Health and Physical Education Year 3, Semester 1

Unit Title:

Physical Education: Take your marks, get set, play Health: I Am Active How can we make our running, jumping How much Daily Physical Activity should we be and throwing better? doing and how much sedentary activity should we be doing?

Achievement Standard

By the end of Year 4, students recognise strategies for managing change. They examine influences that strengthen identities. They investigate how emotional responses vary and understand how to interact positively with others in different situations. Students interpret health messages and discuss the influences on healthy and safe choices. They understand the benefits of being fit and physically active. They describe the connections they have to their community and identify resources available locally to support their health, physical activity and safety.Students apply strategies for working cooperatively and apply rules fairly. They use decision-making and problem-solving skills to select and demonstrate strategies that help them stay safe, healthy and active. They refine fundamental movement skills and combine movement concepts and strategies in different physical activities and to solve movement challenges. They create and perform movement sequences using fundamental movement skills and the elements of movement.

HPE Strands Content Descriptions Assessment (A)

Personal, social and community health

Being healthy, safe and activeCommunicating and interacting

for health and well beingContributing to healthy and

active communitiesMovement and Physical Activity

Moving our bodyUnderstanding movementLearning through movement

Knowledge and UnderstandingsPhysical Education - In this unit, students develop the fundamental movement skills of running, jumping and throwing.Moving Our Body - Practise and refine fundamental movement skills in different movement situations (ACPMP043) - practise and refine the fundamental movement skills of running, jumping and throwingPerform movement sequences which link fundamental movement skills(ACPMP044)- apply the fundamental movement skills of running, jumping and throwing while incorporating movement concepts in simple gamesUnderstanding Movements - Examine the benefits of physical

Physical Education -Assessment For LearningDo a physical test at the start and see where they are at and retest at the end to gaige improvementGive positive feedback on what they need to do to achieve throughout the learningAssessment As LearningPeer coaching with positive feedback -iPads with filming of movement- use Adobe VoiceChecklistsObservation

activity and physical fitness to health and wellbeing (ACPMP046)- understand the benefits of being fit and physically active while participating in athletic activities.

Health - In this unit, students investigate the concepts of physical activity and sedentary behaviours while searching the recommendations of physical activity for five to twelve year olds. They explore the benefits of physical activity and investigate ways to increase physical activity.Contributing to Healthy and Active Communities - Participate in outdoor games and activities to examine how participation promotes a connection between the community, natural and built environments, and health and wellbeing (ACPPS041)

● investigate the concept of physical activity and sedentary behaviour● investigate the recommendations of physical activity for children aged five to twelve● investigate the types of physical activity that children can be involved in● identify the benefits of physical activity – healthy bones, heart, muscles and self

Being Healthy Safe and Active - Identify and practise strategies to promote health, safety and wellbeing(ACPPS036)

● investigate the benefits of physical activity to emotional health – good self-esteem, psychological wellbeing and reduction in feelings of depression and anxiety● investigate ways to increase physical activity in children and identify blockers to recommended amounts of physical activity

Contributing to Healthy and Active Communities - Describe strategies to make the classroom and playground healthy, safe and active spaces (ACPPS040)

● describe strategies to make the classroom and playground (classroom and playground is their local community) safe, and active spaces and to increase the physical activity of children.

Anecdotal notesAssessment Of LearningComparison of pre-test and post-test and use Criteria sheet - how well can they do running, throwing and jumping.

Health -Assessment For LearningPre-test to gaige how much knowledge students have regarding physical activity and its effects on their lifestyles.Do a post-test.( You can do the pre-test and post-test using NearPod on iPads)Assessment As LearningHomework quiz to go home for parents and then discuss in classobservation of participation in games and physical activityKeep a physical activity journal - can use Adobe Voice on iPads.Anecdotal notesPeer surveys or interviewsAssessment Of LearningComparison of pre-test and post-testFinal Assessment- make a poster about physical activity vs Sedentry and have Criteria Sheet for the poster

