Full Name:Russell Cliff Widjaja Grade: 8D

= Physical and Health Education =   

= Aerobic Workout at Home Video Project =
Grade - 8 Topic: ​Aerobic Workout at Home.

Unit Title:​ ​Be Wise, Stay Safe ATL Skills​: Communication skill

Key Concept : ​Development Statement of Inquiry​: ​Development of scientific and technical innovations must be supported by a good
system

Related Concept: ​System Global Context : ​Scientific and Technical innovation

Exploration:

Exercise effect to our body system​, ​Planning, performance and Reflection and improving performance (Basic Aerobic)

Students demonstrate independent learning of movement skills in creating planning and performance Aerobics workout at home with music during
pandemic.
 Student task Descriptions:
1. Individual task.
2. Design, Create planning and performance (Aerobic with music at home video) 3 – 5 Min (50 MB)
3. At least 8 movements, you can create more than 8 movements.
4. Your Video title is ​“PHE- Basic Aerobic with music at home”
5. Video and worksheet file name, (Your name - Aerobic workout at home).
a. (Hendro - Video Aerobic workout at Home)
b. (Hendro - Planning Aerobic workout at Home)
6. Music background must be in your video.
7. Show your face in the opening speech.
Opening speech must be introducing yourself (​Your name​, ​Your Grade, Your School​, and your video about?)
8. Create simple Basic Aerobic and you must do it at home and record it for your video project ​(Performance and recording with your family are
highly recommended)
9. Use a PHE T – shirt during opening speech and recording.
10​. The PHE teacher and school can post your video on YouTube or the school’s website.
11​. Submit the task to Managebac (Dropbox​)
a. Worksheet ​(Google Drive)
b. Video Basic Aerobic with music at home performance ​(Dropbox​)
​6. Due date: ​March 5, 2021  

Outcomes
A. Knowing and Understanding
​Explain physical health education factual, procedural and conceptual knowledge.
B: Planning for Performance
Design, explain and justify plans to improve physical performance and health.
C: Applying and Performing
Demonstrate and apply a range of skills and techniques effectively
D: Reflecting and Improving Performance
Explains and evaluates performance
 1.​ Criterion A Assessment: Knowing and Understanding 
Write essay 300 word on the important of aerobic during a Pandemic

Type here Your Essay:

Aerobics are a good way to get fit while in quarantine , it’s very important because due to the virus we can not go out and exercise but
aerobics are exercises that we can do anywhere . aerobics can increase your body flexibility since you are going to move around and stretch
alot , aerobics can also serve as a exercise because aerobics are basically stretching but there are no breaks you have to keep doing it , in
normal exercises you usually have breaks but in aerobics you keep moving by walking . it also decreases our chance on getting heart disease
because the food we eat usually contains so much fat that it could affect our heart this is very important since we can’t go out and we will be
consuming a lot more food due to stress , but by doing aerobics it can balances out our heart stability and balance our weight gain . It can
help us have fun ,exercising is usually tiring but aerobics is really fun and it doesn't get boring . It feels like you're dancing and it is really fun
even though you're going to get tired. It also makes you feel energetic and it's lots of fun . It can stabilize our blood pressure due to the
amount of salt we consume in our daily quarantine life , we have to find a way to sweat so we can lose fat that contains salt.it can also keep
our muscles strong , this actually can also keep us active when we get old . have a healthy diet , why do we have to have a healthy diet?
because it’s said that when we have a healthy diet and do aerobics we can actually lose a lot of weight and this is very important especially in
quarantine when we can't go out to go to the gym .

 
Aerobic at Home with Music Planning Templates 
2. Criterion B Assessment: Planning for Performance

No  Name of movement  How to do it? Explain 

1  back and forward  We step to the front with our legs one by one creating a V shape and then we do the same thing but this time we go back 
and we keep repeating that until the next movement . 

2  position walking   In exercises we usually have breaks after doing 1 movement but in aerobics we keep on moving ,how to do it is just walk in 
your position don't move just stay in your place doing the walking motion  

3  N leg   How to do it is by moving your right leg into a 90 cm angle and the left leg down and knees to the ground . 
 4  back stretch leg   you basically take your leg and grab it till it hits your behind and do it for at least 8-10 seconds  

5  the leg stretch   you basically put your left leg on the front and right in the back and then stretch your legs  

6  The jumping jacks   jump while putting your hands up and down  

7  The gorilla beat  you basically hit your chest and then stretch your arm to the side like a gorilla  

8  The pull up  lie on the ground and then go up and down . 

9  the inner peace   you need to slowly put your hands up and then slowly go down . 

10     

Bibliography   Mayo Clinic. (2018). ​10 great reasons to love aerobic exercise​. [online] Available at:
https://www.mayoclinic.org/healthy-lifestyle/fitness/in-depth/aerobic-exercise/art-20045541. 

