9W2 PE and Health
Section outline
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Kia ora...
Success Criteria: I can/have...
- Explain why it is important to complete weekly physical Activity
- explain what MVPA stands for.
- explain the barriers to doing physical activity?
Activities:
- Watching a video
- Group discussions
- Kahoot
Follow Up Tasks:
Components of Fitness
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING different types of exercise
- We are EXPLORING the different types of terminology regarding fitness
- We are EXPLORING the difference between moderate and intensive excecise.
Kia ora...
Success Criteria: I can/have...
- Explain why it is important to complete weekly physical Activity
- explain what MVPA stands for.
- explain the barriers to doing physical activity?
- I can explain the benefits of fitness on my Wellbeing
Activities:
- Start my presentation
- Playing hotspot
- Start Pre Tests
Follow Up Tasks:
Components of Fitness
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING different types of exercise
- We are EXPLORING the different types of terminology regarding fitness
- We are EXPLORING the difference between moderate and intensive exercise.
Kia ora...
Success Criteria: I can/have...
- Explain the components of fitness
- explain which category each of the tests belongs to.
Activities:
- Start my presentation
- Start Pre Tests
Follow Up Tasks:
Complete slides 6-12 on Benefits of fitness
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Success Criteria: I can/have...
- Explain what a healthy heart rate means
- explain the principals of training
Activities:
- Start my presentation
- Start Pre Tests
Follow Up Tasks:
Complete slides 6-12 on Benefits of fitness
FOCUS / ARONGA learning intentions:
- We are FOCUSING discussing the different components of fitness
- We are FOCUSING developing our own training program using the principles of training
- We are FOCUSING explaining the principals of training
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Success Criteria: I can/have...
- explain the principles of training
- Completed slides 12-19 on the Benefits of fitness
Activities:
- Start my presentation
- Finish Pre Tests
Follow Up Tasks:
Set goals for my post test.
Start looking at my Assessement
FOCUS / ARONGA learning intentions:
- We are FOCUSING discussing the different components of fitness
- We are FOCUSING developing our own training program using the principles of training
- We are FOCUSING explaining the principals of training
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Success Criteria: I can/have...
- explain the principles of training
- Completed slides 12-19 on the Benefits of fitness
Activities:
- Start my presentation
- Finish Pre Tests
Follow Up Tasks:
Set goals for my post test.
Start looking at my Assessement
FOCUS / ARONGA learning intentions:
- We are FOCUSING discussing the different components of fitness
- We are FOCUSING developing our own training program using the principles of training
- We are FOCUSING explaining the principals of training
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PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING to design our own training program using the principles of training so that we can write a reflection report on our own health according to the components of fitness.
Success Criteria: I can/have...
- started my fitness report
- completed some of my post-test results
- used my math and English skills to complete my fitness report
Activities:
- Start my assessment
- Finish Post Tests
Follow Up Tasks:
Set goals for my post-test.
Start looking at my Assessment
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PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING to design our own training program using the principles of training so that we can write a reflection report on our own health according to the components of fitness.
Success Criteria: I can/have...
- started my fitness report
- completed some of my post-test results
- used my math and English skills to complete my fitness report
Activities:
- Start my assessment
- Finish Post Tests
Follow Up Tasks:
Set goals for my post-test.
Start looking at my Assessment
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PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING to design our own training program using the principles of training so that we can write a reflection report on our own health according to the components of fitness.
Success Criteria: I can/have...
- started my fitness report
- completed some of my post-test results
- used my math and English skills to complete my fitness report
Activities:
- Finish my assessment
- Finish Post Tests
Follow Up Tasks:
Finishing my Post tests
Finishing my Assessment
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING the different types of interpersonal skills
- We are EXPLORING the definitions of the different interpersonal skills
- We are EXPLORING different situations and how to integrate Interpersonal skills into each situation.
Success criteria: I can
- provide my own definition of interpersonal skills
- identify my own strengths in each situation
Activities:
- Personality test
- Maize game
- Problem solving challenges
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING the different types of interpersonal skills
- We are EXPLORING the definitions of the different interpersonal skills
- We are EXPLORING different situations and how to integrate Interpersonal skills into each situation.
Success criteria: I can
- link interpersonal skills to my wellbeing
- provide my own definition of interpersonal skills
- identify my own strengths in each situation
Activities:
- Personality test
- Maize game
- Problem solving challenges
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING the different types of interpersonal skills
- We are EXPLORING the definitions of the different interpersonal skills
- We are EXPLORING different situations and how to integrate Interpersonal skills into each situation.
