Term+Two+Planning

Planning Term Two

 * Inquiry Title: Life Be In IT! || ==Year 6/7 ==

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 * **Rich Task Question: Does choice affect health? ** || **Thinking Tools **

KWL PMI || **What is a healthy lifestyle?- fitness, lifestyle choices, benefits ** **Mind over Matter ** ||^  || Describe the set of processes students use to develop and demonstrate their knowledge and understanding, including higher order thinking skills and capabilities |||| [|**KNOWLEDGE AND UNDERSTANDING:**] Describe essential concepts, facts and procedures of the KLA that all students should have the opportunity to learn || [|3], [|5], [|7], [|9] || · collect, analyse and evaluate information and evidence · draw conclusions and make decisions supported by information and evidence · propose, justify, implement and monitor plans or actions to promote health and wellbeing, movement capacities and personal development · apply movement concepts and make purposeful refinements to movement skills · create and perform movement sequences through modifying and combining movement skills and applying movement concepts · identify risks and justify and apply safe practices · reflect on learning, apply new understandings and identify future applications <span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">. |||| **//<span style="color: #866498; font-family: 'Arial','sans-serif'; font-size: 9pt;">Physical activity //** · <span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">Modifying techniques and selectively applying movement concepts can enhance physical performance and increase enjoyment in physical activities //e.g. transferring weight appropriately when batting enables the batter to hit the ball with greater force// · <span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">Regular participation in physical activity can enhance cardio-respiratory endurance, muscular strength and endurance, flexibility, and health and wellbeing //e.g. surfing or skateboarding for an hour a day can improve skill performance, increase energy to undertake// //everyday tasks and provide an opportunity to relax and have fun with friends.// || <span style="display: block; font-family: 'Arial','sans-serif'; margin: 0cm 0cm 0pt; text-align: center;">[|3], [|5], [|7], [|9] || · <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">collect and analyse first- and second-hand data, information and evidence · <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">evaluate information and evidence and identify and analyse errors in data · <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">select and use scientific tools and technologies suited to the investigation · <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">draw conclusions that summarise and explain patterns in data and are supported by experimental evidence and scientific concepts · <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">communicate scientific ideas, data and evidence, using scientific terminology suited to the context and purpose · <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">identify, apply and justify safe practices · <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">reflect on learning, apply new understandings and identify future applications. ||||  ||
 * **<span style="font-family: 'Calibri','sans-serif';">Essential Questions: **
 * || [|**WAYS OF WORKING:**]
 * **<span style="font-family: 'Arial','sans-serif';">HPE **
 * <span style="display: block; font-family: 'Arial','sans-serif'; margin: 0cm 0cm 0pt; text-align: center;">**Science**

