1. Integrated Health & Physical Education Unit Plan for Year/s 5-6 Title: Design and build a Parkour box HPE Key Area(s) of Learning HPE Achievement Objectives 3D4 People and the environment plan and implement a program to enhance an identified social or physical aspect of their classroom or school environment. 2D2 Community resources identify and use local community resources and explain how these contribute to a healthy community Mathematics and Statistics Achievement Objectives Level 3 Measurement Use metric units for length area volume and (weight) mass Find areas of rectangles Shape represent objects with drawings Technology Achievement Objectives Level 3 planning for practice Undertake planning to identify the key stages and resources required to develop an outcome. Revisit planning to include reviews of progress and identify implications for subsequent decision making. Brief development Social Sciences Achievement Objectives Level 3 Understand how people make decisions about access to and use of resources Understand how people view and use places differently Key competencies Participating and contributing. This includes the capacity to contribute appropriately as a group member, to make connections with others and to create opportunities for others in the group. Relating to others is about interacting effectively with a diverse range of people in a variety of contexts. This competency includes the ability to listen, actively recognise different points of view, negotiate and share ideas. Managing self This competency is associated with self-motivation, a can do attitude, and with students seeing themselves as capable learners.... Enterprising resourceful reliable and resilient. They establish personal goals, make plans, manage projects, and set high standards. They have strategies for meeting challenges. Unit Aim: design and build a parkour box. Students using problem solving, engaging with their community, literacy, and numeracy to build resources for physical activity. Students are empowered to take action and change their environment. NZ Curriculum Values (What values will students learn about, and develop?) Innovation, inquiry and curiosity - Students will be encouraged to value innovation, inquiry and curiosity, by thinking, critically, creatively and reflectively. Community and participation for the common good Considerations for this group/class -Some students will find tasks difficult and are unlikely to persevere. (lack of self efficacy) However they will still see a real application for maths problem solving in a project that interests them. -Group dynamics special consideration needs to be given to grouping students. (Put able and engaged students in each group) Student Needs: Students have engaged well with a HPE unit on Parkour. Showing students that they can design, find funding for, get permission for, and build boxes for practicing their box jumps, will intergrade numeracy, literacy, social sciences and technology. This should increase students sense of self efficacy and hence engagement. HPE Underlying Concepts Attitudes and Values- a positive responsible attitude on the part of students to their own wellbeing: respect, care and concern for other people, a sense of social justice Health promotion – a process that helps to develop and maintain supportive physical and emotional environments and that involves students in personal and collective action. The Socio-ecological perspective - a way of viewing and understanding the interrelationships that exist between the individual others and society. Preparation for the unit Because I want students to identify and use resources available to them. The over all unit plan is very flexible to allow for this. Using ideas and resources student contribute is critical learning the key competency and curriculum values selected Created by: Jacky

2. Unit Learning Intentions We are learning to -Use metric units for length area volume and (weight) mass Find areas of rectangles - represent objects with drawings - Describe an intended outcome, explaining how it addresses the need or opportunity. Describe the Key attributes that enable development and evaluation of an outcome -Use metric units for length area volume and (weight) mass Find areas of rectangles - represent objects with drawings - Describe an intended outcome, explaining how it addresses the need or opportunity. Describe the Key attributes that enable development and evaluation of an outcome -plan and implement a program to enhance an identified physical aspect of their school environment. -Undertake planning to identify the key stages and resources required to develop an outcome. Revisit planning to include reviews of progress and identify implications for subsequent decision making. - identify and use local community resources - Community and participation for the common good - Participating and contributing. This includes the capacity to contribute appropriately as a group member, to make connections with others and to create opportunities for others in the group. - Relating to others is about interacting effectively with a diverse range of people in a variety of contexts. This competency includes the ability to listen, actively recognize different points of view, negotiate and share ideas. Success Criteria (What shapes your lesson intentions) Students conjecture, present and justify a design choice described in metric units of length. Students use one other source of information to verify their decision 1:10 scale drawing of box(s)with dimensions and titles Class has data