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PD/H/PE
ASSESSMENT
TASK
PROFESSIONAL TASK
STAGE 6 – BODY IN MOTION
17530327 – TAYLOR SPENCER
Table of Contents
Unit Outline.......................................................................................................................3
Assessment......................................................................................................................13
Pre Lesson Plan................................................................................................................22
Post-Lesson Plan..............................................................................................................28
Justification......................................................................................................................35
Appendices A – Scope and Sequence................................................................................36
Appendices B – Concept Map...........................................................................................37
Appendices C – Assessment Handbook.............................................................................38
Appendices D – Assessment Schedule..............................................................................40
Unit Outline UNIT OUTLINE
Subject: PDHPE Course: Preliminary Number of Weeks 9Unit title: Core 2- Body in Motion 30%Key Concepts/ Big Ideas The importance of this learning
- How and why the body moves in particular ways - Musculoskeletal and cardiorespiratory system of the
body - Influence and respond to movement- Physical fitness - Fitness programs (FITT)- Force- Motion - Heart rate - Stroke Volume
This compulsory module examines the scientific foundations of human movement. In this module, students explore how the body moves and why it moves in particular ways. Students focus on the relationships between anatomy, physiology, fitness, biomechanics and efficient human movement. Students are able to understand the foundations of how the body moves and identify specific bones and muscle movement. Students are able to use this understanding and knowledge in all areas of lifestyle movement such as their weekend sport or training. Students explore ‘why’ and ‘how’ the body moves and the relationship between anatomy, physiology, fitness and biomechanics. Understanding how your body works, allows students to be aware of the movements and the importance of daily moving.
Unit context within Scope and Sequence Syllabus OutcomesTerm 3 Body in Motion 30%
Duration 9 weeks (36hrs)
P7 explains how body systems influence the way the body moves P8 describes the components of physical fitness and explains how they are monitored P9 describes biomechanical factors that influence the efficiency of the body in motion P10 plans for participation in physical activity to satisfy a range of individual needs P11 assesses and monitors physical fitness levels and physical activity patterns P16 uses a range of sources to draw conclusions about health and physical activity concepts P17 analyses factors influencing movement and patterns of participation.
Literacy Focus Numeracy Focus ICT Focus Differentiation- Reading - Writing - Critical thinking
- Counting when taking blood pressure
- Use of different app’s- Creating weebly’s- Creating QR codes- Research tasks- Creating powerpoints
Gifted and talented Extended focus questionsFast finisher activitiesGiving options for assessment
Disability Varied task Choice
Life skillsExplicit detailBooklet
Giving options for assessment
Week/ Sequence
Syllabus Content Teaching and Learning Strategies including assessment for learning.
Resources
One
Focus Question:How do the musculoskeletal and cardiorespiratory systems of the body influence and respond to movement?
Students learn about:Skeletal System
Major bones involved in movement
Structure and function of synovial joints
Joint actions, eg extension and flexion
Students learn to: Identify the location
and type of major bones involved in movement, eg long bones articulate at hinge joints for flexion and extension
Students are to complete a glossary of different terms associated with the skeletal system allowing for previous knowledge to be used and assessed.
A video on the skeletal system is to be shown with an activity following.
Activity involves working in pairs to explore a skeleton using the Essential skeleton 4 app. Students will then be able to label a worksheet of the different bones in the human body.
Types of synovial joints worksheet explaining the different types of movement the body makes.
Joint movement charades. Each student will be given a card with a movement on it they will then perform that movement to the class with the class listing what types of movement occurred while performing that movement.
Plickers game show- students are divided into 5 groups, with the last lesson the class will take a 15-question quiz on the week’s topic. The group with the most correct answers will receive 50 points, second 40 points, third 30 points, fourth 20 points and fifth 10 points. This will continue through the module with a champion group crowned at the completion of 10 weeks. (Groups may need to be changed at a later date depending on the points table, if one group is really struggling some students may need to be swapped around.) Winner will be announced at the expo day.
Skeletal System Video https://www.youtube.com/watch?v=QWRV4WZrzDs&list=PL5h-n1x2ymncb-KwGdBgRKGEtexjIr76F&index=3
Essential Skeleton 4https://itunes.apple.com/au/app/essential-skeleton-4/id623811668?mt=8&ign-mpt=uo%3D4
Glossary of termsSkeletal WorksheetJoint movement charadesJoint worksheetSmart boardInternet accessPlickers app and answer sheets printed off.
Two
Students learn about: Muscular system
Major muscles involved in movement
Muscle relationship (agonist, Antagonist)
Types of muscle contraction (concentric, eccentric, isometric)
Students learn to: identify the location
of the major muscles involved in movement and related joint actions
perform and analyse movements, eg overarm throw, by examining: bones involved
and the joint action
muscles involved and the type of contraction
Students are to define Agonist. Antagonist, cardiac, smooth and skeletal by providing
examples on the board.
In pairs students are to choose a type of muscle and using the iMuscle2 app discover exercises and stretches targeted to the development and/or rehabilitation of that specific muscle.
Students are then to pick one exercise and show the rest of the class the correct way to perform the exercise. This will be added to the class workout book.
Class workout book- once all pairs have demonstrated their chosen exercise the class will go through together and change the workout so it will target all muscles in the body.
Students are to create a small PowerPoint presentation explaining muscle contractions (including one picture)
A PowerPoint slide show is shown on the board in which different sporting movements a shown and a class discussion on what types of muscles are being used and the type of contractions.
Week 2 of the plickers game show on the muscular system.
Three
Students learn about: Respiratory system
Structure and function
Lung function (inspiration,
Students are to watch the video on respiratory system.
Students are then required to label the respiratory system on the worksheets provided.
How to make a fake lung. Students are to watch
Respiratory system videohttps://www.youtube.com/watch?v=x5x19lwPnbo
Fake Lung (includes video)
expiration) Exchange of
gases (internal, external)
Students learn to: Analyse the various
aspects of lung function through participation in a range of physical activities
the video on how to make a fake lung and then in pairs are required to recreate what was shown.
Students are then while in the classroom required to calculate their Vo2 max using the online calculator. - Once every student has completed their resting Vo2 max the class will go outside to a set course of 1600m to complete their 1-mile walk test. With students comparing their resting Vo2 max and the 1-mile walk test. Students will also compare these against the norm tables.
