Lesson Plans - Football Federation Australia Play Project

Transcription

Play Project lesson plan
Stage III Lesson 1
Summary
What are our success criteria for lesson
eleven (Stage III lesson 1)?
Students make a stethoscope to listen to their
hearts beating according to the intensity of their
physical activity.
If students display mastery of the concepts in
this lesson, they will be able to do the following:
Behavioural Change Outcome
attitude: Students are compelled by the
benefits of exercise to engage in sufficient
moderate-to-vigorous physical activity
(i.e. “huff’n’puff play, 60 minutes a day”)
uild a stethoscope through which they will
b
be able to clearly hear individual heartbeats.
The sound must be clear enough that they
can record a significant difference in the
number of heartbeats when resting and
after doing exercise.
lesson plan summary
What is the goal of today’s lesson?
How do they know that they’ve been
successful?
Explain to students that the goal of today’s lesson is to
learn how their heart rate changes when they’re doing
physical activity.
• T
hey’ve created a stethoscope through which they
can clearly hear their classmates’ heartbeats.
• They can count the number of heartbeats their
classmates have in thirty seconds when they’re not
doing anything.
• They can count the number of heartbeats their
classmates have in thirty seconds after they’ve done
intense physical exercise.
• They’ve come up with one change to their
huff’n’puff exercise that increases the average heart
beat of their classmates.
How am I going to learn this?
Explain to students that you will firstly show them how
to make a stethoscope and they will then have a go at
making one themselves.
After they’ve made a stethoscope, they will then listen to
each other’s heartbeats and write them down to find out
what their resting heartrate is.
They’ll then do a huff’n’puff activity and see how much
harder their heart is working after they’ve done physical
exercise.
What do they need to do after the lesson
has ended?
They should measure their siblings’, parents, etc.
heartbeats after they have done various activities such as
watching television, doing chores, playing games, etc.
Finally, they’ll try to come up with a way to get their
hearts working even harder by thinking of one way in
which their huff’n’puff exercise might be made more
difficult. They’ll then measure their classmates’ heartbeats
and find out whether their efforts to make their
huff’n’puff activity more difficult have been successful.
1
pre-knowledge check
Lesson content
Props:
Cardboard or rubber tubing.
2 small funnels
Scissors
Stopwatches for each group
Calculators
Agility rings (cut out “ladder rungs”)
Beanbags (think about alternative)
Cones and arrows (chairs and cardboard arrows)
Ball (pair of socks)
What do they already know?
sk students if they can explain the steps in
A
the Huff’n’Puff activity that they created in
Lesson 4, Stage 1.
This is the Huff’n’Puff activity that they will
be doing to measure their heart rate after
doing an activity.
Note to teachers: Select one or more activity from the list below
depending on class time and available resources.
Depending on how well they remember the
huff’n’puff exercise they came up with, you may
need to modify your lesson plan.
Activity group one
Show the class how to tape the funnels to the cardboard
tube or rubber tubes.
Once they have constructed a working “stethoscope”, ask
them to find their heart with their hand, by finding where
it is beating in their chest.
Divide the class into pairs and ask them to sit somewhere
quiet and place the end of the funnel against the chest of
their partner.
Ask the students to put their hands up when they can
hear their partners’ heartbeat.
Once everyone has put their hand up, say you’re going
to put the timer on for twenty seconds. During this time,
they’ll have to count how many beats they hear and write
it down.
Once everyone has written down the number of beats,
ask them to multiply it by three and write that down as
the number of beats per minute.
Ask the class to swap roles.
After everyone has come up with a heartbeat score,
average the score and put it up on the whiteboard/
smartboard, etc.
Split the class into groups of four.
Now, ask the teams to participate in one of the
Huff’n’Puff games they came up with in Stage one,
lesson four.
This was a huff’n’puff activity that the students came
up with that can be performed in a limited space. There
should be four different Huff-n-Puff activities.
After they have completed the Huff’n’Puff activity, ask
them to measure their heart beat in the same way as
when they were sitting down.
2
Activity group two
Ask the teams to select the Huff’n’Puff activity with the
lowest average heart rate per minute out of the four
Huff’n’Puff activities.
Questions to help determine what
your students are thinking
Ask students why they think there’s a difference
in all the scores.
Give each team three minutes to “improve” the activity
so that the average heart rate after doing the activity
will increase.
Ask students which activity they think is the best
for their bodies.
After each team has come up with their improvements,
give them three minutes for each team to individually
undertake the “Huff’n’Puff “activity.