required to calculate cost and finalize design or a plan of action with commitments from individuals to achieve this end. Part of the plan may involve a visit to or from someone with building knowledge (identify and use community recourses) Teaching Learning Activities (What activities to use to enhance learning) Students to write a brief for parkour box If we were going to build parkour box for practicing box jumps What height width depth do you think it should be? - just one size or a rage of sizes? What methods could you use to decide? * - students take rulers outside measure various objects try jumping on to them, (pairs) -Students make a visual, written or oral presentation of results, Justifying their choice(s) -Students use other viable methods suggested in * to see if they verify chosen dimensions will fulfill intended outcome -Class discussion what could we build boxes out of? -Should boxes be - transportable (weight ) - or permanent (vandalism, durability) Different groups of students design each alternative Each Student to draw pictures to scale 1:10 of their parkour box design on 10x10mm graph paper add dimensions titles etc to drawing. (their design may be same as their partners but each should draw it up (in pencil as tis may be changed later) How can we find out the costs of materials ? How can we find out which materials are suitable ?(durability strength), Google, phone suppliers, library book, ask a builder …. How can we find out what is the best way of joining pieces Identify existing resources for information does any one have a (great book friend who is a builder etc...) Students research building materials available and costs Students share information with whole class. Choose to work in groups of those with similar design concepts. or individually (teacher to help negotiate this) Modify drawings to better represent materials and prices of materials available, (sheet sizes etc) fixing methods. probably need to draw at 1:5 to show fixing methods Overview of Unit

3. Unit Learning Intentions We are learning to -Use metric units for length area volume and (weight) mass Find areas of rectangles - represent objects with drawings - Describe an intended outcome, explaining how it addresses the need or opportunity. Describe the Key attributes that enable development and evaluation of an outcome- - Relating to others is about interacting effectively with a diverse range of people in a variety of contexts. This competency includes the ability to listen, actively recognize different points of view, negotiate and share ideas. -plan and implement a program to enhance an identified physical aspect of their school environment. -Undertake planning to identify the key stages and resources required to develop an outcome. Revisit planning to include reviews of progress and identify implications for subsequent decision making. - Understand how people make decisions about access to and use of resources Understand how people view and use places differently Innovation, inquiry and curiosity - Students will be encouraged to value innovation, inquiry and curiosity, by thinking, critically, creatively and reflectively. As above and... Participating and contributing. This includes the capacity to contribute appropriately as a group member, to make connections with others and to create opportunities for others in the group. Managing self This competency is associated with self- motivation, a can do attitude, and with students seeing themselves as capable learners.... Enterprising resourceful reliable and resilient. They establish personal goals, make plans, manage projects, and set high standards. They have strategies for meeting challenges. Success Criteria (What shapes your lesson intentions) Students present and justify a design choice described in metric units of length. They specify specific materials They know the cost of materials Calculate surface area Calculate weight Students develop a plan of action Students decide whether to proceed to next phase Children follow their plan, manage project, and have strategies for meeting challenges Teaching Learning Activities (What activities to use to enhance learning) Overview of Unit Groups use information from previous lesson to Modify drawings to better represent materials and prices of materials available, (sheet sizes etc) fixing methods. probably need to draw at 1:5 to show fixing methods Calculate cost of building, draw a cutting plan for cost effective sheet sizes Calculate surface area (how much paint will we need?) Calculate weight (can we lift it?) Consider resources available, do we already own something we could use. Might not match our design but if it was free and still worked…(environmentalism Who would we have to get permission from? How do we find out? Where would we store (transportable) or build (permanent) boxes? Do we know anyone who would help us with $ or building expertise/ tools or materials What would be the appropriate way to ask? What effort would we have to put in to make this happen Decision do we want to do this? I mean actually build these things. Cost benefit? Benefit includes consideration of practicality of just using existing resources as they are or other alternatives Actual building will depend on the steps and resources children have identified Select preferred design. Write a proposal to board (or whoever has been identified for permission) Write proposals and present plans to those identified as possible resources, Builders, people with materials, or sponsors. Wait for responses Thank and accept or decline offers.