EDUC3628 Numeracy and ICT (2017) - Assignment 3 Annotated Lesson

Integrated Numeracy and ICT Lesson Plan

Lesson Title: Round the World Year Level: 9 Duration: 50 minute lesson

Designed by: Demcey Anderson, Jessica Tassone and Victoria Johns

Context Statement:
This physical education theory is the final lesson of the unit. Within this unit the students have been wearing
pedometers during their PE lessons and recording how many steps they are taking in their pedometer journals.
Within this final lesson students will be entering their data into graphs and converting their steps into kilometres
to discover where around Australia they can travel with how many kilometres they have travelled. Students will
then be able to use the number of kilometres they have accumulated to reach as many targets/prizes as
possible. This can be an individual and a group task and students can collaborate and work together to reach
different locations on the map.

Cross-curriculum Priorities:
 English – creating a journal
 Maths – conversion of steps to metres and kilometres, distance
 Geography – Mapping and distance
 Health – develop fitness goals and research ways to increase steps and physical activity.
Wellbeing and mental health
 Science
 History
Teacher Content Knowledge (Australian Curriculum)
http://www.australiancurriculum.edu.au/
Learning Area, Strand and Sub-Strand: Relevant Content Descriptors:

 Students propose and evaluate interventions Understanding movement

to improve fitness and physical activity levels Strand:
in their communities.  Design, implement and evaluate personalised plans for
 Students can work collaboratively to apply improving or maintaining their own and others’ physical
and design solutions. activity and fitness levels (ACPMP102)

Elaboration:
Using ICT to design, implement and monitor a personal
fitness plan which includes a timeframe, goals and a
variety of specific activities that meet the needs of
different people.

1
EDUC3628 Numeracy and ICT (2017) - Assignment 3 Annotated Lesson

Links to Numeracy general capability Links to ICT general capability

 Estimating and calculating whole numbers  Locate generate and access data and information -
 Using measurement utilising Google maps to approximate distance  
 Using decimals  Generate ideas plans and processes - using excel to
 Calculating distance create graphs and equations
 Collaborate share and exchange - Student’s will
collaborate, exchange information, and taking part
in online projects or active collaborations.

Specific Learning Outcome(s):

What do I want the students to be able to do, know or think at the end of this lesson related to the content
descriptors identified above? Use the different levels of learning outcomes below to differentiate the lesson.

All students must be able to:

 evaluate personalised plans for improving or maintaining their own physical activity and fitness levels
 Use ICT to create basic graphs and convert steps to km and map points onto Google Maps with
assistance.
Most students should be able to:
 Using ICT to design and implement a personal fitness plan which includes a timeframe and goals
 Using ICT create graphs and discuss trends in data and convert steps to metres and kilometres with little
assistance. Students know how to map points onto Google Maps.
Some students could:
 Create a link between how implementing a healthy and active lifestyle to have a positive effect on ones
lives. And how an effective plan that meet the needs of different people.
 Create graphs using excel and be able to explain trends and make connections between increased steps
and overall health and wellbeing. Students will be able to map points on Google. Students require little
to no assistance.

Teacher Technological Knowledge

What technology will be used in this lesson to expand curriculum, learning opportunities for students in this
lesson?

 Excel – to create graphs and complete equations, recognise trends and link to fitness plan
 Google maps – to discover how far they have travelled around Australia
 Word – to create the pedometer journal and record their personal fitness plan

2
EDUC3628 Numeracy and ICT (2017) - Assignment 3 Annotated Lesson

Teacher Numeracy Pedagogical Knowledge

See Australian Government WA brochure (available via FLO):
‘Numeracy: Demands and Opportunities Across the Curriculum’
Identify which of the following numeracy teaching strategies you will use in this lesson.