Evidence for the effectiveness of
the lesson
After they have completed the Huff’n’Puff activity, ask
them to measure their heart beat in the same way as
when they were sitting down.
Students can measure their own heart beat
and when you ask what activities are the best
for their bodies, they consistently nominate
those activities which have the highest heart
rate score.
Write down the average heart beat across the teams.
Ask students what bits of the most “difficult”
activity they think are the hardest to do and
suggest incorporating them into the “easiest”
activity. Ask students why they think the most
difficult bits would increase their heart rate.
the lesson
There is an increase in the average heart beat
for the “improved” activity.
3
Stage III Lesson 2
Summary
tweleve (Stage III lesson 2)?
Students are divided into groups and each
allocated a benefit of huff’n’puff play. They are
instructed to define the physiological indications
of moderate-to-vigorous physical activity and find
three statistics related to one of these benefits
to present to the class in a medium of their
choice.
xplain what moderate-to-vigorous physical
E
activity is
dentify three signs someone is doing
I
moderate-to-vigorous physical activity
knowledge: Students understand the required
intensity and amount of huff’n’puff play for
their age group
dentify three different statistics that show
I
the benefits of doing exercise.
lesson plan summary
successful?
Explain to students that the goal of today’s lesson is
for them to learn exactly what moderate-to-vigorous
physical activity actually is as well as why it’s good for
them. Another goal is to give a presentation on the
different benefits of exercise.
• T
hey know what types of activities are moderate
physical activity and which ones are vigorous
physical activity,
• They know what the visible signs of moderate and
vigorous physical exercise are,
• They will know some facts about that show why
doing moderate and vigorous exercise is good
for you,
• They’ve given a presentation that the class agrees
is clear and informative about the benefits of
doing exercise.
Explain to students that we’re going to go through a list
of activities and they’ll have to guess which ones are
moderate physical activities and which ones are vigorous.
We’ll then try some of the activities in pairs and
record what our partners look like when they’re doing
each activity.
has ended?
After this is complete, we’ll then divide them into three
groups. One group will learn some facts around why
exercise makes them smarter, one group will learn some
facts around how exercise makes them stronger and one
group will learn some facts around how exercise makes
us happier.
Write down whether the different exercises they do
during the week can be categorised as moderate or
vigorous physical activity.
1
pre-knowledge check
Lesson content
Note to teachers:
Select one or more activity from the list below
depending on class time and available resources.
Activity group one
sk students if they can explain how
A
exercise makes us stronger, smarter
and happier.
State that you will be giving them a list of activities and
they’ll be required to think about whether the activity is a
moderate physical activity or a vigorous physical activity.
Depending on how well they remember
previous lessons, you may need to modify your
lesson plan.
Ask the students to space out and walk as quickly as they
can in a circle for thirty seconds. Ask them what they
think is happening to their heartrate.
Ask them whether they think they think they’d sweat
more.
Ask them to do this again while trying to sing a song.
They’re not allowed to stop walking.
Ask them if they found it difficult to sing a song.
Ask the students to run on the spot as quickly as they
can. After they have run for thirty seconds ask them what
they think would happen to their heart rate and whether
they’d sweat more.
Ask them to do this again while trying to hold a
conversation with a partner about what they did on
the weekend. If they are doing vigorous physical exercise,
they shouldn’t be able to say more than a few words at
a time.
Tell the students that you’ll be conducting a quick quiz
on whether they think different activities are moderate
physical exercise or vigorous physical exercise. There
will be two options for each question: Red Cone Answer
(vigorous) or Yellow Cone Answer (moderate). So, instead
of yelling out which answer they think is correct, the
students will silently move to the cone that corresponds
with the correct type of activity.
2
Activity group two
Advise the students that they’ll need to be careful of one
another: no falling down or tackling one another or they
may have to be removed from the game.
• Walking to school (yellow)
• Energetic dancing (red)
• Rugby (red)
• Playing in the playground (yellow)
• Cycling fast or on hilly terrain (red)
• Riding a scooter (yellow)
• Playing chase (red)
• Skateboarding (yellow)
• Rollerblading (yellow)
• Running (red)
• Swimming (red)
• Walking the dog (yellow)
• Cycling on level ground or ground with few hills
(yellow)
• Football (red)
props:
icture of a brain, heart/lungs and bones/muscles
P
to put up on the blackboard/whiteboard/
smartboards, etc.
Sheets of cardboard, textas, coloured paper, craft glue,
etc for presentation posters.
