History & Science of Sport

Unit
What did people do for fun in the Past?
(Before the Internet)

Jordan Reithofer
Nicolas Seow
Kevin Lylak
Overview
Our unit aims to integrate the disciplines of Health and P.E, Humanities and Science. In the
digital era of today, we are asking students to discover what children did to pass the time before
the Internet and by extension, the digital medium. For the purpose of organizing this unit, we
have chosen the Medieval Era, Aboriginal culture and Ancient Asia. This unit will be presented
over a 7-week period culminating in a group presentation to the class. In the planning of this
unit, we will explore a combination of means to impart knowledge, by way of class-time
instruction, group learning, lab activities and physical games. We also aim to harmonize the
content delivery of the three disciplines by ensuring that references are made to the other
subject lessons/activities.

Year Level - Year 8

Duration - 7 weeks with 4 periods timetabled each week

Focus Question
What did people do for fun in the Past? (Before the Internet)

Connection to AusVELS
- Phys Ed
At Level 8, students proficiently perform complex movement and manipulative skills. Students
measure their own fitness and physical activity levels and identify factors that influence
motivation to be physically active. They maintain regular participation in moderate to vigorous
physical activity and analyze and evaluate their level of involvement in physical activity. They
combine motor skills, strategic thinking and tactical knowledge to improve individual and team
performance.
- Humanities
Students sequence events and developments within a chronological framework with reference
to periods of time. When researching, students develop questions to frame an historical inquiry.
They analyze, select and organize information from primary and secondary sources and use it
as evidence to answer inquiry questions. Students identify and explain different points of view in
sources. When interpreting sources, they identify their origin and purpose, and distinguish
between fact and opinion. Students develop texts, particularly descriptions and explanations,
incorporating analysis. In developing these texts, and organizing and presenting their findings,
they use historical terms and concepts, evidence identified in sources, and acknowledge their
sources of information.
- Science
They compare processes of rock formation, including the time scales involved, and analyze how
the sustainable use of resources depends on the way they are formed and cycle through Earth
systems. They model how the relative positions of Earth, sun and moon affect phenomena on
Earth. Students explain how evidence has led to an improved understanding of a scientific idea.
They discuss how science knowledge can be applied to generate solutions to contemporary
problems and explain how these solutions may impact on society.
Also will be covering Energy appears in different forms including movement (kinetic energy),
heat and potential energy, and causes change within systems all throughout the 3 eras.

Cross Curriculum Priorities

The AusVELS Curriculum has been designed to meet the needs of students by delivering a
modern, robust and thoughtful curriculum that is inspired and built on the educational goals in
the Melbourne Declaration. In the hopes of developing students to become active and informed
citizens, this unit aims to communicate the value of Indigenous cultures by means of the
inclusion of Aboriginal and Torres Strait Islander histories and culture while also bringing light to
Asia and Australias engagement with Asia.

Interdisciplinary Learning (AusVELS)

Communication
In the execution of this unit, we aim to aid students in the strengthening of their communication
skills as well give them more independence and flexibility in their learning. We will also
encourage their participation in various interactive settings that could be both formal and
informal, including activities that require cooperative learning. Our aim is also to encourage
students to develop their strategies for attentive listening and how to extract valuable
information from different forms of communication. This will be done by getting students to
present ideas and findings to the class both formally and informally.

Information and Communications Technology

At this level for this unit, we aim to make students more proficient in utilizing the Internet as a
research tool in the location and downloading of information from a variety of sources, and also
to provide them with the opportunity to judge how good or relevant the information might be,
based on the criteria we will put out. We will ensure that the students will conform to what is
currently the accepted codes of practice when using ICT and also discuss with them the
consequences of using ICT in a range of settings and contexts in the community. Opportunities
will also be given for students to create and collate some form of digital evidence of their
learning in all three domains where the evidence collected will exemplify their progress in
applying ICT knowledge and skills.

Thinking Processes
In the planning of this unit, we understand the importance of shifting students away from
directed and discrete thinking tasks toward using higher level thinking skills in a more flexible
and discretionary way. In part, we aim to involve them in extended projects that require them to
plan, execute and arrive at an outcome. Opportunities will be given for them to practice applying
the knowledge picked up from the lessons and diversify their thinking skills to address specific
problems. Students will also be given chances to reflect on what work they have accomplished
competently, what they might improve, the things they enjoyed and what was learned from
others. In the execution of the lessons, students will be given the chance to repeat some tasks
and also consider how they might apply their newfound knowledge, skills and behaviors in other
forums and aspects of their lives.

Outline
Week

Lesson

Activities

AusVELS

Assessment

Humanities
Introduction

Think Pair Share, Video presentation of different

type of tournaments, research task.

ACDSEH008

Formative observation

Tournaments
(Jousting,
Archery)

PE
Archery

Presentation of the history of Archery, the

application of archery in modern day events such as the Olympics.
Video clips of examples
Students to complete a small research task and
create a presentation format to present the
information. Includes posters, slideshow, mind
map, powerpoint or video

Students engage in activities

which develop strategic
thinking and tactical
knowledge to improve
individual and team
performance in competitive
sports or games.