Focus Areas HPE

Alcohol and other drugs (AD)Food and nutrition (FN)Health benefits of physical activity (HBPA)Mental health and wellbeing (MH)Relationships and sexuality (RS)Safety (S)

Active play and minor games (AP)Challenge and adventure activities (CA)Fundamental movement skills (FMS)Games and sports (GS)Lifelong physical activities (LLPA)Rhythmic and expressive activities (RE)

Learning Framework Community ContributorLeader and Collaborator

Active InvestigatorEffective Communicator

Designer and CreatorQuality Producer

Cross Curricula Priorities

Catholic EthosAboriginal and Torres Strait Islander

Histories and Cultures

Social Emotional LearningAsia and Australia’s Engagement with

Asia

Inclusive EducationSustainability Education

General Capabilities LiteracyCritical and Creative ThinkingIntercultural Understanding

NumeracyEthical Understanding

ICTPersonal and Social Capability

Links to other LA’s Links to other Learning Areas: Australian Curriculum: HPEMathematics

EnglishIT

Situational Context of Unit

This unit can be completed in the following ways:General Classroom Teacher - HPE Combination 2 hoursHPE Specialist in addition to Classroom Teacher

PE Component(specialist) ...hrs PE Component (Classroom Teacher)...hrs H Component (specialist/classroom teacher) ...hrs

Additional information:

Learning and Teaching Strategies

Week 1 2 3 4 5 6 7 8 9 10

Cross Curricular Priorities SEL, IE

General Capabilities

Engage ⇒ Explore ⇒ Explain ⇒ Elaborate ⇒ Evaluate

Engage Resources

Physical Education: (1hr for this) Conduct a fitness / physical activity test with running, throwing and jumping skills incorporated to see what skills and knowledge each student has to gaige areas for improvement.

Health: (1hr for this) Start with a small pre-test testing the knowledge of students in regards to physical activity and its effect on their lifestyles. Start a Physical Activity Journal. Send home a quiz for families to fill in about their lifestyle regarding health questions, ask that it comes back next week.

Physical Education:Teacher ResourcesTest and checklist(See resources)Sports equipment - cones, tennis balls, bocce balls, measuring tape, stop watchesStudent ResourcesSports clothes and footwear

Health:Teacher ResourcesPre-testThe Department of

Health Australia’s Physicla activity and sedentry behaviour quidelines - Http://www.health.gov.au/interntet/main/publishing.nsf/content/health-pubhlth-strateg-phys-act-guidelines#apa512Quiz for familiesStudent ResourcespencilsPhysical activity journal

Health and Physical Education Metalanguage Assessment Opportunities

Emotional health, fundamental movement skills, locomotor skills, physical activity, healthy lifestyle, shuttle run, continuous jump, standing long jump, moderate, vigorous

Physical Education:Pre-test for learningChecklist

Health:Pre-testQuiz for familiesPhysical Activity Journal

Reflection

Week 1 2 3 4 5 6 7 8 9 10

Cross Curricular Priorities SEL, IE

General Capabilities

Engage ⇒ Explore ⇒ Explain ⇒ Elaborate ⇒ Evaluate

Explore Resources

Physical Education: (1hr for this) Warm up for the lesson. Play ‘Simon Says’ incorporating different types of locomotor movement, ie. jumping, skipping, hopping.Play Magician Tag: The tagger nominates the movement that is to be done when the student gets tagged.Do a on the way there, at the cone, on the way back relay. Some suggestions are two footed jumps, one big jump, bear crawl, crab crawl, running backwards and running forwards. Add balls to the relay and add throwing instructions for on the way there, at the cone and on the way back.Play some Indigineous jumping, running and throwing games - Jumping: Kangaroo, Running: Inkanyi, tarnambai, Throwing: borna Jokee, gorri

Health: (1hr for this) Discuss healthy aspects of family life. What do they do at home for a healthy lifestyle - use quizzes that went home to help with this discussion. Look at healthy food, drink and physical activity. Look at posters promoting healthy lifestyles and then make a list of healthy activities that are in families as a class. Finally make individual lists in books. Have students fill in Physical Activity Journal everyday, and have a quick update in this lesson. Check on them.