Round three of the plickers game show (groups may need to be assessed and changed depending on the leader board)
www.science-sparks.com/2012/04/13/breathing-making-a-fake-lung/
Vo2 Max Calculatorhttp://www.shapesense.com/fitness-exercise/calculators/vo2max-calculator.shtml
Norm Vo2 max chartshttp://www.shapesense.com/fitness-exercise/articles/vo2-and-vo2max.shtml#what-are-normal-vo2max-values
Walking track marked at 1600mStopwatches
Four
Students learn about: Circulatory system
Components of blood
Structure and function of the heart, arteries, veins, capillaries
pulmonary and systemic circulation
blood pressure.
Students learn to: analyse the
movement of blood
Students are to label the diagram of the heart with explanation of what oxygenated and deoxygenated blood is and the direction each flow into and out of the heart.
Explain blood pressure (systolic/ diastolic) and how
it is determined. Students will form pairs and take turns in taking
each other’s blood pressure. A class discussion will take place in why it is necessary to maintain a healthy blood pressure.
Students will be placed into groups of four (this will be the same groups as the assignment) and
Blank heart diagram Weebly site (and log in details) Blood pressure machine Exam workbooks Internet access Smart board Plickers game Assessment task
through the body and the influence of the circulatory and respiratory systems on movement efficiency and performance.
are to add information to the weebly that has already been created on components of blood. Two groups will be assigned one component (white blood cells, red blood cells, plasma and platelets.
Students are to research one video and one picture that is relevant to their component and add to the weebly, creating a website for the whole class.
Students are to answer the following question in an exam style setting, “Describe how the respiratory and circulatory systems coordinate the supply and transport of oxygen to the cells and removal of carbon dioxide from the blood. Discuss the importance of this process to physical performance.”
Once answers have been completed they will be handed to the person to the students left and peer reviewed using the example answer that will be displayed on the board.
Round four of plickers game show.
Five
Assessment handed out to students
Focus Question: What is the relationship between physical fitness, training and movement efficiency?
Students learn about: Aerobic and
anaerobic training
– FITT principle
Students learn to: Design an aerobic
training session based on the FITT
Hand assessment task out – go through in detail Discuss the difference between aerobic and anaerobic
training. Make a list of sports/activities which are predominantly aerobic based, and activities that are predominantly anaerobic based.
Introduce the FITT principle to students. Explain what each term means and complete the word blanks.
Discuss how the FITT principle can be used when designing an aerobic training session.
Split the class into 4 groups. Provide each group with 1 principle. As a class, design a one-day training session for a specific sporting individual.
Assessment task Assessment rubric Smartboard Go through voicethread
https://voicethread.com/myvoice/create/
principle
Compare the relative importance of aerobic and anaerobic training for different sports, eg gymnastics versus soccer
SixStudents learn about: Health-related
components of physical fitness Cardiorespiratory
endurance Muscular strength Muscular
endurance Flexibility Body composition
Students learn to: Analyse the
relationship between physical fitness and movement efficiency. Students should consider the question ‘to what degree is fitness a predictor of performance?’
Students learn about: Skill-related
components of
Class discussion takes place on what it means to be physically fit. Students are encouraged to explain their answers. Is it simply your body size or something else?
In pairs students are required to research what the following health components are including a sport that would useful in and a suitable test to measure. Class discussion will follow with a chance for all students to gain knowledge on all components.
Cardiorespiratory endurance- Beep test Muscular strength- Push up test Muscular endurance- 1RM Flexibility- Sit and reach Body composition- Skin fold measurement Practical- Students in their workbooks are to
complete each of the 5 test’s and record their results. Students are then required to discuss why fitness testing is important and who could benefit from it and what factors could impact the results.
Critically analyse the following statement “muscular strength improves performance and reduces the risk of injury. Answers will be collected and marked.
Students are to watch the benefits of flexibility video and as a class discuss why it is important and what sports would benefit from improved flexibility.
Beep test plus speakers Sit and reach bench Skin fold measurement
capillaries Benefits of flexibility
www.youtube.com/watch?v=qRTwGper1mQ
Students workbooks Ronaldo- tested to the limit
videoReaction test- www.humanbenchmark.com/tests/reactiontime
physical fitness Power Speed Agility Coordination Balance Reaction Time
Students learn to: Measure and analyse
a range of both health-related and skill-related components of physical fitness
Think critically about
the purpose and benefits of testing physical fitness
Students in small groups are required to choose two sports (or position in a team) one that requires high body fat % and one that requires a low body fat % and present to the class why both are important.
Class is shown the video Ronaldo- tested to the limit and a class discussion is to take place why it is important for him to be tested regularly and why it is important for soccer players to have power, speed, agility, coordination and balance.
Visit www.humanbenchmark.com/tests/reactiontime and test their reaction times with their average score recorded on the board to see who has the best reaction time.
Class discussion why a quick reaction time is important.
Round five of plickers game show.
Seven Students learn about: Immediate
physiological responses to training Heart rate Ventilation rate Stroke volume Cardiac output Lactate levels.
Students learn to: Examine the
reasons for the changing patterns of respiration and heart rate during and after submaximal
Students are to calculate their maximum heart rate and then calculate their target heart rate zone. This will be used to answer questions after the practical component.
220-age= MHR THR- 50%-85% of maximum heart
rate. Students are given a heart rate monitor each in
which they will note their heart rate at rest, after 20 minutes of a touch football/soccer game, and 10 minutes after the completion of physical activity. All data is to be recorded on a graph.
Students are to complete the online quiz to help with revision within this module.
Students are to watch the video on stroke volume and cardiac output then answer the quiz that follows.
Online quizhttps://www.onlineexambuilder.com/year-11-body-in-motion/exam-138093
Stroke Volumehttp://study.com/academy/lesson/heart-rate-cardiac-output-stroke-volume.html#lesson
physical activity Class discussion on my athletes experience cramps during physical activity and why those who are endurance athletes are more likely to get cramps.
Round seven of the plickers game show.Eight
Assessment due
Students learn about: Motion
- The application of linear motion, velocity, speed, acceleration, momentum in movement and performance contexts
Students learn to: apply principles of
motion to enhance performance through participation in practical workshops
Students learn about:Balance and stability
Centre of gravity Line of gravity Base of support
Student learn to: Apply principles of
balance and stability to enhance performance through participation in practical workshops
- 2mins to write down as many words/terms that correlate or define biomechanics.