 Capturing the numeracy in the moment: Be open to the numeracy demands and flexible in going with the students’ interests and
learning needs in the experience.
 Being aware of possible numeracy demands when planning: Consider the numeracy demands and the range in student
strategies and approaches for handling the learning experience across the curriculum.
 Allowing students to work it out: Provide students with both individual and collaborative opportunities to work things out for
themselves and engage with the numeracy demands.
 Giving Time: Be patient and flexible with time to allow students to engage with the numeracy themselves, ask questions, fully
understand the lesson and gain confidence in themselves as learners.
 Questioning.Facilitate discussion and support students’ deliberations by asking questions about their handling of the task.
Questioning can help students identify the numeracy and then use their mathematics. Try to keep the questions open to encourage
a willingness to participate.
 Motivating: Let students explore a concept driven by enthusiasm rather than teaching the required skill prior to tackling the
activity.
 Listening purposefully: Monitor students’ numeracy knowledge and skills by asking questions and listening purposefully as
students engage with numeracy in a moment.
 Debriefing the numeracy: Ask open questions that encourage students to reflect on the use of mathematics in the situation and
the role numeracy played in their learning, understanding and problem solving.

Teacher Technological Pedagogical Content Knowledge (TPACK)

Describe how this lesson draws together your teacher technological pedagogical content knowledge.

Through this lesson students will utilise mathematics and ICT tools to enhance their capability of using
technology in an organic way. Within this lesson students will use to main tools: excel and google maps. These
tools aligned with physical education have been utilised for recording and calculating their distances.
Additionally, utilising mathematics to calculate their distances, converting steps into metres. In combination
this contributes too and promotes lifelong physical activity.
Main tools:
Excel - a tool which will enhance general ICT Skills, is used within many business and corporations, typically
essential when applying for a variety of jobs
Google Maps - able to read and interpret maps, understand the notion of travelling, distance, and coordinates.
This is essential for students to understand as it is relevant and useful within society and everyday life.
Further this assignment creates strong links to numeracy and ICT in relationship to the curriculum through
locating, generating and accessing data and information by utilising Google maps to approximate distance.
Generating ideas plans and processes using excel to create graphs and equations and collaborating, sharing
and exchanging information by taking part in online projects or active collaborations. Students will also use
pedometers to count steps during physical activity lessons.
Student will be able to utilise these tools in the future within multiple aspects of their life. Through this unit
students will become critical of these tools and be able to utilise them in multiple contexts.
Assessment

3
EDUC3628 Numeracy and ICT (2017) - Assignment 3 Annotated Lesson

What will be the assessment strategies related to your identifi ed lesson outcome s?

Students will be asked to present their fi ndings as a fi nal assessment piece. This will be the journal in which they have been
working on over the course of this unit. They will be assessed on their efforts to improve, the evaluation and reflection in the
journals and the progress in which they have made over the course of the unit. The assessment task and rubric can be found
in appendix 1 in which we use to track and mark the students for their final grade.

During the lessons, students will be monitored by the teacher and visual notes on progress will be made. Notes will then be
taken on how students are progressing and which students need more help.

The assessment task can be found in appendix 1

Required Resources
Students will require
- Computers
- Pedometers
- Pedometer journals
- Calculators
- Rulers

Lesson Outline
Refer to http://www.teachertechnologies.com/the_four_part_lesson/
Connect / Starter
5 min
Students will calculate their total steps for the 6 week unit and determine
how far they will be able to walk around Australia.
There are different prizes located around the map that students can reach.
The further the students get from South Australia the better the prizes get.

Activate
This part of the lesson should take 15 minutes.

15 min

Student directed Learning: Step 1:

Students will access their pedometer journal and insert their data into excel.
Students will discover their total amount of steps.
Students will discover the mean of the total steps.
Students will insert their data into a relevant graph.

4
EDUC3628 Numeracy and ICT (2017) - Assignment 3 Annotated Lesson

D emonstra te (Assessment for Learning)

This part of the lesson should take 20 minutes.