Physical Education:Teacher Resourcescones, ballsInstructions for gamesStudent ResourcesSports clothes and footwear

Health:Teacher Resourcesquizzes from home, postersStudent ResourcesbooksPhysical Activity Journal

Health and Physical Education Metalanguage Assessment Opportunities

Health Messages, Investigate, minor games, locomotor games, compare , locomotive movement , healthy lifestyles, indigenous games, discuss

Physical Education:Observation and anecdotal notes

Health:ObservationAnecdotal NotesQuizzesPhysical Activity Journal

Reflection

Week 1 2 3 4 5 6 7 8 9 10

Cross Curricular Priorities SEL, IE

General Capabilities

Engage ⇒ Explore ⇒ Explain ⇒ Elaborate ⇒ Evaluate

Explain Resources

Physical Education: (1hr a week for this) Break down each fundamental movement skill down into smaller techniques.Week 3 - Set up in stations for the whole class to follow. Explain each station and then do as a whole class with teacher watching and readjusting, then going in small groups to do stations - Running - High knees, quick feet, lunges, single leg squats, goose steps, skipping, strides, starting slow and getting fasterWeek 4 - Do these as separate activities - Throwing - Overarm throw - relay teams throwing at stumps, if the stumps are hit take a stump out, Underarm throw - throwing at a target, Chest passes - Do a shot put using bocce balls from the chest and set out markers for distances. Best of three throws.Week 5 - Set up as stations - Jumping - two footed jumps on the spot at a board and mark how high they get, sack races, bunny hop weaving through the cones as a relay and time them, stand and jump for distance and then do a run up, have distance placed out so they can see how they are doing for feedback, vertical jump with three cones jump from one cone to the next to the next, jump and turn and go back.

Physical Education:Teacher Resourceshttp://www.youtube.com/watch?v=mAiAvupFT6g Running Drills to Improve form and Speedhttp://www.youtube.com/watch?v=y7AfCrG2MYw Plyometric Vertical Jump DrillSports equipment needed for each station, activityStudent ResourcesSports clothes and footwear

Health: (1hr a week for this)Week 3 and Week 4 - Discuss as a whole class, What happens when you do physical activity? What are the physical changes after doing physical activity? What amount of physical activity should you be doing each day? What safety aspects do we need to consider for physical activity at school? What different types of physical activity are there? What sorts of physical activity would differently abled students be able to do? What does sedentry mean and what are some sedentry acivities? How long should you remain sedentry at one time? What could you do to stop being sedentry too long? Make a list of answers. Record answers in books. Make up some interview/ survey questions to ask a peer based on the discussion. Have students fill in Physical Activity Journal everyday, and have a quick update in this lesson. Check on them.Week 5 - Finish off interviews/surveys and then conduct them and record answers. Play some of the games from Week 2 Physical Education and discuss the changes that they each experienced. Have students fill in Physical Activity Journal everyday, and have a quick update in this lesson. Check on them.

Health:Teacher ResourcesThe Department of Health Australia’s Physicla activity and sedentry behaviour quidelines - Http://www.health.gov.au/interntet/main/publishing.nsf/content/health-pubhlth-strateg-phys-act-guidelines#apa512Student ResourcesPhysical Activity Journals and books. Interview/survey

Health and Physical Education Metalanguage Assessment Opportunities

Discuss, demonstrate, distinguish, fundamental movements, techniques, overarm throw, underarm throw, weaving, physical changes, differently abled, sedentry, physical activity journal, safety aspects, conduct,

Physical Education:Observation and anecdotal notes

Health:Physical Activity JournalInterview/survey

Reflection

Week 1 2 3 4 5 6 7 8 9 10

Cross Curricular Priorities SEL, IE

General Capabilities

Engage ⇒ Explore ⇒ Explain ⇒ Elaborate ⇒ Evaluate

Elaborate Resources

Physical Education: (1hr a week for this) Week 6 - Running - Using the skills we have learnt use iPads and partner up and film doing a 20 metre sprint and reflect on it and coach back to the student. Time the runner each time. If no iPad available use camera or phone and put up on white board and feedback as a class. Make bigger groups if not many stop watches available. If time allows, use the skill to play a relay game using this skill.Week 7 - Throwing - Bocce ball throw, partner up and film, film stages of throw, again reflect and feedback.If time allows, use the skill to play a relay game using this skill.Week 8 - Jumping - Jumping into a long jump pit, partner up and film, film stages of jumping, again reflect and feedback.If time allows, use the skill to play a relay game using this skill.