Divide the class into three groups; one for brains, one for
heart/lungs and one for bones/muscle.
Ask them to recap how exercise helps your brains, etc.
Once they have come up with correct explanations,
provide them with the following statements by
researchers and ask the class which statement belongs
in which category. Write down each correct statement
under the correct picture. Note that they are not
expected to understand all of the statistics, as long as
they get a grasp of the basic meaning. Citations are
included for the teacher’s benefits only.
Heart/lungs
Ask students to explain why they can’t sing or
talk during vigorous physical activity.
Higher levels of fitness are associated with a 50%
reduction in cardiovascular disease risk in men
(Myers et al. 2004).
Ask students to explain how they know someone
has done moderate or vigorous physical activity.
Increasing physical activity is associated with a 20%
reduction of mortality from heart attacks in men
(Myers et al. 2004).
the lesson
Exercise leads to a reduction in blood pressure (Whelton
et al. 2002). Explain that blood pressure refers to the
pressure caused by circulating blood on the veins in your
body and that high blood pressure increases the risk of
heart attacks and strokes.
Students can successfully answer what the
different physiological signs of moderate and
vigorous physical activity are.
Students can successfully identify which
activities are moderate physical activity and
which activities are vigorous physical activities.
Brains
Those who are moderately active have a 20% lower risk
of stroke while those who are highly active have a 27%
lower risk of stroke (Sacco et al. 2006).
Individuals with improved levels of fitness are capable of
managing stress more effectively than those who are less
fit (Hassmen, Koivula & Uutela 2000).
Exercise helps reduce the symptoms of depression
(Gomez-Pinilla F, Hillman C 2013).
3
Muscles/bones
Citations
Exercise helps prevent osteoporosis, a disease where
your bones grow brittle (Kohrt et al. 2004).
Finckh, A., Iversen, M., & Liang, M.H. 2003. The exercise
prescription in rheumatoid arthritis: Primum non Nocere. Arthritis &
Rheumatism, 48 (9), 2393–95.
Consistent exercise helps people with arthritis
(Finckh, Iversen & Liang 2003).
Gomez-Pinilla F, Hillman C (January 2013). “The influence of
exercise on cognitive abilities”. Compr Physiol 3 (1): 403–428.
Exercise helps prevent muscle loss and weakness as we
age (Skelton and Beyer 2003).
Hassmen, P., Koivula, N., & Uutela, A. 2000. Physical exercise
and psychological well-being: A population study in Finland.
Preventative Medicine, 30 (1), 17–25.
Ask each group to come up with a poster and a
presentation around why exercise is good for the brain,
heart/lungs and muscles/bones. In their presentation,
they must use the facts that you’ve provided on
the poster. They have a three minute limit on their
presentation and they must use as much as they have
learned about the benefits of exercise.
Kohrt, W.M., et al. 2004. American College of Sports Medicine
Position Stand: Physical activity and bone health. Medicine &
Science in Sports & Exercise, 36 (11), 1985–96.
Tell them that you’ll pick one person at the end to do the
presentation.
Myers, J., et al. 2004. Fitness versus physical activity patterns in
predicting mortality in men.American Journal of Medicine, 117 (12),
912–18.
Give the teams ten minutes on a simple poster and
another five minutes to prepare the content of their
presentation.
Sacco, R.L., et al. 2006. Guidelines for prevention of stroke in
patients with ischemic stroke or transient ischemic attack. Stroke,
37, 577–617.
Skelton, D. A. and Beyer, N. (2003), Exercise and injury prevention
in older people. Scandinavian Journal of Medicine & Science in
Sports, 13: 77–85.
Whelton, S.P., et al. 2002. Effect of aerobic exercise on blood
pressure: A meta-analysis of randomized, controlled trials. Annals
of Internal Medicine, 136 (7), 493–503.
Ask students to explain how they think
exercise leads to the benefits that you’ve
listed in the facts.
the lesson
Students can successfully explain the benefits of
exercise for their chosen group using a clear and
consistent set of facts.
4
Stage III Lesson 3
Summary
thirteen (Stage III lesson 3)?
Students learn and play a ball-based game to
challenge their skills and response.
Behavioural intention: Students commit to engaging
in 60 minutes of huff’n’puff play everyday.
rganize and play the demonstrated ball-based
O
game without any teacher intervention.
Self-efficacy: Students are confident in identifying
opportunities to turn incidental exercise into
huff’n’puff play.
lesson plan summary
successful?
Explain that the goal of today’s lesson is to teach them
how to play a new ball-based game so that they can play
it by themselves at lunch or recess.