Describe the set of processes students use to develop and demonstrate their knowledge and understanding, including higher order thinking skills and capabilities || [|**KNOWLEDGE AND UNDERSTANDING:**] Describe essential concepts, facts and procedures of the KLA that all students should have the opportunity to learn || <span style="display: block; font-family: 'Arial','sans-serif'; margin: 0cm 0cm 0pt; text-align: center;">[|3], [|5], [|7], [|9] || · <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">analyse situations to identify mathematical concepts and the relationships between key features and conditions necessary to generate solutions · <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">pose questions that draw on familiar examples to clarify thinking and support predictions · <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">select and use suitable mental and written computations, estimations, representations and technologies to generate solutions and to check for reasonableness · <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">develop arguments to justify predictions, inferences, decisions and generalisations from solutions · <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">communicate thinking and justify reasoning and generalisations, using mathematical language, representations and technologies · <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">reflect on learning, apply new understandings and identify future applications. || //<span style="color: #916498; font-family: 'Arial','sans-serif'; font-size: 10pt;">**Measurement** // · <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Appropriate instruments, technologies and scale are used when exploring measurement of length, area, volume, mass, time and angles where not all of the graduations are numbered //e.g. reading a speedometer between 60 km/h and 70 km/h.// · <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Measurement involves error, which can be reduced through the selection and use of appropriate instruments and technologies //e.g. if several students use a stopwatch to time a 100 m race, the winner’s time is only likely to be accurate// //to the nearest one-tenth of a second because of different reaction times.// **//<span style="color: #916498; font-family: 'Arial','sans-serif'; font-size: 10pt;">Chance and Data //** · <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Data may be discrete and can be allocated to categories or numbered //e.g. gender is a discrete variable; the numbers of male and female students in a class.// · <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Data may be continuous and described as distributions of quantities //e.g. growth of a plant; time elapsed.// · <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Sample data drawn from a given population can be summarised, compared and represented in a variety of ways //e.g. two-way tables; pie charts; bar or line graphs.// · <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Measures of location such as mean, median and mode, and frequency and relative frequency, can be used to explore distributions of sample data //e.g. the mean is the averaged daily water consumption for the school across a period of days; the median// //is the middle value of the ordered daily water consumption; the mode is the most common daily water// //consumption level; relative frequency is the chance of landing on red when using a spinner with four// //equal sectors that are coloured differently.// · <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Variation and possible causes of bias can be identified in data collections //e.g. the method of collection may exclude possible participants; the personal opinions of participants may// //obscure data collection.// || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0cm 0cm 0pt 8.5pt; tabstops: list 8.5pt; text-indent: -8.5pt;">Describe the set of processes students use to develop and demonstrate their knowledge and understanding, including higher order thinking skills and capabilities || **//<span style="color: #916498; font-family: 'Arial','sans-serif'; font-size: 10pt;">[|KNOWLEDGE AND UNDERSTANDING:] //** **//<span style="color: #916498; font-family: 'Arial','sans-serif'; font-size: 10pt;">Describe essential concepts, facts and procedures of the KLA that all students should have the opportunity to learn //** || [|**3**]**<span style="font-family: 'Arial','sans-serif';">, **[|**5**]**<span style="font-family: 'Arial','sans-serif';">, **[|**7**]**<span style="font-family: 'Arial','sans-serif';">, **[|**9**] || · <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">construct non-literary texts to express meanings and messages, to identify causes and effects, and to state positions supported by evidence · <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">make judgments and justify opinions using information and ideas from texts, and identify how aspects of texts contribute to enjoyment and appreciation · <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">reflect on learning, apply new understandings and identify future applications. || **//<span style="color: #916498; font-family: 'Arial','sans-serif'; font-size: 10pt;">Reading //****//<span style="color: #916498; font-family: 'Arial','sans-serif'; font-size: 10pt;"> and viewing //** · **//<span style="color: #916498; font-family: 'Arial','sans-serif'; font-size: 10pt;">Purposes for reading and viewing are identified and are supported by an evaluation of texts based on an overview that includes skimming and scanning titles, visuals, headings and subheadings, font size, tables of contents, indexes and glossaries e.g. selecting a credible text to support a position. //**  · **//<span style="color: #916498; font-family: 'Arial','sans-serif'; font-size: 10pt;">Readers and viewers use a number of active comprehension strategies to interpret texts, including activating prior knowledge, predicting, questioning, identifying main ideas, inferring, monitoring, summarising and reflecting. //** **//<span style="color: #916498; font-family: 'Arial','sans-serif'; font-size: 10pt;">Writing and designing //** · **//<span style="color: #916498; font-family: 'Arial','sans-serif'; font-size: 10pt;">The purpose of writing and designing includes evoking emotion, persuading and informing e.g. writing an advertisement to promote a school concert. //**  · **//<span style="color: #916498; font-family: 'Arial','sans-serif'; font-size: 10pt;">Text users make choices about grammar and punctuation, to establish meaning //** · **//<span style="color: #916498; font-family: 'Arial','sans-serif'; font-size: 10pt;">Writers and designers use a number of active writing strategies, including planning, drafting, revising, editing, proofreading, publishing and reflecting, and by referring to authoritative sources e.g. making changes after receiving feedback //** **//<span style="color: #916498; font-family: 'Arial','sans-serif'; font-size: 10pt;">Language elements //** · **//<span style="color: #916498; font-family: 'Arial','sans-serif'; font-size: 10pt;">Paragraphs sequence information and arguments, and include topic sentences that emphasise a point or argument //** · **//<span style="color: #916498; font-family: 'Arial','sans-serif'; font-size: 10pt;">Cohesive devices and other text connectives within and between sentences signal relationships between ideas, including cause-and-effect and comparison and contrast e.g. Don Bradman was a star cricketer and, as a result, he became an Australian icon. — as a result is the cohesive device showing the relationship between the two ideas. //** **//<span style="color: #916498; font-family: 'Arial','sans-serif'; font-size: 10pt;">Literary and non-literary texts //** · **//<span style="color: #916498; font-family: 'Arial','sans-serif'; font-size: 10pt;">Non-literary texts evaluate, inform, present arguments and persuade. //**  · **//<span style="color: #916498; font-family: 'Arial','sans-serif'; font-size: 10pt;">Articles, features, letters to the editor, documentaries, interviews, advertisements, film reviews, information and news reports, autobiographies, arguments, group discussions, meetings and debates are types of non-literary texts. //** ||
 * || [|**WAYS OF WORKING:**]
 * **<span style="font-family: 'Arial','sans-serif';">Mathematics **
 * || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0cm 0cm 0pt 8.5pt; tabstops: list 8.5pt; text-indent: -8.5pt;">[|WAYS OF WORKING:]
 * **<span style="font-family: 'Arial','sans-serif';">English **