- Students then come up to the whiteboard and add their ideas and suggestions
MOTION:- Divide 3 categories (linear, angular, general),
identify and research sport/physical activity that involves motion/momentum.
Inquiry Question: Scaffold the format
Discuss how the application of linear motion principle can enhance swimming performance?. (Use the SEEL format)Include;
- relation to drag- excessive up and down motion - Along the pool surface - lateral movements
Fill in the blanks on speed and velocity
- Whiteboard - Whiteboard markers - Laptops- Internet - Worksheet (fill in the blanks)
Momentum link:https://www.youtube.com/watch?v=hTZI-kpppuw
- Exam style paper booklets
Watching the video and identify what motion, balance and stability may be needed through football games. Answer the question to a 6mark response in an exam.
- Get students up and ask students to lift their non-dominant leg off the ground and balance. If easy bring leg off the ground further up the inside of their leg or to the front of their groin. Students time their stability/balance
- Change legs to their dominant leg and identify the differences, if any.
Watching the youtbe link, stoping and starting the film, students write down 6 points of what balance, line of gravity and support importance within the sport and how this can affect their performance and training programs. - While watching critically think, using previous knowledge, what training would you implement improves balance that would benefit their sport/physical activity.
BALANCE AND STABILIY WITHIN SPORTING CONTEXTS. https://www.youtube.com/watch?v=9R74-g1I4UM
Nine Students learn about: Fluid mechanics
Flotation, centre of buoyancy
Fluid resistance
Students learn to: apply principles of
fluid mechanics to
Revision Bingo: - Students write down any term they remembered from last lesson. Teacher or student put letters up on the board, once all letters have been said, the student calls Movement.
FORCE
- Whiteboard markers- Laptops- Internet connection - Workbooks - Projector screen with sound
cable
Weebly link https://www.weebly.com/signup
enhance performance through participation in practical workshops
describe how principles of fluid mechanics have influenced changes in movement and performance, eg technique modification, clothing/suits, equipment/apparatus
Students learn about: Force
How the body applies force
How the body absorbs force
Applying force to an object.
Students learn to: apply principles of
force to enhance performance through participation in practical workshops.
- Individually define force and define power - Explain the differences between internal and
external force and the impact on movement.- How is power measured and what do the muscles
do to project power?
Students are to create a Weebly website in groups of 2-3 on what is force, how the body applies force, the 2 types of forces and Newtons law.
Assess the following sports and justify why force is important or evident in the sport;
- Discus throwing - High jump - Cricket bowler - Basketball player
Assessment
W E S T E R N S Y D N E Y H I G H S C H O O L
ASSESSMENT TASKCover Sheet
YEAR 11 Stage 6 Preliminary
Subject: PDHPE Due Date: Week 8 Topic: The Body in Motion (Core 2) Weighting: 20%
Student’s Name: __________________
Student’s Signature: _______________
Date Submitted:____/___/___
Submission Instructions
Assessment must be submitted to the Library PDHPE Assessment box by 9:00am This cover sheet must be attached to the front of the assessment Penalty for non attendance on the date of assessment or late submission will occur pending
Illness/misadventure certificate.
Student Confirmation
By submitting the task for marking, I acknowledge the following:
I hold a copy of this assignment if the original is lost or damaged. I hereby certify that no part of this assignment or product has been copied from any other
student’s work or from any other source except where due acknowledgement is made in the assignment.
I hereby certify that no part of this assignment or product has been submitted by me in another (previous or current) assessment, except where appropriately referenced, and with prior permission from the Lecturer / Tutor / Unit Coordinator for this unit.
No part of the assignment/product has been written/produced for me by any other person except where collaboration has been authorised by the Lecturer / Tutor /Unit Coordinator concerned.
I am aware that this work will be reproduced and submitted to plagiarism detection software programs for the purpose of detecting possible plagiarism (which may retain a copy on its database for future plagiarism checking).
Student’s signature: _____________________________________________________________
Outcomes being AssessesP7 explains how body systems influence the way the body moves P8 describes the components of physical fitness and explains how they are monitored P9 describes biomechanical factors that influence the efficiency of the body in motion P10 plans for participation in physical activity to satisfy a range of individual needs P11 assesses and monitors physical fitness levels and physical activity patterns P16 uses a range of sources to draw conclusions about health and physical activity concepts P17 analyses factors influencing movement and patterns of participation.
W E S T E R N S Y D N E Y H I G H S C H O O L
ASSESSMENT TASKDetails
Description of the task
You are asked to:- Answer a range of questions based on the scenario provided. - Once the questions have been completed this needs to be converted and
presented into an interactive Voicethread.
Voicethread
What is a Voicethread?
A Voicethread is a collaborative, multimedia online tool that promotes meaningful conversation through the use of, images, documents, video clips, graphs, webcam and voice recording.
1. Answer all the questions 2. Create a PowerPoint using the questions below to present your answers. 3. Using the link create your Voicethread https://voicethread.com/myvoice/create/4. Click 1. add media to import your PowerPoint5. Click 2. comment to add a text comment, record a video comment, record an
audio comment.6. Export Voicethread – copy link to the top of the next page.
Your Voicethread must include:- At least 2 video of 2 different fitness components required for netball - 2 images of 2 different fitness tests- a voice over - The scenario - Must be interactive, informative and engaging.
Scenario
Ruby is a 15 year old girl who wants to start playing at a competitive representative netball level. To help prepare Ruby during the off season, Ruby’s mother has hired you to be her fitness trainer. Prior to designing a specific training schedule for Ruby, you must take her through a series of
fitness tests to see what level of fitness she may already have.
W E S T E R N S Y D N E Y H I G H S C H O O L
ASSESSMENT TASK
Student’s Name:______________ Voicethread link:
Using the scenario above answer the following questions:
1. Using the table below identify 4 fitness components that are important for netball as well as a fitness test you would choose suitable to evaluate each component for Ruby. (8 marks)
Fitness Component Fitness Test 1
2
3
4
2. Justify why you would conduct each of these fitness tests as a tool to evaluate Ruby’s suitability to netball. Provide specific examples as well as a range of reasons to support your answer. (8 marks)
Fitness Test Your justification as to why you would conduct each fitness test
3. Justify the use of fitness testing prior to the commencement of the netball training program and during the netball training program. Provide specific examples as well as a range of reasons to support your answer. (6 marks)
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4. Based in the FITT principles describe a realistic training schedule for Ruby to train for netball. Explain how each activity is relevant to netball. Provide specific and accurate practical examples. Include rest days for your athlete. (12 marks)
Day Description of the activities and explanation of how the activities are relevant to netball
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
Sunday
5. Analyse how forces are applied during a netball game. Provide a range of specific and accurate examples. (6 marks)
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W E S T E R N S Y D N E Y H I G H S C H O O L
ASSESSMENT TASK
Marking Rubric
Student’s Name: ____________________________
Question 1 = 8 marksIdentify 4 fitness components that are important for netball as well as a fitness test you would choose suitable to evaluate each component for Ruby.