Health: (1hr a week for this)Week 6 - Look at various posters promoting Physical activities compared to sedentry activities. Look at indigenious and differently abled posters too. Discuss what makes a good poster. We are going to make a poster of our own promoting Physical activities compared to sedentry activities. Group class into partners to design and make their own posters. Start designing posters. Have students fill in Physical Activity Journal everyday, and have a quick update in this lesson. Check on them.Week 7 & 8 - Go on with designing and creating posters. Remind students what makes a good poster. Have finished by the end of Week 8 so they can be presented in Week 9 and 10.

Physical Education:Teacher ResourcesCones, Bocce balls, long jump pitStudent ResourcesiPads, stop watchesSports clothes and footwear

Health:Teacher ResourcesPosters representing health issues.Heart Foundation posters and indigeneous posters

Resource Student ResourcesPhysical Activity Journals and books.

Health and Physical Education Metalanguage Assessment Opportunities

Health messages, reflect and feedback, sedentary, physical activities, design, physical activity journal Physical Education:Filming movement with iPads and peer coaching as a result of reflection on filming

Health:Designing and Creating Physical Activity verses Sedentry Activity posters.

Reflection

Week 1 2 3 4 5 6 7 8 9 10

Cross Curricular Priorities SEL, IE

General Capabilities

Engage ⇒ Explore ⇒ Explain ⇒ Elaborate ⇒ Evaluate

Evaluate Resources

Physical Education: (1hr a week for this)Week 9 & 10 - Redo test from the beginning of the Unit. Play more running, throwing and jumping games.

Health: (1 hr a week for this)Week 9 & 10 - Do a post-test to see movement of answers from beginning of term. Present posters to class and look at Physical Activity Journals and discuss if their physical activities are where it should be. Discuss the sedentry activities. Are they being sedentry for too long? How can they change the amount of time they are physical or sedentry for?

Physical Education:Teacher ResourcesPost test and checklistStudent ResourcesSports clothes and footwear

Health:Teacher ResourcesPost testStudent ResourcesPost testPosters

Health and Physical Education Metalanguage Assessment Opportunities

shuttle run, standing jump, sedentary, dodge, two-handed chest pass , continuos jump Physical Education:Post test an checklist and criteria sheet

Health:Post test andcriteria sheet on posters

Reflection

Planning for Differently Abled Students

Student/s Different Ability Australian Curriculum Content Descriptions

being addressed

Learning and Teaching Strategies Assessment Strategies

APPENDIX A Indigenious Games for Week Two

Kangaroo, ‘kang-a-roo’ - from page 114 and 115 in Yulunga Traditional Indigenious Games, ausport.gov.au/isp

All school-age groups (K–12) Post-school age

Background

Imitation activities were a favourite and popular activity for children everywhere. In one activity children would copy the actions of the kangaroo.

Language

The word kangaroo appears to have originated from a word (gangarru) in the language of the Gouguyimithirr people in the (Wahalumbaal) Endeavour River area of north Queensland.

Short description

A jumping relay race based on the actions of a kangaroo jumping.

Players

• Teams of four to eight players

Playing area

• An appropriate area with lines about 10–15 metres apart

Game play and basic rules

• This simple relay game is conducted over a distance appropriate to the age group of the players.• The players jump or bound (hop) like kangaroos, keeping their legs together. They hold their arms close to their bodies at waist to chest level and with hands pointing down. They jump in long strides using an up and down motion.

