Year 9 Physical Education LC1 Medium Term Plan

Transcription

1 Year 9 Physical Education LC1 Medium Term Plan Overarching challenge question Exam board links Line of enquiry s Home learning How can health and fitness improve our physical, emotional, and social well-being? This learning cycle students will be introduced to the GCSE PE subject. They will gain an understanding of what is required throughout the three-year course culminating in their exams and practical moderations. Students will study how physical activity improves people s physical, emotional, social and fitness health and well-being. The consequences of having a sedentary lifestyle will be explored as well as obesity and somatotypes. Ø Week 1: What does GCSE PE involve? Ø Week 2: Does England have an obesity epidemic? Ø Week 3: What are somatotypes? Ø Week 4: Does diet and weight always correlate? Ø Week 5: How does diet affect performance in sport? 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 Lesson 2 Introduction to GCSE course. Hypothesis: Physical, mental and social health are all equally important Learning objective: Learning activity: Success criteria: Resources: 1. Link participation in Reasons for participation in physical activity, exercise and sport, and how 1. Understand what

2 physical activity, exercise and sport to health, wellbeing. 2. Explain how fitness, and how exercise can suit the varying needs of different people. performance in physical activity/sport can increase health, well-being and fitness. Physical health and well-being: improves heart function improves efficiency of the body systems reduces the risk of some illness able to do everyday tasks health & fitness mean. 2. Develop the ability to explain the 3 concepts (physical, mental, social). 3. Link exercise to the effects on each. vocabulary words to avoid obesity. Mental health and well-being: reduces stress/tension release of feel good hormones (serotonin) able to control emotions. Social health and well-being: opportunities to socialise/make friends cooperation teamwork have essential human needs (food, shelter, clothing). Fitness: improves fitness reduces the chances of injury can aid in the physical ability to work, eg on your feet all day/manual labour.

3 Lesson 3 Hypothesis: People choose to be unhealthy Learning objective: Learning activity: Success criteria: Resources: 1. Know and understand the consequences of a sedentary lifestyle. Teaching should encompass the definitions of sedentary and lifestyle. Students should be encouraged to explain the possible consequences of a sedentary lifestyle: weight gain/obesity heart disease hypertension diabetes 1. Understand the terms. 2. Explain the terms. 3. Apply knowledge of the terms to consequences. vocabulary words poor sleep poor self-esteem lethargy Obesity and how it may affect performance in physical activity and sport. Teaching should encompass the definition of obesity. Knowledge should be developed to explore how obesity may affect performance in physical activity and sport: limits stamina/ cardiovascular endurance limits flexibility limits agility limits speed/power. 4. Knowledge of what obesity is. 5. Basic understanding of how it affects performance 6. Specific links to how it affects the aspects of health. vocabulary words Causes ill health (physical): cancer

4 heart disease/heart attacks diabetes high cholesterol. Causes ill health (mental): depression loss of confidence. Causes ill health (social): inability to socialise inability to leave home. Lesson 4 Hypothesis: You must be the right shape to compete in different sports Learning objective: Learning activity: Success criteria: Resources: 1. Know and understand what somatotypes are. Definitions of the following body types: endomorph mesomorph ectomorph. Students should be taught to identify the most suitable body type for particular sports (or positions within a sport) and justify their choice with reasoned conclusions. 1. Know the body type names. 2. Explanation of each body type. 3. Application to varying sporting examples. 4. Evaluate the appropriateness of the body

5 Lesson 5 Hypothesis: You must be the right shape to compete in different sports types to sporting examples with reasoned justifications. Learning objective: Learning activity: Success criteria: Resources: 1. Know and understand what somatotypes are linked to certain sports. Application of the following body types to appropriate sporting examples: endomorph mesomorph ectomorph. Students should be taught to identify the most suitable body type for particular sports (or positions within a sport) and justify their choice with reasoned conclusions. 1. Know the body type names. 2. Explanation of each body type. 3. Application to varying sporting examples. 4. Evaluate the appropriatenes s of the body types to sporting examples with reasoned justifications Lesson 6 Hypothesis: Diet prevents disease Learning objective: 1. Describe energy use Learning activity: Success criteria: Resources: Teaching should develop knowledge on energy. Energy is measured in calories (Kcal) and is obtained from the food 1. Recall what is meant by

6 2. Understand the reasons for having balanced diet. we eat. The average adult male requires 2,500 Kcal/day and the average adult female requires 2,000 Kcal/day but this is dependent upon: age gender height energy expenditure (exercise) Teaching should develop the concept that there is no food that contains all the nutrients the body needs. A balanced diet contains lots of different types of food to provide the suitable nutrients, vitamins and minerals required. The reasons for a balanced diet: unused energy is stored as fat, which could cause obesity (particularly saturated fat) suitable energy can be available for activity the body needs nutrients for energy, growth and hydration. energy. 2. Recall the number of calories needed by an average male/female. 3. Make links to the boxes below on what happens when too many/too little calories are consumed. 4. Knowledge of the term balanced diet. 5. Explanation of the term. 6. Evaluation of why a balanced diet is needed. vocabulary words textbook Lesson 7 Hypothesis: Diet prevents disease Learning objective: Learning activity: Success criteria: Resources:

7 Lesson 8 1. Nutrition - understand the role of carbohydrates, fat, protein and vitamins/minerals. A balanced diet contains 55 60% carbohydrate, 25 30% fat, 15 20% protein. Carbohydrates are the main and preferred energy source for all types of exercise, of all intensities. Fat is also an energy source. It provides more energy than carbohydrates but only at low intensity. Protein is for growth and repair of muscle tissue. Vitamins and minerals are for maintaining the efficient working of the body systems and general health. Students do not need to be taught about vitamins and minerals. Hypothesis: Water is the most important element of your diet Learning objective: 1. Know the reasons for maintaining water balance (hydration). 1. Understand the constituents of a balanced diet. 2. Understand the recommended % intake. 3. Evaluate the importance of each element. Learning activity: Success criteria: Resources: Teaching should provide a definition of dehydration. Water balance (hydration) prevents dehydration. Teaching should develop understanding of the consequences of dehydration: blood thickening (increased viscosity), which slows blood flow increases in heart rate/heart has to work harder/irregular heart rate (rhythm) increase in body temperature/ overheat slowing of reactions/ increased reaction time/poorer decisions muscle fatigue/cramps. 1. Knowledge of the term dehydration. 2. Knowledge of the consequences. 3. Evaluate why water intake is required, making reasoned conclusions. cha pter 6

8 Lesson 9 Lesson 10 ASSESSMENT GAP TEACHING This week will be for gap reinforcement. The lesson will be determined following a detailed analysis of the previous assessment. The lesson will cover areas of weaknesses that have been identified. This will allow students to continue to develop their knowledge and also allow for deeper learning to take place.