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Years 6-7 units
Wheeling through the years
Context
Learning about technological and environmental impacts on sport
and recreation through wheeled activities.
Unit aim
To explore environmental and technological impacts on choices in
recreation activities.
General overview
This unit teaches children some skills that they can use to enhance
their leisure time while gaining an understanding of the environmental
and technological changes that have taken place in leisure activities
over the last 30 - 40 years.
Key area(s) of learning
Sports
Studies - 3rd bullet, Physical
Activity 3rd bullet.
Underlying concepts
This unit will enable students to develop an understanding of how
the environment in which they live affects their personal well-being
and that of society (health
promotion); and identify and reflect on factors that influence
their choices and behaviours related to physical activity (socio-ecological
perspective).
| AO |
Learning outcome |
Learning experiences |
Assessment opportunities |
| 4B3
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Students will experience and demonstrate how science, technology,
and the environment influence the types of wheels equipment
that we use.
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Brainstorm a variety of wheeled equipment used today and
in the past. and compare the technological advances. Discuss
how technology influences selection of sport and leisure activities.
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Anecdotal record of students' prior knowledge in the form
of brainstorm.
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3B2
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Students will develop and demonstrate a range of skills while
using bikes, scooters, skateboards, and rollerblades.
Students will develop movement skills for a modified game
with wheels.
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Free choice session where students are allowed to bring wheeled
equipment from home to share and play with.
Buddy teaching on how to use your wheels equipment. For
example how to break when rollerblading, and how to perform
a skateboard jump.
Students modify a game with wheels so that it suits the
environmental aspects of the playground. For example modified
roller hockey, scooter tag, or bike soccer.
Practice skills and play modified games.
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Peer feedback of buddy teaching session on students' ability
to identify a skill.
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| 3D1 |
Students will identify physical recreation
and sport activities of the 1960/70s.
Describe the effect that technology has had on leisure equipment
in the last 30 - 40 years.
Student will identify the influence of urbanisation on leisure
activities involving wheeled equipment. |
Research physical activities and choices from the 1960/70s
onwards.
Describe the differences technology has had on designs of
wheeled equipment.
Brainstorm differences between a rural and urban area as
far as choice of leisure activities go. Email an urban or
rural school and survey their leisure activities.
Contrast with your own school and question any differences?
Predict future leisure trends.
List advantages and disadvantages of your school playground
in relation to opportunities for wheeled activities.
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Assess student record sheet on comparison
between technology, design and style of wheeled equipment. |
Possible teaching approaches
Mosston's
teaching spectrum. In this activity students move from command
style teaching to student-initiated.
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Format
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| Possible lesson sequence |
Word
(40k) |
Pdf
(15k) |
| Students worksheets |
Word
(25k) |
Pdf
(11k) |
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