Variations

• Players step and hop — ‘hippety hop’ — or gallop step.• Place a large ball between the legs and hop.• The relay course could include an obstacle to climb over or could be a winding rather than a straight path.• Have races between pairs of groups of players.• Players line up next to each other and all hop together past a line 10–15 metres away.• On mats and over low hurdles.

Teaching points

• Teams line up. Ready.• Arms up, feet together. Go.• Feet together. Hop.• Keep going.• Allow player to hop then one step, hop on two feet then step again.

Inkanyi, ‘in-kan-yi’ - from page 129 and 130 in Yulunga Traditional Indigenious Games, ausport.gov.au/isp

Years K–3, 4–6, 7–9

Background

Although not a universal activity, athletic events were common. In a part of central Australia the children would have running races together. The race was a cooperative effort. According to age, running speed and fitness levels, runners started at different distances and all players attempted to finish together.This activity is a more ‘recent’ observation.

Language

The word inkanyi means ‘play’ in the language of the Pitjantjatjara/Yankunytjatjara of central Australia.

Short description

This is a running activity whereby all players attempt to finish the race together. In some respects it is a cooperative activity. See how far they run. After all players have worked out their average distance, a race is organised where players are placed at various points along a running track. If a player can run 80 metres in 12 seconds he or she starts at a 20-metre mark. If another player can only run 60 metres in 12 seconds he or she starts at 40 metres. When all players are organised along the running track a race is held. Players should be encouraged to try their best. The fun comes from running as fast as they can but all attempting to finish at the same time. (Adjust the starting positions to fine-tune the results and run the race a second time or on another day.)

Variation

• Players can all run the same distance or start from different places but adjust their running speed so that they all finish together. There should be no ‘winner’.

Comment

This activity may be more practical for younger age groups in a physical education lesson.

Teaching points

• Practise your runs. Time your distance.• Work out where you will start.• Run. Try to finish together but run hard.• Let’s try again. All run hard and work to finish together.

borna jokee,‘bor-na-joke-e’ - from page 164 and 165 in Yulunga Traditional Indigenious Games, ausport.gov.au/isp

Years P–3, 4–6

Background

In parts of Western Australia mimic battles with toy spears frequently took place among the younger male members of the camp. Mock fights and duels were fought. There were also trials of skill with kyley and spear and kangaroo and emu hunts, the children taking turns at being hunter and hunted. In these activities the boys are encouraged by their elders in order to acquire dexterity in handling their weapons, and boys are usually watched closely by the men, especially in their spear-throwing games.The game of boorna jokee was the throwing of blunted spears at a human target. In this manner a player perfected skills in spear throwing and spear dodging. In displays of skill some men could expertly dodge three spears thrown together. They would use their shield or woomera to deflect the spears at the last moment.

Game play and basic rules

• One player (Noongar) stands in the centre of a line of Noongars and about 10–15 metres away. The line of throwers is spread out along the throwing line.• The Noongars throw sponge balls or similar at the ‘dodger’. The Noongar in front attempts to dodge these. Noongars collect the balls when there are none left to throw. The Noongar in front is changed and the game continues. Only contacts below the shoulders count.

Variation

• Two teams of players 10–15 metres apart. One player at a time stands 5 metres in front of his or her group while the opposing team throw balls at them. The player must not move his or her feet and may only dodge the balls thrown by turning the body or moving the head. He or she may knock the balls aside by using a cricket pad or cricket bat as a shield. Alternate roles between teams.

Teaching points

• Spread out. Dodger ready.• Dodge and move.• Throw and hit. Below the shoulders.• Stop. Collect the balls.

gorri, ‘gor-ri’ - from page 168 and 169 in Yulunga Traditional Indigenious Games, ausport.gov.au/isp

All school-age groups (P–12) Post-school age

Background

Bowling-ball or disc games were played by Aboriginal boys and men in all parts of Australia. A piece of rounded bark (disc) was rolled by one of the players for the other boys to use as a target for their short spears.A version of this activity is still played in the Kimberley area and Northern Territory (and perhaps elsewhere) using flattened tin lids as targets and stones or other missiles.