Formative Research task

PE
Archery
Excursion

Excursion to an archery range.

Demonstrations and learning of how to safely and
successfully complete this activity.

They participate in a variety

of team and individual games
and activities, using and
building on skills and
strategies from other sports
as well as continuing to
develop new, sport-specific,
skills.

Formative Participation in
practical activities.

Science
Introduction to
the quirks of the
era

The properties of Antimony, Bismuth and Arsenic.

(Intro to the Periodic Table)
What is HCI, Nitric Acid, Potash and Sodium
Carbonate, and whether Gold can be made by
compounding elements.

ACSSU152

Formative - Table
groups to fill out
worksheet about
some common
chemical reactions

Humanities
Life of a Knight

Create your own coat of arms, Jigsaw, summary

of stages of being a knight
(lesson plan 1- Kevin)

ACDSEH008

Formative - Kahoot
quiz

PE
Medieval Day
Incursion

A variety of stations set-up, where groups of

students rotate through the stations, learning
about and experiencing several aspects of the
medieval life.
Stations include:
Weapons & Armour
Crime & Punishment
The Role of Dance
Education and Games
Fashion & Dress
(Multisensory Education (Pty.Ltd.))

They combine motor skills,

strategic thinking and tactical
knowledge to improve
individual and team
performance.

Formative observation

PE
Medieval Day
Incursion

A variety of stations set-up, where groups of

students rotate through the stations, learning
about and experiencing several aspects of the
medieval life.
Stations include:
Weapons & Armour
Crime & Punishment
The Role of Dance
Education and Games
Fashion & Dress
(Multisensory Education (Pty.Ltd.))

Students proficiently perform

complex movement and
manipulative skills.

Formative observation

Science
Medieval war
physics

A selection of clips from a video presentation of

the physics of medieval warfare from
https://www.youtube.com/watch?v=5tuJvei2Uw8
Elaboration of the model for the structure of

ACSSU151

Formative Participation in
group discussions

matter in terms of war machinery

3

Humanities
Aboriginal nonhunting games

Play aboriginal non-hunting games in classroom,

research and discuss different non-hunting games
out of the handbook, create own game.

ACHHS149
ACHHS154

Formative observation

PE
Games

Nearpod presentation on the history, significance

and purpose of Indigenous games
Playing a selection of these games from Yulunga
Resource
(Lesson Plan 1 - Jordan)

They combine motor skills,

strategic thinking and tactical
knowledge to improve
individual and team
performance.

Formative
Nearpod Report

PE
Games

Playing a selection of these games from Yulunga

Resource

Students proficiently perform

complex movement and
manipulative skills.

Formative Participation and

questioning

Science
Introduction to
the quirks of
Aboriginal Life

The land before time

Comparing and contrasting landforms from 1000
years ago to today
Mini geology lesson
Which rocks are valuable?
(Lesson Plan 1 - Nicolas)

ACSSU153

Formative identifying
Sedimentary,
igneous and
metamorphic rocks
by the end of the
lesson with a short
table presentation
+ suggestion of a
valuable
ore/mineral and
why.

Humanities
Aboriginal
Hunting Games

Play an aboriginal hunting game in class, look

through a variety of aboriginal hunting games
using a handbook, link modern day games to
hunting games.
(Lesson plan 2- Kevin)

ACHHS154
ACHHS150

Formative - Kahoot
quiz

PE
Hunting Games

Playing a selection of these games from Yulunga

Resource

Students proficiently perform

complex movement and
manipulative skills.

Formative Observations

PE
Hunting Games

Playing a selection of these games from Yulunga

Resource

They maintain regular

participation in moderate to
vigorous physical activity and
analyse and evaluate their
level of involvement in
physical activity.

Formative - Self
and peer
assessments

Science
Hunting Game
Science

The science behind spearfishing - exploring

potential and kinetic energy
(Lesson Plan 2 - Nicolas)

ACSIS140
ACSIS146
ACSSU155

Formative - share
their findings from
the experiment

Humanities
Sports in
ancient China
(Han Dynasty)

Research task, comparing modern sports to

sports in ancient China

ACHHS148
ACHHS153

Formative research task

PE
Cuju
(soccer
variation)

Kahoot Presentation on the history of Cuju and its

significance towards the culture.
Playing Cuju
(Lesson Plan 2 - Jordan)

They combine motor skills,

strategic thinking and tactical
knowledge to improve
individual and team
performance.

Formative Responses to
Kahoot
Presentation.

ACDSEH042

PE
Cuju
(soccer
variation)

Continuation of Cuju Round Robin Playing

Tournament

Students proficiently perform

complex movement and
manipulative skills.

Formative Observations

Science
Intro to the
quirks of the
Han Dynasty

Murder she wrote! Students will examine a photo

of an ancient chinese crime scene of an
assassination of a prince, and deduce the
suspect.