1 mark 2 marks 3 marks 4 marks
Identifies 1 fitness component that is important for netball
Identifies 2 fitness components that are important for netball
Identifies 3 fitness components that are important for netball
Identifies 4 fitness components that are important for netball
1 mark 2 marks 3 marks 4 marks
Identifies 1 fitness test suitable to evaluate the 1 fitness component
Identifies 2 fitness test suitable to evaluate the 2 fitness component
Identifies 3 fitness test suitable to evaluate the 3 fitness component
Identifies 4 fitness test suitable to evaluate the 4 fitness component
Question 2 = 8 marksJustify why you would conduct each of these fitness tests as a tool to evaluate Ruby’s suitability to netball. Provide specific examples as well as a range of reasons to support your answer.
1-2 marks 3-4 marks 5-6 marks 7-8 marks
Outlines 1-2 fitness tests Explanation of 1-2 fitness tests (or outlines 3-4)
Explains 3-4 fitness tests (or justifies 1-2) Justifies 3-4 fitness tests.
No examples provided Provides some examples Provides accurate examples to support justification
Provides a range of accurate and specific reasons and examples to support justification
Question 3 = 6 marksJustify the use of fitness testing prior to the commencement of the netball training program and during the netball training program. Provide specific examples as well as a range of
reasons to support your answer.1-2marks 3-4 marks 5-6 marks
Identifies the use of fitness training prior to ORduring a training program
Outlines the use of fitness testing prior to the commencement of a training program as well as during a training program
Justifies the use of fitness testing prior to the commencement of the netball training program AND during the netball training program.
Provided one reason for the use of fitness testing no examples
Provides reasons for the use of fitness testing and provides some examples
Supports argument with providing specific and accurate examples to support each point.
Question 4 = 12 marks Based in the FITT principles describe a realistic training schedule for Ruby to train for netball. Explain how each activity is relevant to netball. Provide specific and accurate practical
examples. Include rest days for your athlete. 1-2 marks 3-5 marks 6-8 marks 9-10 marks 11-12 marks Identifies a training schedule for a netball player
Outlines a training schedule for a netball player
Outlines a specific training schedule for a netball player
Describes an accurate and specific training schedule for a netball player 5- 7 days long
Describes an accurate, specific and thorough full 7 day training schedule for a netball player
Identity how some activities are relevant to netball
Outline how some activities are relevant to netball
Outline how activities are relevant to netball
Explanation of how some activities are relevant to netball
Explanation of how each activity is relevant to netball
FITT principles have not been used FITT principles have been used on at least one occasion
FITT principles have been used on at more than 1 occasions
FITT principles have been used throughout most of the schedule
The FITT principles has been accurately used throughout the schedule
Provides one or more examples Provides some examples Provides accurate and practical examples
Provides specific and accurate practical examples
Provides a range of specific and accurate practical examples
Question 5 = 6 marksAnalyse how forces are applied during a netball game. Provide a range of specific and accurate examples.
1-2 marks 3-4 marks 5-6 marks
Identifies how forces are applied during a netball game
Explains how forces are applied during a netball game Analyses how a range of forces are applied during a netball game
Provided one or more examples Provides some accurate practical examples Provides a range of specific and accurate practical examples
Voicethread = 10 marks0 marks 1-3 marks 4-6 marks 7-10 marks
No voicethread submitted Voicethread includes very little information Includes 1 video on a fitness component required for netball OR Includes 1 image of types of fitness tests No voice over Brief mention of scenario
Voice thread is informative and engagingIncludes 1 video on a fitness component required for netball AND Includes 1 image of types of fitness tests Displays an interactive voice overScenario mentioned
Voicethread is interactive, informative and engagingIncludes 2 or more videos on the different fitness components required for netball.Includes 2 or more images of types of fitness tests Displays an interactive voice overScenario included
Pre Lesson PlanTopic area: Body in motion Stage of Learner: 6 Syllabus Pages: 22, 24
Date: Location Booked: Lesson Number: 5 /9
Time: 60 minutes Total Number of students Printing/preparation
Outcomes Assessment Students learn about Students learn to
Syllabus outcomes
P8 describes the components of physical fitness and explains how they are being monitoredP16 uses a range of sources to draw conclusions about health and physical activity concepts P17 analyses factors influencing movement and patterns of participation.
Lesson assessment
Informal
- Teacher observation - Student participation
and engagement levels
- Aerobic and anaerobic
- Design an aerobic training session based on the FITT principle
- Compare the relative importance of aerobic and anaerobic training for different sports
Quality Teaching Elements (lesson focus) Highlight the appropriate areas
Intellectual Quality
This refers to pedagogy focused on producing deep understanding of important, substantive concepts, skills and ideas. Such pedagogy treats knowledge as something that requires active construction and requires students to engage in higher-order thinking and to communicate substantively about what they are learning.
1.1 Deep knowledge1.2 Deep understanding1.3 Problematic knowledge
1.4 Higher-order thinking1.5 Metalanguage1.6 Substantive communication
Quality Learning Environment
This refers to pedagogy that creates classrooms where students and teachers work productively in an environment clearly focused on learning. Such pedagogy sets high and explicit expectations and develops positive relationships between teacher and students and among students.
2.1 Explicit quality criteria2.2 Engagement2.3 High Expectations
2.4 Social Support2.5 Students’ self regulation2.6 Student direction
Significance
This refers to pedagogy that helps make learning more meaningful and important to students. Such pedagogy draws clear connections with students’ prior knowledge and identities, with contexts outside of the classroom, and with multiple ways of knowing all cultural perspective.
3.1 Background knowledge3.2 Cultural knowledge3.3 Knowledge integration
3.4 Inclusivity3.5 Connectedness3.6 Narrative
How the quality teaching elements you have identified are achieved within the lesson.
