… · Web viewStudents to then create a survey in word processing format. (N.B. Ensure that questions