• If someone asks, they can explain the rules of the
game to them.
• They can play the game without the need for an
adult to explain it to them or referee.
Explain to your students that you will explain the rules of
the game. You will then guide them through playing
a game.
has ended?
Try and play the game with their friends during the
lunch break.
Finally, you will ask them to organize themselves to play
the game as if there wasn’t a teacher present. They will
then play the game fairly, making sure that everyone
gets a go.
1
pre-knowledge check
Lesson content
props:
Six soccer balls.
Activity group one
Ask the students to divide into two lines.
sk students if they remember the football
A
drills from Stage I, lesson 3. These drills
and games rely upon some of the same
fundamental football skills (dribbling a
football, kicking a ball in another direction)
as the game in this lesson.
Explain to the students that this game is played with six
students at a time. They have to dribble in a small area
(such as a netball court) where they can clearly mark off
what’s “in” and what’s “out.”
They must attempt to kick the other players’ balls out of
the area while keeping their own ball under control.
If students don’t remember the rules for these
games, you may wish to revise your lesson
plan accordingly.
If their ball is kicked out, the player must leave the area
immediately without kicking any other balls out.
The last person with the ball is the winner of the round.
The winner of the round gets to stay in the area (for a
maximum of three rounds).
Have a single “demonstration” round, intervening to
remind students that once they lost their ball, they must
leave the area, etc. After this round is complete, ask the
students to organize and play as many rounds as time
permits. Ideally, you will not need to intervene further.
Ask students what steps they’ll need to take to
make sure everyone is playing the game fairly
and safely.
Ask students when and where they think they
could play this game safely and fairly.
the lesson
At the end of the lesson, students are able to
safely and fairly play the game without any
further instruction.
2
Stage III Lesson 4
Summary
fourteen (Stage III lesson 4)?
Students design and participate in an ‘Amazing Race’
for accidental huff’n’puff opportunities around
their school.
Self-efficacy: Students are confident in identifying
opportunities to turn incidental exercise into
huff’n’puff play.
esign their own “Amazing Race” game by
D
successfully selecting locations for the
challenges from an approved list and
selecting appropriate “Huff’n’Puff”
activities for each challenge.
lesson plan summary
successful?
to work together to create an “Amazing Race” game
that involves different Huff’n’Puff challenges. To meet
this goal, they’ll work together to create identify safe
locations for the game and identify safe and appropriate
challenges for everyone to undertake.
Explain to students that they will know they’ve had a
successful lesson if they can:
• Identify locations for the Amazing Race game that
are suitable and safe and that the teacher approves.
• Select challenges from the huff’n’puff activities that
fit the requirements of the game.
• Make up clues for the game that the teacher
believes are appropriate (i.e. not too easy and not
too hard).
• Demonstrate to the teacher that they understand
the rules for playing the game safely and fairly.
Explain to students that you will work with students to
come up with the locations, rules and challenges of the
Amazing Race game. Explain that you will then give
guidance on how to come up with each challenge, etc.
has ended?
They will get an opportunity to play the game.
1
pre-knowledge check
Lesson content
Note to teachers:
props:
The purpose of the “pre-knowledge check” is to find out
what students might already know what muscles are
used in doing different activities and how exercise might
make them stronger, smarter and happier and tailor the
lesson content accordingly.
inal destination mat: This should be a large
F
rectangular mat with the words “Final destination”
or something similar written on it. The mat should
be large enough to fit each team upon (it is assumed
each team will consist of two people).
Clue envelopes: Large envelopes with the words
“Amazing Race” on them.
Clue cards: These should be index cards with the
clues written down for the game.
Clue boxes (optional). Depending on the locations
chosen for the game, you may need to place the
clue cards and envelopes in “clue boxes” (waterproof
containers).
Roadblock signs: The word ROADBLOCK is printed on
this cardboard sign.
Detour signs: The word DETOUR is printed on this
cardboard sign.
Faceoff signs: The word FACEOFF is printed on this
cardboard sign.
sk students to list/explain/describe the
A
different huff’n’puff exercises they have
learned so far. As the “Amazing Race”
game places few restrictions around which
challenges can be included, the more
huff’n’puff activities they can remember,
the more flexibility they have in planning
the game. These should be written down
somewhere students can see them. Also
ask them which Huff’n’Puff games from
Lesson I, Stage III increased their heart
beats the most.