Time
Teaching and learning actions Organisation Centred
T/S
0 Students line up outside classroom where they leave their bags lined up on the silver seats. Before entering ensure students have their work books and pencil case ready to start the lesson. Once entered students may take a seat and wait quietly for the commencement of the lesson.
Teacher: scan the classroom for any hazards. Ensure bags are kept outside in a tidy manner. Ensure all resources are ready to go when required. Mark roll once students are seated quietly.
Student: make two straight lines outside the classroom waiting quietly, making sure they have their book and pencil case, ensure bags are left outside. Once entered the classroom sit quietly waiting for name to be called for attendance.
Resources: lesson plan, role
T
5 Assessment task
Distribute assessment task. Introduce the assessment. The assessment task requires you to read a scenario and critically answer questions. You must then create a voice thread to present your answers. Discuss in detail what is required and expected. Assessment rubric must be discussed.
Voicethread is introduced - https://voicethread.com/myvoice/create/
Spend at least 10 minutes scaffolding voicethread. Allow for any questions regarding the assessment task.
Teacher: hand out assessment task, discuss in detail what the assignment is requiring students to do, discuss the rubric so students are aware of what is expected of them
Student: asks any questions regarding assessment task.
Resources: assessment task, assessment rubric, laptop, internet, voicethread, https://voicethread.com/myvoice/create/ T
30 Discussion
Discuss the difference between aerobic and anaerobic training.
Students are to make a list of sports/activities which are predominantly aerobic based, and activities that are predominantly anaerobic based, with teacher’s guidance.
Teacher: lead the discussion of the differences between aerobic and anaerobic training. Provide examples. Assist students with list.
Student: engage with discussion. Ask questions when needed. Create a list of sports/activities which are predominantly aerobic based, and activities that are predominantly anaerobic based
Resources: book, paper, pens
T/S
40 FITT Principle
Introduce the FITT principle to students. Explain what each term means and complete the table – attached.
Teacher: Introduce the FITT principle to students. Explain what each term means
Student: complete the ‘define FITT principle table’
Resources: define the FITT principle table.
Teaching element Indicators of presence in the lesson
1.3 Students compare the difference between aerobic and anaerobic training and seek an explanation as to which is best suited for a particular athlete.
2.2 Students are actively participating in discussion and activities.
3.4 Students work in groups, each member of the group has to actively participate to be part of the team.
T
45 Training program
Discuss how the FITT principle can be used when designing an aerobic training session.
Split the class into 4 groups. Provide each group with 1 principle. As a class, design a one-day training session for a specific sporting individual.
Teacher: further discuss how the FITT principle can be used when designing an aerobic training session.
Give each students a number from1 – 4, the class is allocated when each number should group. 4 groups are now formed. Give each group 1 principle. As a class we will then design a one day training session for a specific sporting individual. This will be votes and agreed upon by the class.
Student: students will receive a number from 1-4, this is how the 4 groups are now determined. Each group will be provided with 1 principle to focus on. As a class, design a one-day training session for a specific sporting individual.
Resources: book, paper, pen
S
60 Reflection-
Ask the students what the main focuses of the lesson was. What are three things they learnt that they may not have already known prior to the lesson. Recap on the main points and highlight what was achieved throughout todays lesson. Ask if there are any final questions on todays lesson.
Thank the students for their participation, engagement and for working well throughout the lesson. Remind them of any resources they may need to bring for the next lesson, even if its just their work book and pencil case.
Exit ticket: name each principle using the FITT principle acronym
Teacher: ensure students leave the classroom the way they found it, ensure all belongings are taken when exiting.
Student: reflection of the lesson, tidy area, take all belongs, name a principle from the FITT principle
Resources: not required
T&S
Reflection
I now feel that I may have been better to run this class as a voice thread, so students could have gained a better understanding of exactly what a voice thread was and could have allowed students to see how it works in a classroom setting. Perhaps scaffolding the assessment question may also be a good option in the future.
How am I measuring the outcomes of this lesson?
Learning Outcome Method of measurement and recording
Discussion Teacher observes thoughts and discussions and clarifies anything that may need further development.
Creating a program Students create what they think is a suitable and effective FITT program. Teacher observation, monitor progress and provides feedback.
Communication skills Teacher observation of all students actively engaged, listening and participating.
Other considerations
Graduate Standards
Evidence within this lesson
2.2/2.3 The use of UbD. The lessons flow from one activity to the next. Gradual build upon knowledge learnt.
3.1 Time frames of activities, students know what they need to know by the end of the lesson.
4.4 Checking for hazards prior to lesson commencement.
5.2 On the spot feedback and encouragement throughout activities.
WHS
- Check classroom prior to commencement for any hazards or potential hazards.- Bags left outside – to ensure unobstructed walkways between tables and exit door
(Lyons, Ford & Slee, 2013). - Behaviour management - ensure all students listen and follow instructions (Lyons,
Ford & Slee, 2013).- Create a safe learning environment for all – ensure respect for one another is
displayed. (Department of Education and Training, 2013).
References (In APA)
Board of Studies, NSW. (2009). Personal development, health and physical education: Stage 6 Syllabus / Board of Studies. Sydney, Australia.
Department of Education & Training. (2013) Work health and safety (WHS) policy. Retrieved from https://www.det.nsw.edu.au/policies/staff/WorkHealthSafety/PD20130454.shtml?level=Schools&categories=Schools|school+administration+%26+management|work+health+%26+safety
Lyons, G., Ford, M., & Slee, J. (2013). Classroom management: Creating positive learning environments (4th ed.). South Melbourne, Australia: Cengage Learning.
McTighe, J., & Wiggins, G. (2012). Understanding by Design professional development workbook. Alexandria, VA: ASCD.
Resources Attached:
‘Define the FITT Principle table’
Post Lesson PlanTopic area: Body in motion Stage of Learner: 6 Syllabus Pages: 22, 24
Date: Location Booked: Lesson Number: 9 /9
Time: 60 minutes Total Number of students Printing/preparation
Outcomes Assessment Students learn about Students learn to
Syllabus outcomes
P9 describes biomechanical factors that influence the efficiency of the body in motion P16 uses a range of sources to draw conclusions about health and physical activity concepts
P17 analyses factors influencing movement and patterns of participation.