Success criteria: I can
- link interpersonal skills to my wellbeing
- provide my own definition of interpersonal skills
- identify my own strengths in each situation
Activities:
- Interpersonal skills Definitions
- Communication game
- Problem-solving challenges
- Google classroom Checkpoint 1
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- We are FOCUSING on defining the different interpersonal skills
- We are FOCUSING on selecting interpersonal skills that we would like to focus on
- We are FOCUSING on developing our interpersonal skills through different situations
- link interpersonal skills to my relationships
- identify my own strengths in each situation
Activities:
- Blindfold game
- Problem-solving challenges
- Google classroom checkpoint 2
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FOCUS / ARONGA learning intentions:
- We are FOCUSING on defining the different interpersonal skills
- We are FOCUSING on selecting interpersonal skills that we would like to focus on
- We are FOCUSING developing our interpersonal skills through different situations
Success Criteria: I can
- link interpersonal skills to my relationships
- identify my own strengths in each situation
- identify interpersonal skills needed in different situations.
Activities:
- tug - o -war - links to interpersonal skills
- Problem-solving challenges
- Google classroom checkpoint 3 - The martian links to interpersonal skills
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FOCUS / ARONGA learning intentions:
- We are FOCUSING on defining the different interpersonal skills
- We are FOCUSING on selecting interpersonal skills that we would like to focus on
- We are FOCUSING developing our interpersonal skills through different situations
Success Criteria: Ican/Ihave...
- link interpersonal skills to my relationships
- identify my own strengths in each situation
- identify interpersonal skills needed in different situations.
Activities:
- tug - o -war - links to interpersonal skills
- Problem-solving challenges
- Kickball
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Kia ora...
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING our own modified game so that we can use our chosen interpersonal skills to teach the game to a Y7 class
Success Criteria: I can/have...
- selected the 2 interpersonal skills that I want to be assessed on
- identified a game that we want to focus on the teach the other class
Activities:
- Selected my interpersonal skills
- Started to plan our game with my group.
- Started with Checkpoint 4 on google classroom
Follow Up Tasks:
Continue to work on checkpoint 4 -
Kia ora...
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING our own modified game so that we can use our chosen interpersonal skills to teach the game to a Y7 class
Success Criteria: I can/have...
- selected the 2 interpersonal skills that I want to be assessed on
- identified a game that we want to focus on the teach the other class
Activities:
- Selected my interpersonal skills
- Started to plan our game with my group.
- Started with Checkpoint 4 on google classroom
Follow Up Tasks:
Continue to work on checkpoint 4 -
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING our own modified game so that we can use our chosen interpersonal skills to teach the game to a Y7 class
Success Criteria: I can/have...
- selected the 2 interpersonal skills that I want to be assessed on
- identified a game that we want to focus on the teach the other class
- Started my game design with my group
Activities:
- Selected my interpersonal skills
- Started to plan our game with my group.
- Started with Checkpoint 4 on google classroom
- Planning of game
Follow Up Tasks:
Continue to work on your game design -
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING our own modified game so that we can use our chosen interpersonal skills to teach the game to a Y7 class
Success Criteria: I can/have...
- selected the 2 interpersonal skills that I want to be assessed on
- identified a game that we want to focus on the teach the other class
- Started my game design with my group
- Finishing your game design
Activities:
- Selected my interpersonal skills
- Started to plan our game with my group.
- Started with Checkpoint 4 on google classroom
- Planning of game
Follow Up Tasks:
Continue to work on your game design -
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING our own modified game so that we can use our chosen interpersonal skills to teach the game to a Y7 class
Success Criteria: I can/have...
- revised my 2 interpersonal skills chosen for assessment
- taught my first lesson
Activities:
- Teaching the first lesson
Groups teaching their first lesson:
Group 1 - Thursday
Group 2 - Thursday
Group 3 - Friday
Group 4 - Friday
Follow Up Tasks:
Continue to work on your game design after feedback was given on your first lesson -
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING our own modified game so that we can use our chosen interpersonal skills to teach the game to a Y7 class
Success Criteria: I can/have...
- revised my 2 interpersonal skills chosen for assessment
- taught my first lesson
Activities:
- Teaching the first lesson
Groups teaching their first and second lesson:
Group 5 - Monday
Group 6 - Monday
Group 7 - Thursday
Group 1 - Thursday(2nd)
Group 2 - Friday(2nd)
Group 3 - Friday (2nd)
Follow Up Tasks:
Continue to work on your game design after feedback was given on your first lesson -
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING our own modified game so that we can use our chosen interpersonal skills to teach the game to a Y7 class
Success Criteria: I can/have...
- revised my 2 interpersonal skills chosen for assessment
- taught my first lesson
Activities:
- Teaching the first lesson
Groups teaching their second lesson:
Group 4 - Monday(2nd)
Group 5 - Monday(2nd)
Group 6 - Thursday(2nd)
Group 7 - Thursday(2nd)
Follow Up Tasks:
Read feedback comment -
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING the different sports in the commonwealth games
- We are EXPLORING the different categories in athletics/ sport
- We are EXPLORING the gender debate that is happening in sport.