Activity group one
Prior to the lesson, you should have a list of acceptable
locations for the students to pick from. These locations
should enable all students to be properly and safely
supervised. It should also be possible to safely play at
least one huff’n’puff activity within the location. It may be
possible to reuse the location maps from Stage I, Lesson
4 if you intend to run the race inside school grounds.
If students don’t remember many huff’n’puff
activities, you may need to change the lesson
plan by including more time for suggesting
appropriate challenges.
If it is intended that all students within your class will run
the same “Amazing Race”, then you will also have to write
age-appropriate clues or challenge questions for each
location and determine the (secret) order of locations.
If you are able to have two classes or groups run
“different” Amazing Races, then each group can write
the clues for the other group’s race and determine the
location order.
Explain the general premise of an “Amazing Race”,
i.e. teams of students have to travel from location to
location. At each location they have to complete a
challenge of some kind and if they successfully complete
the challenge, then they will get a clue to the next
location. The team that visits all the locations in the right
order wins the game.
Provide the students with the list of potential locations.
Explain to students that they can select X number of
locations (depending on estimated available time) to
form the basis of their Amazing Race.
Once they have selected a list of locations, then tell them
they’ll have to come up with at least one Huff’n’Puff
activity that is suitable for the location.
2
The Huff’n’Puff activity that they select for the challenge
must fit the following rules:
• It must be safe and suitable for the location (if you
are running the Amazing Race at your school, you
may wish to refer back to the list of exercises/
locations created in Stage I, Lesson 4).
• The challenge must be time-variable (i.e. one team
must be able to complete it faster than another by
working harder). They can modify their Huff’n’Puff
activities so that they fit this rule (i.e. they can say
that the activity is now “do ten sit-ups”, etc.)
• It must usually only require a single team (i.e. it can’t
be a football game or anything that pits two teams
against each other unless it is a “Faceoff” activity).
• All team members must do it unless it is a roadblock
activity.
Once the students have devised the clues and picked
the order of locations, then their final task in designing
an Amazing Race game is to determine where each clue
box should be hidden (if there are clues, not challenge
questions).
The last location will have the final destination mat and
the first team to stand on this map will be the winners.
Do you think one person could do each
challenge faster than another? How?
Show the students the ROADBLOCK, DETOUR and
FACEOFF signs. Explain what each sign means.
A ROADBLOCK sign means that there will be a
Huff’n’Puff challenge that only one student in the team
can complete. You may wish to suggest that these sort
of activities should be things that some students will be
better at than others (i.e. it might be an activity where
being strong will help or where being a fast runner
will help).
Do you think students will still have fun if one
team member is really slow at the activity?
A DETOUR sign means that teams will have the choice
between two different Huff’n’Puff challenges. When
selecting the two challenges in one location, students
should try and balance them so it will be difficult to
choose between the two challenges, i.e. one challenge
might be quicker to complete, but it will leave the team
much more tired for the next challenge.
the lesson
How is the team going to figure out what the
clue means?
Do you think everyone is going to be fit enough
to do all the challenges?
Students are enthusiastic about the idea of
creating/running the Amazing Race game.
Students can clearly articulate how each
challenge will work for each location and they
can come up with a varied list of activities for
each location
A FACEOFF challenge is a special challenge that will be
a competition between two teams and there can be no
more than one of these in the game. The winning team is
given the next clue, while the losing team(s) must wait for
the next team’s arrival to start the task over. The very last
team will have to wait 3 minutes before they are given
the next clue.
Once students have determined the locations and
associated challenges, they may then come up with
clues. You may be required to prompt them as well as
provide them with feedback on the difficulty of the clues.
Instead of having clues to the next location, you may
wish to ask students to come up with “challenge
questions” about Huff’n’Puff. For example, a question
might ask students to come up with three benefits of
Huff’n’Puff activities, etc. Once the challenge question
is answered, then the team is given the next location. If
challenge questions are used, then there will have to be a
supervisor standing near each clue box. The clue box will
therefore be fairly easy to find.
3
Stage III Lesson 5
Summary
fifteen (Stage III lesson 5)?
Students track their active play every day for
a week by filling in a clock and reflect on the
types of angles that appear in their own clocks to
assess the amount of activity they dedicate to any
single activity:
uccessfully and accurately measure how much
s
time they spend doing moderate and vigorous
physical activity.
Behavioural intention: Students commit to engaging
in 60 minutes of huff’n’puff play everyday.
uggest alternative activities they can perform
S
during those times where they are free to do
their own physical activities.
lesson plan summary
successful?
to figure out exactly how and when they are doing
moderate and vigorous physical activity.
