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Lesson Plan: PDHPE- Active Lifestyle with ICT

Class: Stage 2, year 4

Date: 6th August

(24 Students)

Time: Start: ______10:30am____________

Finish: _______11:30am___________

Key Learning Area:

Lesson Topic:

PDHPE- Active Lifestyle

Tracking your progress: how regular activity is linked to your health

Recent Prior Experience (specific relevant concepts, skills and values the school students have experienced prior to this lesson):
This series of lessons is at the beginning of the stage 2 unit of Active Lifestyle, prior to starting this unit students would have completed ALS1.6. In the previous
unit students would have explored physical activities in class and discovered how exercise can be both enjoyable and important for health. Throughout the unit
students would have been educated about physical adaptations that occur during exercise and discussed at length how sleep, nutrition and activity help
compound a balanced lifestyle. This series of lessons would be taught in conjunction with a physical lesson each week where the students could participate in
exercise and document their own progress.
In the previous lesson students engaged in variety of physical activities to explore the types of exercise they could do daily. This is the second lesson in a
series of 5 on Active Lifestyle.
Syllabus Outcome(s):
One or two only. Please note the syllabus
reference number AND write out in full.

Indicators of Learning for this lesson:

Behaviours that contribute toward achievement of outcome(s).
Quote syllabus numbers. Must be clear, specific, observable.
Curriculum Content Strands may be used as headings.

Assessment:
Strategies which will be used to assess
learners attainment of learning outcomes.
Should be linked to each learning indicator.

By the end of this lesson, the students will:

- ALS2.6: Discusses the relationship
between regular physical activity and
health

- Participates in regular physical activity and discusses

progress

(BOS, 2007)

-keeps a log of activity using a spreadsheet and analyses

patterns of participation over time
-Understand the importance of regular activity and diet to
individual wellbeing

-Presentation:
- Did all group members participate?
- Did the presentation:
Cover necessary ideas
Have a positive perspective
Include research in the topic
Was creative & original
Use marking criteria for each group

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Any safety issues to be considered:

- Being mindful of emotional wellbeing
as this might be a sensitive topic for
students have a quiet corner where
students can go and have a time out if
they need it

Resources:
List resources you used in preparing the lesson AND those used in the lesson implementation.

Computers or ipads
Classroom projector connected to laptop or smart board
Paper
Pens
Role Cards (as described in lesson)

LESSON SEQUENCE
Lesson Content / Indicators of Learning
(What is Taught):
Note key skills, concepts and values
addressed in each section. Link to your
Indicators of Learning.
INTRODUCTION

Timing
(mins)

Teaching Strategies / Learning Experiences:

(How it is taught)
Write detailed steps showing what the teacher (T) will do and
what students (Ss) will do.

2 mins

T facilitates discussion about the importance of physical

activity and how we can incorporate it into our everyday lives.

Reflecting on activity logs

Compiling the log from their assigned

homework, collaborating data and group
discussion

7mins

3mins

Ss are then to use the activity logs which they have compiled
throughout the week and make a spreadsheet as a class.
Compiling the number of minutes of exercise they completed
each day for 7 days. Whilst each student comes and adds
their minutes T should encourage discussion about the task by
asking probe questions such as:
- What exercise did you do?
- Do you normally do it or did you start for the
homework?
- Did you have fun?
- How did you feel after you did the exercise?
- Did you feel different on the days you did and didnt
exercise?
Ss then to tally up a weekly average ad daily average. In small

Resources and Organisation:

Exercise logs from previous lesson

Computer, or smartboard to create
the excel log at the front

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groups of 3 or 4 ask students to discuss our results and if they
were similar to their own or different.

DEVELOPMENT
2mins
Presentation of established initiatives to
help children understand the factors of a
healthy lifestyle and how to get active

5mins

As a class watch the first 1.55 minutes of the following video:

https://www.youtube.com/watch?v=fstIQDBaxV0
(kisgov, 2015)
T to showcase to the class how many campaigns and
advertisements that are created that target children to
exercise.

