Science Lesson Plan 1 (Alternative setting)

Date

Year level

Lesson Duration

Location/Setting

Week 2 Lesson 4

Year 9

Day trip

Victorian Institute of
Sport

Lesson Title
Day visit to Victorian Institute of Sport

Learning Outcome
The students identify the methods for testing humans energy expenditure whether at rest or
in physical activity, in an authentic setting which explains the reasons why people are tested.
Students can use their prior knowledge of the previous lessons information and resources to
make predictions from peoples diets and lifestyle status, and understand which groups have
higher metabolic rates (out of themselves and athletes). The teaching focus will be to direct
students to ask relevant questions to sports science centre staff, athletes and a group of
indigenous athletes who will be supporting them to clarify their understandings and
efficiently record the information they receive. The formative assessment will see how well
students apply their learning to predicting indigenous athletes energy expenditure after a
discussion about indigenous activities.

Lesson learning Aims

Students will understand the normal and abnormal fat levels for different
sections of the community
Students can explain the scientific principles and processes for various
machines to calculate results in terms of energy output and fat content
Students will learn how to use equations that relate to energy use and are
able to use appropriate units such as kilojoules
Apply understanding to new situations and events.
An understanding of the nature of scientific inquiry.

Links to AusVELS
Strand: Discipline Based Learning
Domain: Science

Dimension:
ACSIS165 - Plan, select and use appropriate investigation methods, including field
work and laboratory experimentation, to collect reliable data; assess risk and

address ethical issues associated with these methods

Chemical reactions, including combustion and the reactions of acids, are important in both
non-living and living systems and involve energy transfer(ACSSU179)
Science as a human endeavour: Advances in scientific understanding often rely on
developments in technology and technological advances are often linked to scientific
discoveries (ACSHE158)
Advances in science and emerging sciences and technologies can significantly affect
peoples lives, including generating new career opportunities (ASCHE161)
Cross curriculum priority: Indigenous and Torres Strait Islander Histories and Culture:
Aboriginal and Torres Strait Islander Peoples ways of life are uniquely expressed through
ways of being, knowing, thinking and doing

Classroom Management Strategy

Policies relevant to off campus excursions will be adhered to at all times

Student behaviours will be monitored.
Students will follow any rules or guidelines associated with visiting the Victorian
Institute of Sport

Key Vocabulary

Basal metabolic rate (BMR)

Resting metabolic rate (RMR)
Total energy expenditure (TDEE)
Thermic effect of food (TEF)
Thermic effect of activity / exercise (TEA)
Kilojoules

Materials Required

Students can use their camera phones to take photos for their final task
Prior information collected and organised from previous lessons, with pre-selected
and adjusted questions to ask professionals
Student organiser for acquired information and structuring questions students seek to
gain answers from staff and demonstrations.

Resources and sources of information.

Transport to and from the excursion venue Victoria Institute of sport

Why am I still fat? ABC iView Catalyst Program
Stockley C, Oxlade C, Wertheim J 2008, Food and how it is used Metabolism

Energy for life and homeostasis. In The Usborne Illustrated Dictionary of Science,
London, Usborne, pp. 330-335.
How to calculate your BMR (and why it matters)
Students are encouraged to search rate and select appropriate resources for their
inquiry (Evaluate).

Lesson Introduction:
Connecting, Engaging & Modelling Inquiry

Time Allocation

15 minutes
Teacher gives clear behaviour and learning
expectations for students, (E5 Engage shared norms)
referring to school policy. The teacher gives the
details of the task to be completed at the end of the
excursion, which will require students to use
information they have gained from the visit. (E5
Engage the teacher demonstrates a purpose for
learning) They will be reminded to have their
organiser with spaces for collecting information in
answer to their questions, and writing any new
questions that may arise from connections they have
made between prior learning and the content of the
excursion (E5 explore-tools and strategies
appropriate for documenting collected
information) (Understanding, Applying)

Lesson Main Body:

Guiding Inquiry & Practice
First students rotate in groups to different parts of the Victorian
Sports Institute laboratory. At each location, one of the group will
be tested by Institute staff, and groups will be encouraged to
share the role of testee. The technicians will explain to the
students the process and principles of the equipment. For
example; In the bod pod, students will make a prediction for the
percentage fat content for different humans based on their age,
gender and athletic status, and of the student who is going into
the bod pod. Each student being tested will also describe their
experience to their group with the teachers support. E5 ExplainThe teacher supports students to use the language of the
discipline and to select the mode of language appropriate to the
task.

The students will have an opportunity to ask questions

which they have assessed as still relevant or needed

Morning session 90
minutes

(Evaluating- judge and select) depending on if the

demonstration has satisfied their understanding or not.
New questions arising from the experience can also be
asked and recorded in their organiser (along with the
answers).