Explain to students that they will know they’ve had a
successful lesson if they can:
• Identify when they do different activities during
the day.
• Explain when it is best to do physical activity
for them
• Identify times when they are able to do physical
exercise when they currently don’t do exercise.
• Identify what type of exercises they can do in the
time slots they’ve identified.
Explain to students that you will help them figure out
all the different things they do during the day and how
much time they spend doing them. This is similar to
Stage II, Lesson 3, but we’ll be looking to gather more
information about when they do different activities.
Once we have an idea about how they’re spending their
days, they’ll then learn some information about when it is
best to do moderate and vigorous physical exercise.
has ended?
Explain that after the lesson, they will need to do the
physical exercises they have identified during the times
they have identified.
Finally, you’ll help them look at when should do exercise,
based on how they’ve measured and tracked their
daily time.
1
pre-knowledge check
Lesson content
props:
orksheet with clockfaces for one week
W
Timesheets from Stage II, lessons 3 and 4 (if still
available)
A whiteboard
Workbooks or paper for students to graph on
Red colouring pencils
Protractors
Explain to students that we will adding up how
they spend a typical school day in a similar
manner to how we figured out how much
exercise they do and how much screen time they
have in lessons 3 and 4 from stage 2.
Activity group one
Briefly ask each student whether they remember
how much exercise they did and how much
screen time they have and then ask how they
calculated this figure.
If the timesheets from Stage II, lessons 3 and 4 are still
available, then ask students to use them as a reference
for filling out their clocks.
1. Ask them to add up the moderate and vigorous
physical activity they do during each day based
on their timesheets from Stage II, lessons 3 and 4
and then use that as a basis for colouring in their
“activity clocks”.
Explain to students that we’ll also look at
whether they’re doing moderate physical
exercise or vigorous physical exercise as per
Stage III lesson II. Ask students to explain to you
how you can tell if someone is doing moderate
physical exercise and how you can tell if they’re
doing vigorous physical exercise.
2. On a board draw for students depictions of the
different types of angles (see step 2 below) and
label them.
3. Draw a clock face and ask students to describe the
types of angles in terms of minutes, i.e.:
• An acute angle is… ‘less than 15 minutes’
• A right angle is… 15 minutes
• An obtuse angle is… ‘more than 15 minutes but
less than 30 minutes’
• A straight line is… 30 minutes
• A reflex angle is… ‘more than 30 minutes but
less than an hour’
• A full rotation is… an hour
Depending on what students can remember
about these past lessons, you may need to
modify your lesson plans.
4. Students reflect on their clock worksheets which
document their physical activity for the last week.
Ask them to label the different types of angles in
their clocks.
5. Measure the degrees in each portion using a
protractor of activity and add them up to check
they total 360⁰
6. Ask students to identify those days in which they
have less than “360 degrees” of moderate/vigorous
physical activity. Ask them how much time they
have to “fill” to finish colouring in each clock.
2
As students if they can guess when the best time to
get huff’n’puff is, outside of school. Hint that it’s not at
breakfast and that it’s not just before bed.
Acknowledge, if raised, that lunch is a great time to get
huff’n’puff, but outside of school when we have more
time to ourselves is the best time to huff’n’puff. Therefore,
the afternoon is the best time to huff’n’puff.
Draw a series of partially filled-in clocks on the
board and quiz students on the minutes — and
therefore degrees or types of angles — left to fill
up the hour (e.g. “If you’ve filled out 43 minutes
of your clock you have 17 minutes left. What
kind of angle is left? How many degrees is it?”
Answer: Obtuse angle, 102⁰).
Ask students if they can think of two more reasons why
the afternoon is the best time to do more Huff’n’Puff
activities. Students should be able to come up with
answers such as:
• We’ve been sitting down for a lot of the day
at school.
• There’s enough light to play outside.
the lesson
Students are able to successfully calculate how
many degrees are left to fill up an hour in their
own activity sheets.
Now ask students to look at their activity clocks where
they’ve done less than 60 minutes of moderate or
vigorous physical activity.
Students can easily suggest Huff’n’Puff activities
to replace non-active periods in their free time
in the afternoon.
Ask them to revise their activity sheets from Stage II,
lessons 3 and 4 and write two alternative activities they
could do to replace that non-active time.
Tell them that next week, they’ll have to fill in the
“missing” time for each clock in a different colour by
doing one huff’n’puff activity. They will then in their
activity clock sheets as “homework.”
3

Lesson Plans - Football Federation Australia Play Project

Transcription

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