Language

Gorri was a disc-bowling game played in central Australia.

Short description

This is a game involving the throwing of a ball (for a spear) at a moving target.

• The players who are to throw at the target stand behind a line along one side of the playing area and parallel to the direction that the ball is to be thrown.• These players call out for the ball to be rolled when they are all ready.• The thrower calls out ‘gool-gool’ and starts the ball rolling towards the other end of the area.• As the target ball rolls between the markers in the playing area the players either throw or roll their tennis balls at the target in an attempt to hit it. Players stop throwing when the rolled ball goes past the marker at the other end of the area.• After their turn players wait until told and then collect the balls they have thrown. (A whistle is useful here.)• Vary the speed, distance and angle of the rolls and the number of balls rolled. For younger players some stationary targets might be used.• Note: When a player makes a hit he or she is greeted with applause. Successful players are expected to be modest about their achievement.

Variations

• Spear the hoop. Use a small hula-hoop or rubber quoit as the target and 1-metre pieces of medium-sized dowel that can be marked with different colours. Players stand behind a line marked 5 metres away from a target area, which is 10–15 metres long. The aim is to either make the hoop (or quoit) stop rolling, orto throw through it.• Human gorri: Have players either side of the area and 15 metres apart. Players gently roll a soft ball underarm at a target player as they run through the area between them. Players must be hit below the knees. This can be played with three teams (two throwing and one running).

• Attach a cardboard box to a long length of strong twine and pull it through the target area.• Use spear throwers (woomeras).

APPENDIX B PRE/POST- TEST FOR FUNDAMENTAL MOVEMENT

Activity Pre-Test Post Test

10m x2 shuttle run

Standing jump

Continuous jump(10m)

Throwing tennis ball/small play ball(overarm)

Throwing tennis ball/small play ball(underarm)

Throwing a bocce ball/large play ball from chest

Description of Pre-fitness Test activities:1. 10m x 2 shuttle run: Place cones 10m apart and have children run from start to finish and back and record time. 2. Standing jump: To begin the jump, the athlete swings both arms forcefully forward in unison, as shown and blocks—or stops—them slightly higher than the

shoulders, with a slight yet firm bend at the elbow. Both feet must leave the ground at the same time so that a full extension of the ankles, knees, and hips—also called triple extension—must be achieved in order to use all potential energy from these joints.

3. Continuous jump: Place cones 10m apart and have children perform 2 footed jumps from the start and record time. 4. Throwing overarm:

Preparation Propulsion Follow Through

Legs Arms Legs Head and Trunk

Arms Arms

1.Stands side on to direction of throw

2.Throwing arm moves in a downward and backward arc

3.Opposite foot to throwing arm steps forward 4.Hips then shoulders rotate forward

5.Elbow bends as throwing arm moves behind head

6.Forearm and hand lag behind upper arm

7.Throwing arm follows through across body

5. Throwing underarm:

http://www.valsabinpublications.com/publications/athletics/pdfs/ks1-other-example5.pdf6. Two-handed chest pass:

To teach the chest pass, have the passer hold a ball at chest level with both hands, knees slightly bent, and feet shoulder-width apart.

APPENDIX C PE, Term , Year Three – Jumping, Throwing, Running* These have been guessed at and it would be good for you to work out your average of your class as a sound.

Criteria Very High Sound Support Required

Shows

10m x2 shuttle run Improved time of run by more than 10 seconds

Improved time of run by 10 seconds

Improved time of run by less than10 seconds

Standing jump Has improved standing jump by more than 5cms

Has improved standing jump by 5cms

Has improved standing jump by less than 5cms

Continuous jump(10m) has improved time of continuous jump by more than 10 seconds

has improved time of continuous jump by 10 seconds

has improved time of continuous jump by less than 10 seconds

Throwing tennis ball/small play ball(overarm) Has improved overarm throw by more than 1 metre.

Has improved overarm throw by 1 metre.

Has improved overarm throw by less than 1 metre.

Throwing tennis ball/small play ball(underarm) Has improved underarm throw by more than 1 metre.