ACSIS234 ACSIS144

Formative deciding whether

or not to accept
the murder
accusation, i.e.
claims based on
scientific evidence
from a fictional
crime scene photo

Humanities
Martial arts
(Kung Fu,
Karate, Muay
Thai, Judo &
Sumo)

Jigsaw, video presentation.

ACHHS148
ACHHS153

Formative Observation

PE
Muay Thai/
Kickboxing

Demonstrations and activities on a selection of

moves used in these two sports.
Video clips of examples

They maintain regular

participation in moderate to
vigorous physical activity and
analyse and evaluate their
level of involvement in
physical activity.

Formative - Peer
and Self
Assessments

PE
Sumo
(incursion)

Demonstrations and activities on the traditional

moves and tactics of Sumo wrestling.
Video clips of examples.
Hiring of novelty sumo suits, with the use of a
tournament.

They combine motor skills,

strategic thinking and tactical
knowledge to improve
individual and team
performance.

Formative Answering of
questions

Science
Warring
kingdoms in
China physics
and games

Ancient chinese warfare https://www.youtube.com/watch?v=-jGy1YXmu7M

What is chrome plating of swords?
Lesson to be conducted in the science lab

ACSSU225

Formative worksheet to be
finished throughout
science lab lesson
on a simple nickel
and copper
electroplating

Library
Research

Students will commence research in the library for

their final presentation, teacher to available for
consultation.

They record and

communicate their ideas
using a variety of media that
includes information and
communications technology
equipment, techniques and
procedures

Ongoing teacher
inspection

Library Collab

Research continues.

They record and

communicate their ideas
using a variety of media that

Ongoing teacher
inspection

includes information and

communications technology
equipment, techniques and
procedures
Library Collab

Research continues.

They record and

communicate their ideas
using a variety of media that
includes information and
communications technology
equipment, techniques and
procedures

Ongoing teacher
inspection

Hall Rehearsal

Groups to take turns presenting their choice of

activity

Students use the

communication conventions,
forms and language
appropriate to the subject to
convey a clear message
across a range of
presentation forms to meet
the needs of the context,
purpose and audience

Summative Assessment
presentation

Assessment
In the final week of class, students will have already established their groups consisting of 3-4
individuals to commence their library research and the organization of their presentation. In the
week 6,, teachers will also remind the students about the group presentation and also the
resources available to them. Throughout the research time, teachers will be on standby for
students to consult them about the presentation form. Students will also be encouraged to utilize
non-traditional forms to present their findings, for an example an interview, a song, a play,
demonstrations or a video they could put together.
The group project will be a choice of one of the 3 cultures answering the initial question What
did children do for fun before the internet? through a 5-10 minute presentation of this choice
during a school-wide presentation session.
All parents, teachers and fellow students will be invited to attend the event, held in the school
hall. Each group of student will present their assessment presentation to the school community.

ICT Applications
Programs utilized in this unit, but not limited to:
Nearpod
Keynote
Kahoot

Unit Rubric
History & Science of Sport

Teacher Name: Jordan Reithofer, Nicolas Seow and Kevin Lylak

Student Name:

________________________________________

CATEGORY

Pride

Work reflects this

students best efforts.

Work reflects a strong

effort from this student.

Work reflects some effort

from this student.

Work reflects little effort

from this student.

Focus on the task

Consistently stays
focused on the task
and what needs to be
done. Very selfdirected.

Focuses on the task and

what needs to be done
most of the time. Other
group members can
count on this person.

Focuses on the task and

what needs to be done
some of the time. Other
members may need to
remind this person to

Rarely focuses on the

task and what needs to
be done. Lets others do
the work.

stay on-task.
Contributions

Routinely provides
useful ideas when
participating in the
group and classroom
discussion. A definite
leader who contributes
a lot of effort.

Usually provides useful

ideas when participating
in the group and in
classroom discussion. A
strong group member
who tries hard!

Sometimes provides
useful ideas when
participating in the group
and in classroom
discussion. A satisfactory
group member who does
what is required.

Rarely provides useful

ideas when participating
in the group and in
classroom discussion.
May refuse to
participate.

Working with Others

Almost always listens

to, shares with, and
supports the efforts of
others. Tries to keep
people working well
together.

Usually listens to,

shares, with, and
supports the efforts of
others. Does not cause
"waves" in the group.

Often listens to, shares

with, and supports the
efforts of others, but
sometimes is not a good
team member.

Rarely listens to, shares

with, and supports the
efforts of others. Often
is not a good team
player.

Attitude

Never is publicly critical

of the project or the
work of others. Always
has a positive attitude
about the task(s).

Rarely is publicly critical

of the project or the work
of others. Often has a
positive attitude about
the task(s).

Occasionally critical of
the project or the work of
other members of the
group. Usually has a
positive attitude about the
task(s).

Often is publicly critical

of the project or the
work of other members
of the group. Often has
a negative attitude
about the task(s).

Quality of Work

Provides work of the

highest quality.

Provides high quality

work.

Provides work that

occasionally needs to be
checked/redone by other
group members to
ensure quality.

Provides work that

usually needs to be
checked/redone by
others to ensure quality.

Total:

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