This process of accumulating information from

experience, demonstration and questions asked is
repeated at other sections.
The Calorimetric Hood measures Basal Metabolic Rate.
Prior to testing, the students will make a prediction E5
elaborate-test rules and principles in unfamiliar contexts
using the Mifflin St. Jeor equation, which will be
compared to the findings from the test student and
discussed. (Analysing compare and contrast)
The Thermic Effect of Exercise or Activity is a section
where the test student or athlete is placed on a treadmill.
Prior to testing, the students will make a prediction
elaborate using the Cunningham equation using age,
height, mass and approximate fat percentage. A mask
indirectly measures the VO2 (the amount of oxygen
consumed whilst exercising) and together with heart
monitors give an indication of how many kilojoules are
burnt. Students will then compare the results to their prior
calculation and discuss (Analysing).
The Thermic Effect of Feeding is covered in a group
discussion at another section. Students are provided with
a brief presentation on the topic, and lead through the
discussion by Institute staff.

Late morning session

60 minutes

The needs of Athletes

Students will have the opportunity to ask athletes (both
male and female) their details of their diet and training.
From this discussion, they will record their findings and
use them to calculate their energy requirements. The
students will also have an opportunity to ask their prescreened culturally sensitive questions to indigenous
athletes via Skype with a training facility in Darwin. This
will provide an indigenous perspective to food use diet
and specific energy needs.

Lesson Conclusion:
Sharing, Explaining and Receiving Inquiry

Students will choose one of the analysers that measure

an aspect of energy expenditure. They will be given time

90 minutes

to collate their information and understanding together in

their groups, in preparation for a presentation about how
the analyser works and what it measures and to forecast
what results would be produced If one of the Indigenous
athletes they garnered information on Diet, lifestyle and
physique were to use the machine. (E5 Explain- make
connections between new and existing knowledge)

Students will present collaboratively in a group, and each

presentation will run for seven minutes. Other students
are encouraged to listen and note any information they do
not understand and to ask clarifying questions. E5
Elaborate -students critique one anothers ideas to
increase intellectual rigour.

Assessment of Student Learning

The teacher will formatively assess the students understanding of how the human body
expends energy and how it is measured by the instrumentation they have seen on the
excursion. They have to apply the knowledge of energy expenditure from the testing of
themselves and athletes to judge (Analysing/evaluating /creating) using todays and prior
unit information about indigenous lifestyles, and hypothesise the results they could expect
for indigenous BMR, TEA and TEF.
E5 Explain - They support students to identify and use strategies to meet the literacy
demands of the task
E5 Elaborate- Teacher monitors student understanding, providing students with feedback
specific to the task and what they need to do to improve.
Also this assessment is for learning as differentiated tasks can be introduced for students.
However, this is an inquiry unit, and the very nature of inquiry is that allows students to
progress at a rate that challenges them to their specific learning needs as there is student
choice and negotiated tasks for students to follow their Inquiry interests.

Criteria Sheet: Food, energy expenditure and Indigenous lifestyles

Description of
the analyser,
and what it
measured

Understanding
of energy
expenditure

Links to prior
knowledge
about
Indigenous
lifestyles

Hypothesised
BMR, TEA and
TEF for
different
groups

Developing

Competent

Highly
Competent

Exceptionally
Competent

Description
provides
insufficient
information to
audience.
Crucial details
are missing.

Description
provides some
information to
audience.
Some details
are missing,
but enough is
presented to
provide an
overview.

Description is
detailed and
answers most
of the
information to
audience.

Description is
very
comprehensive
and answers all
required
information to
audience.

Description
makes few
links between
what is being
measured, and
how it is
expended in
daily life

Description
makes few
links between
what is being
measured, and
how it is
expended in
daily life

Description
makes good
links between
what is being
measured, and
how it is
expended in
daily life

Description
makes
comprehensive
links between
what is being
measured, and
how it is
expended in daily
life

No or very few
links to prior
knowledge

Some links to
prior
knowledge
about
Indigenous
lifestyle

Several links to
prior knowledge
about
Indigenous
lifestyle

Detailed links to
prior knowledge
about Indigenous
lifestyle

Implausible
hypotheses
about BMR,
TEA and TEF
for any group

Hypotheses
about BMR,
TEA and TEF
for two of the
three groups

Plausible
hypotheses
about BMR, TEA
and TEF for
themselves,
athletes and
Indigenous
Australians

Plausible and
well justified
hypotheses
about BMR, TEA
and TEF for
themselves,
athletes and
Indigenous
Australians

Quality of
Presentation

Poor quality
Spelling errors,
sound issues,
factual errors

Reasonable
quality
Minimal errors
and all required
content
included

Good quality
No errors, and
an interesting
or engaging
presentation

Excellent quality
No errors with
an interesting
and engaging
presentation