Success Criteria: I can/have...
- explain Wellbeing and different things that will impact my wellbeing
- can play Touch nettie
Activities;
- Played Touch nettie
- Started with Checkpoint 1 - finished the part on Wellbeing
Follow Up Tasks:
Continue to work on checkpoint 1 - Sexual Identity -
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING the different sports in the commonwealth games
- We are EXPLORING the different categories in athletics/ sport
- We are EXPLORING the gender debate that is happening in sport.
Success Criteria: I can/have...
- explain the different Sexual Identities
- have read all the articles on google classroom and watched all the videos.
Activities;
- Played Touch nettie
- Started with Checkpoint 1 - finished the part on Sexual Identity
Follow Up Tasks:
Continue to work on checkpoint 1 - Gender debate -
FOCUS / ARONGA learning intentions:
- We are FOCUSING on defining the different Sexual Identities
- We are FOCUSING on discussing and comparing the different types of Contraception
- We are FOCUSING on discussing the different STI/STD's
- We are FOCUSING on making Safe choices
Success Criteria: I can/have...
- explain the difference between sex and sexuality
- explain what the word consent means
Activities;
- Played Touch nettie
- Started with Checkpoint 2 - finished the part on Consent
Follow Up Tasks:
Continue to work on checkpoint 2 - Consent -
FOCUS / ARONGA learning intentions:
- We are FOCUSING on defining the different Sexual Identities
- We are FOCUSING on discussing and comparing the different types of Contraception
- We are FOCUSING on discussing the different STI/STD's
- We are FOCUSING on making Safe choices
Success Criteria: I can/have...
- explain the difference between sex and sexuality
- explain what the word consent means
Activities;
- Played Touch nettie
- Started with Checkpoint 1 - finished the part on Consent
Follow Up Tasks:
Continue to work on checkpoint 2 - Making safe choices -
FOCUS / ARONGA learning intentions:
- We are FOCUSING on defining the different Sexual Identities
- We are FOCUSING on discussing and comparing the different types of Contraception
- We are FOCUSING on discussing the different STI/STD's
- We are FOCUSING on making Safe choices
Success Criteria: I can/have...
- explain what contraception means
- explain different types of contraceptions.
- explain what the word consent means
Activities;
- Discuss and shot put
- Started with Checkpoint 2 - finished the part on Consent
Follow Up Tasks:
Continue to work on checkpoint 2 - Making safe choices -
FOCUS / ARONGA learning intentions:
- We are FOCUSING on defining the different Sexual Identities
- We are FOCUSING on discussing and comparing the different types of Contraception
- We are FOCUSING on discussing the different STI/STD's
- We are FOCUSING on making Safe choices
Success Criteria: I can/have...
- explain what contraception means
- explain different types of contraceptions.
- explain what the word consent means
Activities;
- Discuss and shot put
- Started with Checkpoint 1 - finished the part on Consent
Follow Up Tasks:
Continue to work on checkpoint 3- Making safe choices
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FOCUS / ARONGA learning intentions:
- We are FOCUSING on defining the different Sexual Identities
- We are FOCUSING on discussing and comparing the different types of Contraception
- We are FOCUSING on discussing the different STI/STD's
- We are FOCUSING on making Safe choices
Success Criteria: I can/have...
- explain the different categories of drugs
Activities;
- High Jump and Long Jump
- Watched the documentary on Different categories of drugs
Follow Up Tasks:
Read up on Vaping
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING the impact of drugs on wellbeing
- We are EXPLORING the to classify the different drug categories
Activities:
Discussions around addiction
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING the impact of drugs on wellbeing
- We are EXPLORING the to classify the different drug categories
Activities:
1. Watch the documentary Overtaken
2. Complete Checkpoint one on google classroom
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING the impact of drugs on wellbeing
- We are EXPLORING the to classify the different drug categories
Activities:
1. Watch the documentary Overtaken
2. Complete Checkpoint one on google classroom
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FOCUS / ARONGA learning intentions:
- We are FOCUSING on discussing the impact of different drugs on the brain
- We are FOCUSING on comparing the impact of the different categories of drugs on the brain.
- We are FOCUSING on discussing the impact of drugs on Wellbeing
Activities:
Complete checkpoint 2 on Google classroom: Marijuana and Vaping
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FOCUS / ARONGA learning intentions:
- We are FOCUSING on discussing the impact of different drugs on the brain
- We are FOCUSING on comparing the impact of the different categories of drugs on the brain.
- We are FOCUSING on discussing the impact of drugs on Wellbeing
Activities:
Exam week