Lesson assessment
Informal
- Teacher observation - Student participation
and engagement levels
Fluid mechanics Flotation, centre of
buoyancy Fluid resistance
apply principles of fluid mechanics to enhance performance through participation in practical workshops
describe how principles of fluid mechanics have influenced changes in movement and performance, eg technique modification, clothing/suits, equipment/apparatus
Quality Teaching Elements (lesson focus) Highlight the appropriate areas
Intellectual QualityThis refers to pedagogy focused on producing deep understanding of important, substantive concepts, skills and ideas. Such pedagogy treats knowledge as something that requires active construction and requires students to engage in higher-order thinking and to communicate substantively about what they are learning.
1.1 Deep knowledge1.2 Deep understanding1.3 Problematic knowledge
1.4 Higher-order thinking1.5 Metalanguage1.6 Substantive communication
Quality Learning EnvironmentThis refers to pedagogy that creates classrooms where students and teachers work productively in an environment clearly focused on learning. Such pedagogy sets high and explicit expectations and develops positive relationships between teacher and students and among students.
2.1 Explicit quality criteria2.2 Engagement2.3 High Expectations
2.4 Social Support2.5 Students’ self regulation2.6 Student direction
SignificanceThis refers to pedagogy that helps make learning more meaningful and important to students. Such pedagogy draws clear connections with students’ prior knowledge and identities, with contexts outside of the classroom, and with multiple ways of knowing all cultural perspective.
3.1 Background knowledge3.2 Cultural knowledge3.3 Knowledge integration
3.4 Inclusivity3.5 Connectedness3.6 Narrative
How the quality teaching elements you have identified are achieved within the lesson.
Time
Teaching and learning actions Organisation Centred
T/S
0 Students line up outside classroom where they leave their bags lined up on the silver seats. Before entering ensure students have their work books and pencil case ready to start the lesson. Once entered students may take a seat and wait quietly for the commencement of the lesson.
Teacher: scan the classroom for any hazards. Ensure bags are kept outside in a tidy manner. Ensure all resources are ready to go when required. Mark roll once students are seated quietly.
Student: make two straight lines outside the classroom waiting quietly, making sure they have their book and pencil case, ensure bags are left outside. Once entered the classroom sit quietly waiting for name to be called for attendance.
Resources: lesson plan, role
T
5 Revision Bingo
Students will play bingo, by selecting a word of their choice from the body in motion section of the syllabus. Words such as force, FITT principle, muscular system could be chosen for example. Students will write their word down on a blank piece of paper, the teacher will select a letter from the alphabet at random, e.g t,b, f, r, a, s. Once the letter has been called out, if the student has that letter in their word they cross the letter out. First student to eliminate all letters calls out bingo and is the winner.
This can be played for three or four rounds. Changing the word each round.
Teacher: ask students to pick a word from the body in motion section of the syllabus. Call out a letter, keep calling out letters until a student calls out bingo. Instruct the students to select a new word for a new round.
Student: pick a word from the body in motion section of the syllabus. Listen to the letters being called out, cross out the letter being called out, once all letters are crossed out student called out bingo and is the winner. Select a new word for every round.
Resources: pen, paper
T/S
10 Influences of fluid mechanic on performance
Students will be allocated a number from 1-4 each number has a designated group work area. Students will complete the next two activities in groups.
Students are to brain storm and describe how the principle of fluid mechanics have influenced changes in movement and performance. Use the table provided to fill in the blanks.
Teacher: allocate each students a number, instruct each number where to sit, groups are now formed.
Student: receive a number, move to allocate spot in room, brain storm, work and communicate within a group setting. Display good team work skills. Give everyone the respect and opportunity to have their say.
Resources: Influences of fluid mechanic on performance worksheet.
S
Teaching element
Indicators of presence in the lesson
1.4 The type of questions throughout the activities require higher-order thinking
2.2 Students are actively participating in discussion and brainstorming activities. Bingo requires high engagement levels to be successful.
3.4 Students work in groups, each member of the group has to actively participate to be part of the team.
25 Effects of drag on performance
Students will remain in the same groups as previous activity.
Groups will split themselves up again selecting who will complete which section of the table and will collaborate answers at thee end to end up with a fully completed table.
Using the next work sheet students are to explain the types of drag and effect of this performance from the illustrations provided.
Teacher: ensure all members are actively participating and engaged throughout the task. Monitor communication and involvement.
Student: be an active group member, participate and engage throughout the activity.
Resources: effects of drag on performance worksheet, pens, paper.
S
40 Assessment feedback
15 – 20 minutes will be focusing on assessment feedback. The teacher will go through each section in detail and help correct any misinformation or ideas. Students will be given the chance to ask any questions they have regarding their mark. During this time selected voice threads will be played, for the class to view their peers work.
Teacher: each section and question will be answered in detail, further proving examples to answers.
Student: receive feedback written and verbal. Students will be able to watch selected peers assessment voice thread component.
Resources: assessments with feedback attached, voice threads, smart board.
T
60 Reflection-
Ask the students what the main focuses of the lesson was. What are three things they learnt that they may not have already known prior to the lesson. Recap on the main points and highlight what was achieved throughout todays lesson. Ask if there are any final questions on todays lesson.
Thank the students for their participation, engagement and for working well throughout the lesson. Remind them of any resources they may need to bring for the next lesson, even if its just their work book and pencil case.
Exit ticket: name one thing you enjoyed about the assessment task
Teacher: ensure students leave the classroom the way they found it, ensure all belongings are taken when exiting.
Student: reflection of the lesson, tidy area, take all belongs, name one thing you enjoyed about learning from the assessment task.
Resources: not required
T&S
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Reflection
This lesson flows nicely from one activity to the next. High order thinking has been included within activities as well as group work which allows for students to learn from one another.
How am I measuring the outcomes of this lesson?
Learning Outcome Method of measurement and recording
Discussion Teacher observes thoughts and discussions and clarifies anything that may need further development.
Brainstorming and answering questions
Students collaborate as a group to brainstorm and discuss ideas associated with influences of movement.
Communication skills Teacher observation of all students actively engaged, listening and participating.
Other considerations
Graduate Standards
Evidence within this lesson
2.2/2.3 The use of UbD. The lessons flow from one activity to the next. Gradual build upon knowledge learnt.
3.1 Time frames of activities, students know what they need to know by the end of the lesson.
4.4 Checking for hazards prior to lesson commencement.
5.2 On the spot feedback and encouragement throughout activities.
WHS
- Check classroom prior to commencement for any hazards or potential hazards.- Bags left outside – to ensure unobstructed walkways between tables and exit door
(Lyons, Ford & Slee, 2013). - Behaviour management - ensure all students listen and follow instructions (Lyons,
Ford & Slee, 2013).- Create a safe learning environment for all – ensure respect for one another is
displayed. (Department of Education and Training, 2013).