3. ​Criterion C Assessment: Applying and Performing

Criterion C ​will be assessed your aerobic performance with Music at home (Aerobic Performance Video)

4. Criterion D Assessment. (​Analyze and evaluate your aerobic performance).

1​. W
​ hat are your strengths and weaknesses in this project? I​ dentify
​ . My Strengths:
a

my strengths are that I am able to do my work on time and efficiently .

b. My weaknesses

I wasn't able to do my very best because of the amount of pressure i got and the video quality wasn't that good .
2. W
​ hat challenges faced in a project? D
​ escribe

trying to find the exercises or making the exercise was kind of confusing because i had to come up with names that aren't
use and find out the way to explain these exercises .

3.​ Evaluate your aerobic performance with Music at home performance? Evaluate

I think it is a pretty good video , I had some good examples in it and The music for the video was calming and nice .

MYP command terms for Physical and Health Education 

Analyse  Analyse Break down in order to bring out the essential elements or structure. To identify parts and
relationships, and to interpret information to reach conclusions

Describe  Give a detailed account or picture of a situation, event, pattern or process

Design  Produce a plan, simulation or model

Evaluate  Assess the implications and limitations; make judgments in relation to selected criteria
Explain  Give a detailed account

Identify  Provide an answer from a number of possibilities

State Give a specific name, value or other brief answer without explanation or calculation
 Justify Give valid reasons or evidence to support and answer or conclusion

List Give a sequence of brief answers with no explanation

Outline Give a brief account

 
 
 
 
 
 
 
 
Criterion A: Knowing and Understanding 
Achieveme Level descriptor  Task specific clarification
nt level  

0   The student ​does not ​reach a standard described by any of the descriptors below. The student ​does not ​reach a standard described by any of the descriptors below.

  The student: The student:

i. ​states ​physical and health education factual, procedural and conceptual knowledge i. ​states ​physical and health education factual, procedural and conceptual knowledge of Aerobic.
1 – 2  ii. ​applies ​physical and health education knowledge to ​investigate ​issues and ​suggest  ii. ​applies ​physical and health education knowledge to ​investigate ​issues and ​suggest ​solutions to
solutions to problems set in familiar situations problems set in familiar situations of Aerobic.
iii. ​applies ​physical and health terminology to communicate understanding ​with limited  iii. ​applies ​physical and health terminology to communicate understanding w ​ ith limited success​.
success​.

  The student: The student:

i. ​outlines ​physical and health education factual, procedural and conceptual knowledge i. ​outlines ​physical and health education factual, procedural and conceptual knowledge of Aerobic.
3 – 4  ii. ​applies ​physical and health education knowledge to ​analyse ​issues and to ​solve  ii. ​applies ​physical and health education knowledge to ​analyse ​issues and to ​solve ​problems set in
problems set in ​familiar situations  familiar situations 
iii. ​applies ​physical and health terminology to communicate understanding. iii. ​applies ​physical and health terminology to communicate understanding.
   The student: The student:
i. ​identifies ​physical and health education factual, procedural and conceptual knowledge i. ​identifies ​physical and health education factual, procedural and conceptual knowledge of Aerobic.
5 – 6  ii. ​applies ​physical and health education knowledge to ​analyse ​issues and to ​solve  ii. ​applies ​physical and health education knowledge to ​analyse ​issues and to ​solve ​problems set in
problems set in ​familiar and unfamiliar situations  familiar and unfamiliar situations 
iii. ​applies ​physical and health terminology ​consistently ​to communicate understanding. iii. ​applies ​physical and health terminology ​consistently ​to communicate understanding.

  The student: The student:

i. ​explains ​physical and health education factual, procedural and conceptual knowledge i. ​explains ​physical and health education factual, procedural and conceptual knowledge of Aerobic.
7 – 8  ii. ​applies ​physical and health education knowledge to ​analyse ​complex issues and to ii. ​applies ​physical and health education knowledge to ​analyse ​complex issues and to ​solve complex 
solve complex ​problems set in ​familiar and unfamiliar situations  problems set in ​familiar and unfamiliar situations 
iii. ​applies ​physical and health terminology ​consistently and effectively ​to communicate iii. ​applies ​physical and health terminology ​consistently and effectively ​to communicate
understanding. understanding.

Criterion B: Planning for performance 

Achieveme Level descriptor  Task specific clarification
nt level  

0   The student ​does not ​reach a standard described by any of the descriptors below. The student ​does not ​reach a standard described by any of the descriptors below.

  The student: The student:

i. ​constructs and outlines ​a plan to improve physical performance and health i. ​constructs and outlines ​a plan to improve Aerobic performance.
1 – 2  ii. ​outlines ​the effectiveness of a plan based on the outcome. ii. ​outlines ​the effectiveness of a plan based on the outcome.

  The student: The student:

i. ​constructs and describes ​a plan to improve physical performance and health i. ​constructs and describes ​a plan to improve Aerobic​ ​performance.
3 – 4  ii. ​explains ​the effectiveness of a plan based on the outcome. ii. ​explains ​the effectiveness of a plan based on the outcome.