· <span style="font-family: 'Calibri','sans-serif';">At Woodridge there is a sample of the population that has developed a few unhealthy patterns. It is important that they come to the realisation that the choices affect the way they feel, act and behave. · <span style="font-family: 'Calibri','sans-serif';">Lethargic in class · <span style="font-family: 'Calibri','sans-serif';">A few children have a real interest in physical activities and this will stimulate their interests. · <span style="font-family: 'Calibri','sans-serif';">develop positive behaviours and healthy living patterns · <span style="font-family: 'Calibri','sans-serif';">consequences for behaviours || · <span style="font-family: 'Calibri','sans-serif';">Promotion of healthy plan with justifications on choices. || · <span style="font-family: 'Calibri','sans-serif';">Peer Feedback · <span style="font-family: 'Calibri','sans-serif';">Send to another school for evaluation || **<span style="font-family: 'Calibri','sans-serif'; font-size: 10pt;">Mind Map HEALTH **
 * **<span style="font-family: 'Calibri','sans-serif';">Why? (For your students: At this age? At this time? At this developmental level? In this community? In this culture?) **
 * **<span style="font-family: 'Calibri','sans-serif';">Assessment Items **
 * **<span style="font-family: 'Calibri','sans-serif';">Evaluation/Reflection Tools **
 * **<span style="font-family: 'Calibri','sans-serif';">Unit Authors: ** ||
 * **<span style="font-family: 'Calibri','sans-serif';">Phase ** || **<span style="font-family: 'Calibri','sans-serif';">Activity ** || **<span style="font-family: 'Calibri','sans-serif';">Description ** || **<span style="font-family: 'Calibri','sans-serif';">Resources ** || **<span style="font-family: 'Calibri','sans-serif';">Other concurrent activities ** ||
 * **<span style="font-family: 'Calibri','sans-serif'; font-size: 10pt;">Immersion ** || **<span style="font-family: 'Calibri','sans-serif'; font-size: 10pt;">KWL **

**<span style="font-family: 'Calibri','sans-serif'; font-size: 10pt;">Learning Object Survey ** **<span style="font-family: 'Calibri','sans-serif'; font-size: 10pt;">Lead to Woodridge survey. **

**<span style="font-family: 'Calibri','sans-serif'; font-size: 10pt;">LIFE BE IN IT- Introduce Video ** **<span style="font-family: 'Calibri','sans-serif'; font-size: 10pt;">This was huge push in 1980’s. Do you think it was effective? Why or Why not? **

**<span style="font-family: 'Calibri','sans-serif'; font-size: 10pt;">Guest Speaker- Bronco’s talking about fitness training for sports players. **