Has improved underarm throw by 1 metre.

Has improved underarm throw by less than 1 metre.

Throwing a bocce ball/large play ball from chest Has improved throwing of a ball from chest by more than 30cm

Has improved throwing of a ball from chest by 30cm

Has improved throwing of a ball from chest by less than 30cm

APPENDIX A HEALTH ASSESSMENT TEST 1. Define physical activity?

______________________________________________________________________________________________________________________________________________________________________________________________________________________

2. Define sedentary behaviour?______________________________________________________________________________________________________________________________________________________________________________________________________________________

3. Circle which of the following activities you are involved in?

Bike riding Swimming Club sport (weekend)

Playing tag Jump Rope Dance

Walking/Running GardeningSkating

Gynmnastics

4. Children aged 5 – 12 yrs should participate in 60mins of physical activity (including activity that gets your heart rate/breathing faster and strength

using muscles and bones each day? T/F 5. Circle some of the benefits of being physically active?

Healthy bones healthy muscles happy bodies

Healthy heart energenic overweight

Big muscles being tired strong

6. Circle which face helps you describe the way you feel when you are being physically active?

APPENDIX B Healthy Lifestyles Family QuizNutrition:1. How many serves of fruit do you usually eat in a day, including fresh, canned and dried fruit?

a) none

b) one

c) two or more

2. How many serves of salad and vegetables do you usually eat in a day, including raw and cooked vegetables?a) none

b) between one and three

c) four or more

3. How many snack foods – such as chips, chocolate or cake – do you usually eat in a day?a) three or more a day

b) one to two a day

c) none

4. How many sugary drinks do you usually drink in a day, including cordial, fizzy drinks and fruit juice?a) two or more a day

b) one to two a day

c) none

Physical activity:5. How much moderate (breathing quicker than normal) or vigorous (huffing and puffing) exercise do you usually do in a day

a) 0 - 30 minutes

b) 30 - 60 minutes

c) 60 minutes or more

6. How often do you walk, cycle, skateboard or ride a scooter to school?a) never

b) sometimes

c) most days

7. How often do you spend time doing active things with your family (like playing at home, walking the dog, cycling or swimming)?a) never

b) once or twice a week or less

c) more than twice a week

8. How much time do you usually spend watching TV, playing computer games, reading or doing homework?a) more than two hours a day

b) between one and two hours a day

c) no more than one hour a day

APPENDIX C Health Assessment Task Sheet

Student Name: Year Level:

Name of Task: Physical Activity verses Sedentry Activity Poster

Teacher/s:

Learning Area/s: Health

Date Commenced:

Week Date Due: Week

Type of Task: Written and other

Task Conditions: Pairs, In Class

Opportunity to Access: Books, Notes

Assessed By: Teacher

Task DescriptionStudents will make a Physical Activity verses Sedentry Activity Poster Procedure:Students will look at various Healthy posters.They will design and create their own poster showing Physical Activity verses Sedentry Activity. Resources:Books, Posters, Poster paper, markers

Health, Term , Year Three – Physical Activity verses Sedentry Activity PosterCriteria

Very High

Sound Support Required

Shows

Knowledge of physical activity and its benefits Can competently provide evidence through the use of text and images, a high level of knowledge of what physical activity is and what the benefits are.

Can write and show using images, what physical activity is and what its benefits are.

Limited evidence of knowledge (text and images) that displays physical activity and what the benefits would be.

Knowledge of sedentary activities and its effects on a person Can competently provide evidence through the use of text and images, a high level of knowledge of what sedentry activity is and what effects it has on a person.

Can write and show using images, what sedentry activity is and what effects it has on a person.

Limited evidence of knowledge (text and images) that display what sedentry activty is and what effects it has on a person.

Comparison of physical activity verses sedentary activity. Can competently provide evidence through the use of

Can write and show using images, the differences between

Limited evidence of knowledge (text and images) that display

text and images, a high level of knowledge, the differences between physical activity and sedentry activity.

physical activity and sedentry activity.

the differences between physical activity and sedentry activity.