References (In APA)
Board of Studies, NSW. (2009). Personal development, health and physical education: Stage 6 Syllabus / Board of Studies. Sydney, Australia.
Department of Education & Training. (2013) Work health and safety (WHS) policy. Retrieved from https://www.det.nsw.edu.au/policies/staff/WorkHealthSafety/PD20130454.shtml?level=Schools&categories=Schools|school+administration+%26+management|work+health+%26+safety
Lyons, G., Ford, M., & Slee, J. (2013). Classroom management: Creating positive learning environments (4th ed.). South Melbourne, Australia: Cengage Learning.
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McTighe, J., & Wiggins, G. (2012). Understanding by Design professional development workbook. Alexandria, VA: ASCD.
Resources Attached:
Describe how the principle of fluid mechanics have influenced changes in movement and performance
Explain the types of drag and the effect of this on performance.
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JustificationLesson plan justification:
Sequencing:
Both the pre and post lesson plans have been created by using the Understanding by Design (UbD) framework. The UbD framework assists in enhancing learning by allowing teachers to think purposefully about curricular planning (McTighe & Wiggins, 2012). This framework suggests that the desired outcomes should be established before commencement of the lesson planning takes place. Knowing what you want your students to know by the end of the unit is essentially the first initial step to direct your planning in the right direction. Effective planning essentially is planning backwards, first being that the teacher identifies the desired results, followed by determining assessment evidence and lastly plans the learning experience and instructions which will take place (McTighe & Wiggins, 2012). Both the pre and post lesson plans flow from one activity to another, helping students to remain focused and to stay on task, each activity progresses on further knowledge. There is a constant development of knowledge throughout not only these two lessons but also throughout the unit. Threshold concepts allow for teachers to decide the fundamental concepts which must be taught within a lesson. A threshold concept is generally irreversible and not likely to be forgotten (Cousin, 2006). Within these lesson a threshold concept will be developed.
Outcomes:
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For this unit of work, the outcomes have been selected from the Board of Studies Personal Development, Health and Physical Education: Stage 6 Syllabus: 8.2 Preliminary Core 2: The Body in Motion. This document is a state wide syllabus which state the outcomes required for students, to legally learn at and by specific stages in their schooling life. If students wish to further their studies in PDHPE for year 11 and 12, this module is compulsory. This unit of work focuses on the scientific foundations of human movement, specifically examining how the body moves and why it moves in particular way, the unit covers the relationship between the anatomy, physiology, fitness, biomechanics and efficient human movement. The pre lesson examines the relationship between physically fitness, training and movement efficacy, focusing on aerobic and anaerobic training. The post lesson examines how the biomechanical principles influence movement, focusing on the effects fluid mechanics have on performance. The outcomes are achieved through the activities chosen throughout the lesson, students are to identify, discuss, explain, define, brainstorm, examine and play.
Assessment:
Both the pre and post lessons require informal assessment. The main form of assessment throughout these two lessons is teacher observation, this is observation of student’s engagement, student participation, how well students work in group situations, input when discussion is required or brainstorming ideas, completing tasks and overall gaining of knowledge. Reflection questions at the end of a task or lesson allows teachers to gain a deeper understanding of; how the class ran, the progression made throughout the lesson, if information was captured by the students, if students need further explanation on certain concepts, if the students felt the lesson was boring or engaging. Reflection is not only good for the student but also for the teacher to continue improving within their profession. It is believed that learning occurs through two ways, one being the initial experience and the other through reflection (Dewey, 1916/97). The exit ticket questions at the completion of each lessons requires students to revisit the main concept that was focused on during that particular lesson. By reflecting on the lesson allows for the teacher to make any adjustments on the topic content activities and pedagogy to improve students learning in the future (Lyons, Ford & Slee, 2013).
Concept and development:
The over all unit concept and development should allow for easy knowledge development despite the amount of content. The pre lesson plan introduces the assessment task required for this unit of work. During the lesson the assessment is deconstructed along with the rubric to allow students to have a deep understanding, of what is required and expected of them. The lesson also focuses on the aerobic and anaerobic training, which is the first step to scaffolding the assessment talk for the students. Archer and Hughes (2011) define scaffolding as, students are guided through the learning process with clear instructions and methods to follow through a step by step explicit instruction. Concepts will be further developed through activities, videos and information. The post lesson allows students to receive feedback on their assessment task, the lesson also include the presentations of selected students voice threads. This will give students time to reflect on their own work as well as seeing how their peers presented their information. The concepts throughout these lessons will be further built upon and developed.
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Pedagogical approach:
I believe my classroom will be one where all students can feel safe, happy and respected. I will continue to develop catering for all the needs of all of my students, I believe that overtime this will be much more natural and with actual exposure can only benefit my teaching.
I often include cooperative learning activities within my lessons as I find with students this can often be extremely beneficial for their development of knowledge for the individual. Interaction between peers such as group work is believed to be an effective way to develop skills and strategies. The use of cooperative activities throughout the post lesson allows for students who may find a concept or task difficult can often further develop with the help of a high achieving peer, with the zone of proximity development (Vygotsky, 1978). The group activity requires students to also develop communication skills, leadership roles, listening skills, and over all team work. Collaborative learning if often favored by students rather than individual work.
The activity of revision bingo if for all competitive students, even the teacher wants to win this one. Allowing the students to pick their own work for the game allows for decision making and links with student direction.
Quality teaching frame work and teaching standards:
The lessons focus on three main quality teaching elements, that being; 1.3 Problematic knowledge - Students compare the difference between aerobic and anaerobic training and seek an explanation as to which is best suited for a particular athlete. This type of activity requires students to communicate what they are learning. 1.4 Higher-order thinking – the types of question asked in the post lesson require a deeper understanding. 2.2 Engagement - students are actively engaged throughout the lesson as there are a number of activities which accommodate many learning types. 3.4 inclusivity – allowing for all students learning needs to be catered for allows all students to feel included and able to achieve. Creating and providing a supportive learning environment also further develops inclusivity as positive relationships form between teacher and students and students and peers.