  The student: The student:

i. ​designs and explains ​a plan to improve physical performance and health i. ​designs and explains ​a plan to improve Aerobic performance.
5 – 6  ii. ​analyses ​the effectiveness of a plan based on the outcome. ii. ​analyses ​the effectiveness of a plan based on the outcome.

  The student: The student:

i. ​designs​, ​explains ​and ​justifies ​a plan to improve physical performance and health i. ​designs​, ​explains ​and ​justifies ​a plan to improve Aerobic performance.
7 – 8  ii. ​analyses ​and ​evaluates ​the effectiveness of a plan based on the outcome. ii. ​analyses ​and ​evaluates ​the effectiveness of a plan based on the outcome.

 
Criterion C: Applying and performing 
Achieveme Level descriptor  Task specific clarification
nt level  

0   The student ​does not ​reach a standard described by any of the descriptors below. The student ​does not ​reach a standard described by any of the descriptors below.

  The student: The student:

i. ​demonstrates ​and ​applies ​skills and techniques ​with limited success  i. ​demonstrates ​and ​applies ​skills and techniques of ​Aerobic​ ​with limited success 
1 – 2  ii. ​demonstrates ​and ​applies ​strategies and movement concepts ​with limited success  ii. ​demonstrates ​and ​applies ​strategies and movement concepts of ​Aerobic​ ​with limited success 
iii. ​recalls ​information to perform. iii. ​recalls ​information to perform.

  The student: The student:

i. ​demonstrates ​and ​applies ​skills and techniques i. ​demonstrates ​and ​applies ​skills and techniques of ​Aerobic​.
3 – 4  ii. ​demonstrates ​and ​applies ​strategies and movement concepts ii. ​demonstrates ​and ​applies ​strategies and movement concepts of ​Aerobic​.
iii. ​identifies ​and ​applies ​information to perform. iii. ​identifies ​and ​applies ​information to perform.

  The student: The student:

i. ​demonstrates ​and ​applies a range ​of skills and techniques i. ​demonstrates ​and ​applies a range ​of skills and techniques of ​Aerobic
5 – 6  ii. ​demonstrates ​and ​applies a range ​of strategies and movement concepts ii. ​demonstrates ​and ​applies a range ​of strategies and movement concepts of ​Aerobic
iii. ​analyses ​and ​applies ​information to perform. iii. ​analyses ​and ​applies ​information to perform.

  The student: The student:

i. ​demonstrates ​and ​applies a range of complex ​skills and techniques i. ​demonstrates ​and ​applies a range of complex ​skills and techniques of ​Aerobic​.
7 – 8  ii. ​demonstrates ​and ​applies a range of complex ​strategies and movement concepts ii. ​demonstrates ​and ​applies a range of complex ​strategies and movement concepts of ​Aerobic
iii. ​analyses ​and ​applies ​information to perform ​effectively​. iii. ​analyses ​and ​applies ​information to perform ​effectively​.

Criterion D: Reflecting and improving performance 

Achievement  Level descriptor Task specific clarification 
level 

The student ​does not ​reach a standard described by any of the descriptors below. The student ​does not ​reach a standard described by any of the descriptors below. 
0  

  The student: The student:

i. ​identifies ​and ​demonstrates ​strategies to enhance interpersonal skills i. ​identifies ​and ​demonstrates ​strategies to enhance interpersonal skills (Clear communication)
1 – 2  ii. ​identifies ​goals to enhance performance ii. ​identifies ​goals to enhance of ​Aerobic​ performance
iii. ​outlines ​and ​summarizes ​performance. iii. ​outlines ​and ​summarizes exercise ​performance.

  The student: The student:

i. ​outlines ​and ​demonstrates ​strategies to enhance interpersonal skills i. ​outlines ​and ​demonstrates ​strategies to enhance interpersonal skills (Clear communication)
3 – 4  ii. ​outlines ​goals and ​applies ​strategies to enhance performance ii. ​outlines ​goals and ​applies ​strategies to enhance of ​Aerobic​ performance
iii. ​describes ​and ​summarizes ​performance. iii. ​describes ​and ​summarizes exercise ​performance.
 The student: The student:
 
i. ​describes ​and ​demonstrates ​strategies to enhance interpersonal skills i. ​describes ​and ​demonstrates ​strategies to enhance interpersonal skills (Clear communication)
5 – 6  ii. ​explains ​goals and ​applies ​strategies to enhance performance ii. ​explains ​goals and ​applies ​strategies to enhance of ​Aerobic​ performance
iii. ​explains ​and ​evaluates ​performance. iii. ​explains ​and ​evaluates exercise ​performance.

  The student: The student:

i. ​explains ​and ​demonstrates ​strategies to enhance interpersonal skills i. ​explains ​and ​demonstrates ​strategies to enhance interpersonal skills (Clear communication)
7 – 8  ii. ​develops ​goals and ​applies ​strategies to enhance performance ii. ​develops ​goals and ​applies ​strategies to enhance of ​Aerobic​ performance
iii. ​analyses ​and ​evaluates ​performance. iii. ​analyses ​and ​evaluates exercise ​performance.