Year 10 Physical Education LC1 Medium Term Plan

Transcription

1 Year 10 Physical Education LC1 Medium Term Plan Overarching challenge question Exam board links Line of enquiry s Home learning How can the cardio-respiratory system aid the human body in physical activity and sport? During this learning cycle students will be introduced to the cardio-respiratory system. Students will study the importance of oxygen and blood during performance. Students will need to develop a full understanding of the effects of exercise, as well as other key areas such as the pathway of air and gaseous exchange. Paper 1: The human body and movement in physical activity and sport. Ø Week 1: What makes up the respiratory system? Ø Week 2: How does the respiratory and cardiovascular system work together? Ø Week 3: What can you find out from an athletes spirometer trace? Ø Week 4: Which is more important; anaerobic or aerobic fitness? Ø Week 5: Who would win in an 800m race out of Usain Bolt and Mo Farah? All students are required to complete 30 minutes of revision each week. A certain section of the knowledge organiser will be focused on during that revision time. Lesson presentations, resources and notes can also be used when revising. Knowledge will be tested at the start of the following lesson. If students do not reach the expected grade then they will be required to re-take the knowledge check/quiz along with receiving any additional teacher support. This will ensure that no student falls behind. Lesson 1 Hypothesis: Breathing in is the catalyst to the cardio-respiratory system 1. Explain the pathway of air. Identification of the pathway of air (limited to): mouth/nose 1. Understand the names of pathways.

2 trachea bronchi bronchioles lungs alveoli. Teaching should focus on the location of each of these although the characteristics and function of the alveoli must be covered within gaseous exchange. 2. Describe the order of pathways. 3. Identification of pathways on diagrams. 4. Characteristi cs and functions of the alveoli Lesson 2 Hypothesis: All air breathed in diffuses into the body 1. Explain the process of gaseous exchange. Gas exchange at the alveoli features that assist in gaseous exchange: large surface area of alveoli moist thin walls (one cell thick) short distance for diffusion (short diffusion pathway) lots of capillaries large blood supply movement of gas from high concentration to low concentration. Oxygen combines with haemoglobin in the red blood cells to form oxyhaemoglobin. Students should also know that haemoglobin can 1. Identify features/ characteristi cs. 2. Identify features/ characteristi cs on a diagram. 3. Understand the role of haemoglobi n in the transport of oxygen and carbon

3 carry carbon dioxide. Teaching should focus on the characteristics and how these characteristics assist with gaseous exchange. dioxide. 4. Explain how the features/ characteristi cs assist with gaseous exchange. Lesson 3 Hypothesis: Blood vessels are a network similar to the London underground 1. Understand the blood vessels. Structure of arteries, capillaries and veins: size/diameter wall thickness valves in veins. Teaching should focus on differentiating between the vessel types so that students can explain the vessels and/or identify each vessel from illustrations. How the structure of each blood vessel relates to the function: carrying oxygenated/ deoxygenated blood to/ from the heart gas exchange blood pressure redistribution of blood during exercise (vasoconstriction and vasodilation). 1. Name the vessels. 2. Describe the vessels (diameter etc). 3. Identify the vessels from an illustration. 4. Apply the structure to the function of each vessel. 5. Assess each vessels relative importance.

4 Students should know the names of the arteries and veins associated with blood entering and leaving the heart. Teaching should focus on the student s ability to explain the function of each vessel and their relative importance. The vessels entering/leaving the heart should be identified from a diagram. 6. Further apply the learning to the vessels entering/ exiting the heart. Lesson 4 & 5 Hypothesis: Inspiration and expiration will never change, no matter how fit you are 1. Understand the mechanics of breathing the interaction of the intercostal muscles, ribs and diaphragm in breathing. Inhaling (at rest) with reference to the roles of the: intercostals rib cage diaphragm. Exhaling (at rest) with reference to the roles of the: intercostals rib cage diaphragm. Teaching should facilitate student knowledge that the lungs can expand more during exercise (inspiration) due to the use of pectorals and sternocleidomastoid. During exercise (expiration), the rib cage is pulled down quicker to force air out quicker due to use of the abdominal muscles. No other muscles are needed. Changes in air pressure cause the inhalation and exhalation. 1. Name the anatomical parts involved. 2. Explain how these work together during inhalation. 3. Explain how these work together during exhaling (including the role of other muscles).

5 Lesson 5: 2. Interpret a spirometer trace. Lesson 5: Identification of the following volumes on a spirometer trace and an understanding of how these may change from rest to exercise: tidal volume expiratory reserve volume inspiratory reserve volume residual volume. Teaching should enable students to Interpret and explain a spirometer trace (and continue a trace on paper) to reflect the difference in a trace between rest and the onset of exercise. Students should be able to analyse and draw traces. 4. Evaluate their role, eg evaluate the role of the diaphragm. Lesson 5: 1. Names of the lung volumes. 2. Explain what each volume is. 3. Be able to identify each on a spirometer trace. 4. Be able to interpret/ana lyse each on a spirometer trace. 5. Be able to predict what each will do based on. information/ draw continuation of the trace.

6 Lesson 6 Hypothesis: Adaptions to the body occur after your first exercise session 1. Immediate effects of exercise (during exercise). 2. Short-term effects of exercise (24 to 36 hours after exercise). 3. Long-term effects of exercise (months and years of exercising). Teaching should cover the immediate effects: hot/sweaty/red skin increase in depth and frequency of breathing increased heart rate. Teaching should cover the short-term effects: tiredness/fatigue light headedness nausea aching/delayed onset of muscle soreness (DOMS)/cramp. 1. Name the effects of each stage. 2. Explain the effects of exercise. Teaching should cover the long-term effects: body shape may change improvements in components of fitness build muscle strength improve muscular endurance improve speed improve suppleness build cardio-vascular endurance improve stamina

7 increase in the size of the heart (hypertrophy) lower resting heart rate (bradycardia). Students should be taught the components of fitness to understand the long term effects of exercise. Lesson 7 Hypothesis: All sports require both aerobic and anaerobic fitness 1. Understanding the terms aerobic exercise (in the presence of oxygen) and anaerobic exercise (in the absence of enough oxygen). 2. The use of aerobic and anaerobic exercise in practical examples of differing intensities. Year 9 RECAP: Definition of the terms: aerobic exercise anaerobic exercise. Teaching should ensure that students understand: Summary of aerobic exercise (glucose + oxygen energy + carbon dioxide + water). Summary of anaerobic exercise (glucose energy + lactic acid). Teaching will focus on the understanding of the formulae. Link practical examples of sporting situations to aerobic or anaerobic exercise. Identification of the duration and/or intensity of a physical activity in order to identify and justify why it would be aerobic or anaerobic, eg marathon (aerobic), sprint (anaerobic). Several sporting examples should be used. 1. Understand the terms aerobic and anaerobic. 2. Recite the equations. 3. Link knowledge to the box below. 4. Link knowledge from above to sporting examples. 5. Vary the examples. 6. Provide justified answers with

8 reasoned conclusion as to why an activity is likely to be aerobic or anaerobic. Lesson 7 Lesson 8 ASSESSMENT GAP TEACHING