20 min Make sure that each step is explained in detail and that the teacher gets around to every
student to check their calculations. Ask each student if they are understanding what is
Explicit teaching (Scaffolding required of them for final assessment, as this is their final lesson.
and deconstructing):
Breaking down the content for
Step 2:
students to understand before
applying the content Turn your steps into metres
themselves.
On average 1 step is 0.792 metres
Total number of steps x 0.792 metres
Eg: 41,733 steps x 0.792 metres = 33,052.536m

Step 3:
urn metres into kilometres
Number of metres walked / 1000 = km
Eg: 1000m /1000 = 1km
33,052.536m / 1000 = 33.1km

Step 4:
Open Google maps and map the kilometres you walked over the 6 week unit.
Find as many places that you could reach with the kilometres that you have
walked
Eg: Starting point Flinders University, walking 33.1kms

Step 5:
See guide on the screen at the front of the class and find which point you
reach.
Consolidate / Plenary
This part of the lesson should take 10 minutes.

10 min

Flexible Grouping Step 6:

Engaging students by working
together in groups discussing the Combine your kilometres with other members of the class and try to reach
topic and exploring their prior even more marked points.
knowledge and knowledge that
they have researched. Write down how many points you can reach
Constructivism approach:
Student- centred learning
through the use of group Students will hand in their finalised journals including all the calculations and
collaboration and a whole class. mapping from this lesson in the next physical education lesson.

5
EDUC3628 Numeracy and ICT (2017) - Assignment 3 Annotated Lesson

How will this lesson cater for the needs of all students?

 The lesson includes both explicit teaching and self-directed teaching. It also includes some collaboration
between students,
 This unit is based around students achieving goals and check points at their own pace
 Students can work at their own pace through the journals and have plenty of time to seek help from
teacher
 Students will also be required to show the teacher progress of their assignment throughout the 6-week
unit, so that the teacher can identify areas for improvement and give feedback

What questions will you ask after the lesson to reflect on the design of the lesson; your
performance during its implementation, and on students’ achievements of the identified
learning outcomes?

 What could you have done differently in your personalised plan to improve your long term?
 What can you do to increase your steps and reach more targets?
 Was your participation in class a reflection of the steps you achieved?
 How do you think is a way for you to be more active during physical activity?
 What activities do you like to participate in? Would these be able to be done over your
entire lifetime?
 What strategies could you use to increase your parent’s steps per day?
 What was the main things that you learnt about increasing steps and reaching targets?
 Can anyone explain or show any trends they have observed in their data?

6
EDUC3628 Numeracy and ICT (2017) - Assignment 3 Annotated Lesson

APPENDIX 1:
Year 9 Physical Education
Summative Assessment Task
ROUND THE WORLD
This assignment requires students to wear pedometers each physical education lesson over a 6-
week unit of hockey and record their steps after each practical session. Students will then create a
personal journal, where they record their steps and make plans or goals for how to increase their
steps during the next lesson. Students are required to keep a personal journal to track their daily,
weekly and monthly step count in which they will then create graphs on excel to put into their
journals to visually track their progress at the end of the unit. Students will be required to present
their data, records, graphs and goals in a word document that form part of their assessment for
physical education.
Students will be given questions to reflect upon during class time and these are to be included in
their final copy of this assignment.

Achievement Standards:
By the end of this assessment, students should be able to track and analyse their own data and
compare it to other results. Students should also be able to create graphs and be able to use excel
to create and interpret their own data. They should be able to interpret a map and mark their
distance accurately on maps.

Assessment:
Students will be assessed on their efforts to improve, the evaluation and reflection in the journals and
the progress in which they have made over the course of the unit. The assessment task and rubric can
be found in appendix 1. The rubric will be used track and mark the students for their final grade.

Cross-curriculum Priorities:
 English – creating a journal
 Maths – conversion of steps to metres and kilometres, distance
 Geography – Mapping and distance
 Health – develop fitness goals and research ways to increase steps and physical activity.
Wellbeing and mental health
Strand:
Design, implement and evaluate personalised plans for improving or maintaining their own and
others’ physical activity and fitness levels (ACPMP102)
Elaboration:
Using ICT to design, implement and monitor a personal fitness plan which includes a timeframe, goals
and a variety of specific activities that meet the needs of different people.

RUBRIC – ASSESSMENT – JOURNALS

7
EDUC3628 Numeracy and ICT (2017) - Assignment 3 Annotated Lesson