On smartboard

T shows the students the following link which is the most

recent report of childrens activity levels nationally from 2014
http://www.activehealthykidsaustralia.com.au/report-cards/

Demonstrate scoop.it

4mins

T demonstrate to students how to use the scoop.it page which

has already been started with resources, videos and statistics
on the topic. T confirms understanding with students and
provides the web link.

15mins

In their groups students are to create their own online ad,

video, poster etc to highlight the link between exercise and
health, the video needs to demonstrate the importance of
exercise and diet and a creative way to engage students in the
class to get active. These will then be shared on the class
scoop.it page.

Created Active Lifestyle campaigns in

groups of 4.
In groups roll allocations will take place so that each student
has a job
- Director: Leading the group making sure they use time
efficiently and helping to facilitate group discussion on
the task at hand
- Scribe : Writing down any important points and helping
develop a group focus and a plan for the campaign

Role cards
Pens
Paper

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-

Editor: Compiles the finished product helps to compile

the research and idea
- Researcher: Find facts, stats and points to address in
the campaign
T should be roaming around observing group work and
progression throughout the completion of the task
Presentation/ Test of objectives

12mins

Once completed all groups must share their campaign on the

class scoop.it page and then present them to the class with 2
minutes each

10 mins

Allowing a short time for Ss to ask questions about each

others presentation or directed to the T about the topic.

T uses assessment sheets per

group

CLOSURE
Summary of main points and final questions

In closing the T should summarise the main points from the

lesson:
- The link between exercise and health
- Personally reflecting on their own amount of exercise
that week compared to the class average and how
they could alter it for better health
- How they could use our scoop.it page and continue
adding information about health and exercise as we
move into our next outcome on the topic.

Showing how the ICT used in this

class can be carried forward to the
next lesson. Continued learning with
the scoop.it resource.

Assessment Criteria:
Portray positive message

Developed
Extensive understanding

Emerging
Good understanding of

Satisfactory
Sound understanding of

Unsatisfactory
Poor understanding of

about the importance of a

and resources showing

an active lifestyle with

active lifestyle with limited

what an active lifestyles is

healthy lifestyle

the importance of an

basic knowledge on how resources of hoe to attain

active lifestyle and how to

to attain it

attain it

it

and how to achieve it

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Group members all

All members completed

All members completed

All group members

Lack of group

participate in the creation

their role to a high

roles to limited ability but

contributed to discussion

participation and

of a campaign idea and

standard and contributed

contributed well to group

but some completed

completing their allocated

completed their assigned

to group discussion

discussion

others roles

role

roles
Present their ideas in a

All members played a

Presentation shows good

Ideas presented but were

Ideas were limited and

clear, logical and

role in the presentation of

development but not all

not very creative or

incoherent and not

engaging way

ideas that were unique

group members

engaging

engaging

and effective

participated

References:

Board of Studies. (2007). Personal Development, Health and Physical Education K-6 Syllabus. Board of
Studies.http://k6.boardofstudies.nsw.edu.au/files/pdhpe/k6_pdhpe_syl.pdf
Kidsgov (April 16, 2015). Why Kids Should Eat Healthy and Exercise. Retrieved August 22, 2015, from
https://www.youtube.com/watch?v=fstIQDBaxV0
Scoop.it Org. (2015). Scoop.it program development. http://www.scoop.it/
References for scoop.it site:
Active Healthy Kids Organisation (May 21, 2015). Australian Report Card on physical activity for Children & Young people .
Retrieved August 21, 2015, from http://www.activehealthykidsaustralia.com.au/wpcontent/uploads/2014/05/ahka_reportcard_shortform_web.pdf
Australian Government Department of Health & Ageing (2004). Healthy and Active School Communities, A Resource Kit for
Schools. Retrieved August 20, 2015, from
http://www.healthyactive.gov.au/internet/healthyactive/publishing.nsf/Content/schoolcommu_resourcekit.pdf/
$File/schoolcommu_resourcekit.pdf

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Australian Institute of Health and Welfare (2012). Overweight & Obesity. Retrieved 11 August, 2015, from
http://www.aihw.gov.au/overweight-and-obesity/
NSW Ministry of Health (2015). Healthy Kids: Eat well, get Active . Retrieved August 20, 2015, from
http://www.healthykids.nsw.gov.au/stats-research/physical-activity.aspx