**<span style="font-family: 'Calibri','sans-serif'; font-size: 10pt;">Compare and contrast with Sumo Trainer. The main focus is to emphasis the purpose of different activities to enhance a specific goal. ** || **<span style="font-family: 'Calibri','sans-serif'; font-size: 10pt;">What are we doing as physical activity? ** **<span style="font-family: 'Calibri','sans-serif'; font-size: 10pt;">What is a lunch box? ** **<span style="font-family: 'Calibri','sans-serif'; font-size: 10pt;">What happens to the spots equipment? ** **<span style="font-family: 'Calibri','sans-serif'; font-size: 10pt;">What does the word fitness mean? **

**<span style="font-family: 'Calibri','sans-serif'; font-size: 10pt;">What is important? ** **<span style="font-family: 'Calibri','sans-serif'; font-size: 10pt;">Why do you do certain types of activities? ** || **<span style="font-family: 'Calibri','sans-serif'; font-size: 10pt;">Bubbl.us **

**<span style="font-family: 'Calibri','sans-serif'; font-size: 10pt;">Scootle- Physical Activity Data **

**<span style="font-family: 'Calibri','sans-serif'; font-size: 10pt;">Scootle-Sumo Trainer ** ||  ||
 * **<span style="font-family: 'Calibri','sans-serif'; font-size: 10pt;">Petit Inquiry ** || **<span style="font-family: 'Calibri','sans-serif'; font-size: 14pt;">What is a healthy lifestyle?- ****<span style="font-family: 'Calibri','sans-serif';">fitness, lifestyle choices, benefits **

**<span style="font-family: 'Calibri','sans-serif'; font-size: 10pt;">Group Inquiry and teach others ** **<span style="color: red; font-family: 'Arial','sans-serif'; font-size: 9pt;">Group 1- AEROBIC FITNESS: ** · <span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">What is aerobic fitness? · <span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">What are the benefits of aerobic fitness? · <span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">How does the heart and muscles work during exercise?

**<span style="color: #ffc000; font-family: 'Arial','sans-serif'; font-size: 9pt;">Group 2 - Endurance ** · <span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">What is endurance? · <span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">What is Fartlek training? · <span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">What is the FITT formula? · <span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">What type of activities develop endurance?

**<span style="color: #0070c0; font-family: 'Arial','sans-serif'; font-size: 9pt;">Group - Strength ** · <span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">What is strength? · <span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">What is circuit training? · <span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">What type of activities develop strength?

**<span style="font-family: 'Calibri','sans-serif'; font-size: 10pt;">Pictures of sports and see if children can group into which aspects they require. **

**<span style="font-family: 'Calibri','sans-serif'; font-size: 10pt;">Make connections as a whole class ** · <span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">How does endurance increase aerobic fitness? · <span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">How will strength increase aerobic fitness?

**<span style="font-family: 'Calibri','sans-serif'; font-size: 14pt;">Mind over Matter ** <span style="font-family: 'Calibri','sans-serif'; font-size: 10pt; margin: 0cm 0cm 0pt;">What is motivation? What motivates you?

<span style="font-family: 'Calibri','sans-serif'; font-size: 10pt; margin: 0cm 0cm 0pt;">Case Study- <span style="font-family: 'Calibri','sans-serif'; font-size: 10pt; margin: 0cm 0cm 0pt;">Videos discussions from Survivor, Biggest Loser, Martial Arts and Buddhist <span style="font-family: 'Calibri','sans-serif'; font-size: 10pt; margin: 0cm 0cm 0pt;">Experiments- yoga, mystery box, meditation… || <span style="font-family: 'Calibri','sans-serif'; font-size: 10pt; margin: 0cm 0cm 0pt;">CONTINUALLY ADD to types of activities…. ||  ||   ||
 * **<span style="font-family: 'Calibri','sans-serif'; font-size: 10pt;">Rich Task ** || **<span style="font-family: 'Calibri','sans-serif';">Promotion of healthy plan with justifications on choices. ** ||  ||   ||   ||