Both the lessons focus on a number of teaching standards that being; 2.2 Content selection and organisation – the lesson has been organised into an effective learning and teaching sequence, all activities progress and flow from one to another. 3.1 Establish challenging learning goals – at the start of the lesson the teacher state the lesson objective and goals for the lesson, students are aware of what they need to achieve by the end of the lesson. 4.1 Support student participation – with the combination of the type of activities selected as well as teacher observation informal assessment, students are encouraged and supported to participate and be engaged in classroom activities. 5.2 Provide feedback to students on their learning – ensure feedback and encouragement is given to students throughout the lesson
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Appendices A – Scope and Sequence Course Term 1 Term 2 Term 3 Term 4Preliminary
Topic: First Aid 20%Syllabus outcomes:P6, P12, P15, P16Duration in weeks and hours: 6 weeks 4x 60 mins= 24hrs
Topic: Better Health for Individuals 30%Syllabus outcomes:P1, P2, P3, P4, P5, P6, P15, P16Duration in weeks and hours 4 weeks 4x 60mins= 16hrs
Topic: Better Health for Individuals 30% Syllabus outcomes:P1, P2, P3, P4, P5, P6, P15, P16Duration in weeks and hours: 5 weeks 4x 60 mins= 24hrs
Topic: Fitness Choices- 20%Syllabus outcomes:P5, P6, P10, P15, P16, P17Duration in weeks and hours: 5 weeks 4x 60mins= 16hrs
Topic: Fitness Choices 20%Syllabus outcomes:P5, P6, P10, P15, P16, P17Duration in weeks and hours: 1 Weeks 4x 60mins = 8hrs
Topic: Body in Motion 30%Syllabus outcomes:P7, P8, P9, P10, P11, P16, P17Duration in weeks and hours: 9 weeks 4x 60 mins= 24hrs
Students start the HSC course in this term.
Course Term 4 (year 11) Term 1 Term 2 Term 3HSC
Topic: Factors Affecting Performance 30%Syllabus outcomes:H7, H8, H9, H10, H11, H16, H17Duration in weeks and hours: 10 Weeks 4 x 60mins = 35 hours
Topic: Factors Affecting Performance 30%Syllabus outcomes:H7, H8, H9, H10, H11, H16, H17Duration in weeks and hours: 2 Weeks, 60mins = 2 hours
Topic: Sports Medicine 20%Syllabus outcomes:H8, H13, H16, H17Duration in weeks and hours: 8 Weeks 4 x 60mins = 32
Topic: Health Priorities in Australia 30%Syllabus outcomes:H1, H2, H3, H4, H5, H14, H15, H16Duration in weeks and hours: 10 Weeks 4 x 60mins = 35 hours
Topic: Health Priorities in Australia 30%Syllabus outcomes:H1, H2, H3, H4, H5, H14, H15, H16Duration in weeks and hours: 2 Weeks, 60mins = 2 hours
Topic: Improving Performance 20%Syllabus outcomes:H7, H8, H9, H10, H16, H17Duration in weeks and hours: 8 Weeks 4x 60mins = 32 hours
Appendices B – Concept Map
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Appendices C – Assessment Handbook
Task One – First Aid
Due: Term 1 Week 7Assessment Weighting: 10%
Outcomes:* P6: Proposes actions that can improve and maintain an individual’s health* P12: Demonstrates strategies for assessment, management and prevention of injuries in first aid settings* P16: Uses a range of sources to draw conclusions about health and physical activity concepts
Task DescriptionStudents are required to successfully complete their first aid certificate.
Task Two – Better Health for Individuals
Due: Term 2 Week 5Assessment Weighting: 20%
Outcomes:* P2: Explains how a range of health behaviours affect an individual’s health* P3: Describes how an individual’s health is determined by a range of factors* P4: Evaluates aspects of health over which individuals can exert some control* P6: Proposes actions that can improve and maintain an individual’s health* P15: Forms opinions about health-promoting actions based on a critical examination of relevant information* P17: Uses a range of sources to draw conclusions about health and physical activity concepts
Task DescriptionLong response question “It’s your health, your body, what are you going to do about it?”
Task 3 – The Body in Motion
Due: Term 3 Week 4Assessment Weighting: 20%
Outcomes:* P7: Explains how body systems influence the way the body moves* P8: Describes the components of physical fitness and explains how they are monitored* P9: Describes biomechanical factors that influence the efficiency of the body in motion* P10: Plans for participation in physical activity to satisfy a range of individual needs* P11: Assesses and monitors physical fitness levels and physical activity patterns* P16: Uses a range of sources to draw conclusions about health and physical activity concepts* P17: Analyses factors influencing movement and patterns of participation.
Task DescriptionStudents are given 5 questions based on a scenario. Answers are then formulated and presented in the form of a voice thread
Task 4 – Fitness Choices
Due: Term 3 Week 10Assessment Weighting: 10%
Outcomes:* P10: Plans for participation in physical activity to satisfy a range of individual needs* P16: Uses a range of sources to draw conclusions about health and physical activity concepts* P17: Analyses factors influencing movement and patterns of participation
Task DescriptionStudents are required to create an advertisement promoting positive health behaviours.
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Appendices D – Assessment ScheduleAssessment Handbook – Year 11
Component Task 1: Task 2: Task 3: Task 4:
Topic: First Aid Better health for individuals
Body in motion Fitness choices
Due: Term 1, week 7 Term 2, week 5 Term 3, week 8 Term 3, week 10
Outcomes: P6, P12, P16 P2, P3, P4, P6, P15, P17
P7, P8, P9, P10, P11, P16, P17
P10, P16, P17
Task Weight: 10% 20% 20% 10%
References
Archer, A. L., & Hughes, C. A. (2011). Exploring the foundations of explicit instruction. In K. R. Harris & S. Graham (Eds.), Explicit Instruction: Effective and Efficient Teaching (pp. 1-21). New York: The Guilford Press.
Board of Studies, NSW. (2009). Personal development, health and physical education: Stage 6 Syllabus / Board of Studies. Sydney, Australia.
Department of Education & Training. (2013) Work health and safety (WHS) policy. Retrieved from https://www.det.nsw.edu.au/policies/staff/WorkHealthSafety/PD20130454.shtml?level=Schools&categories=Schools|school+administration+%26+management|work+health+%26+safety
Lyons, G., Ford, M., & Slee, J. (2013). Classroom management: Creating positive learning environments (4th ed.). South Melbourne, Australia: Cengage Learning.
McTighe, J., & Wiggins, G. (2012). Understanding by Design professional development workbook. Alexandria, VA: ASCD.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
