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

Integrated Numeracy and ICT Lesson Plan

Lesson Title: Calculating Running Track Speeds Year Level: 8 Duration: 50 Minutes

Designed by: Anthony Vottari

Context Statement:
This lesson will be presented in lesson 2, week 3 of the double lesson as the theory component. This
lesson will build up on previous content that has been taught on speed, distance, and time.

Teacher Content Knowledge (Australian Curriculum)

http://www.australiancurriculum.edu.au/
Learning Area, Strand and Sub-Strand: Relevant Content Descriptors:

Health and Physical Education (HPE)
Year’s 7 and 8
Strands: Understanding Movement
Learning Through Movement
Practise, apply and transfer movement
concepts
and strategies with and without equipment
(ACPMP082)
Participate in physical activities that develop
health-related and skill-related fitness
components, and create and monitor personal
fitness plans (ACPMP083)
Evaluate and justify reasons for decisions and choices of
action when solving movement challenges (ACPMP087)

Demonstrate and explain how the elements of

effort, space, time, objects and people can
enhance movement sequences (ACPMP084)
Links to Numeracy general capability Links to ICT general capability

ELEMENTS: ELEMENTS:
 Estimating and calculating with  Creating with ICT.
whole numbers  Investigating with ICT.
 Using spatial reasoning.
 Using measurement
 Numeracy in the Learning Area: HPE

Specific Learning Outcome(s):

All students must be able to:

 Read maps on a digital platform

 Apply the mathematical formula to work out the speeds they (students) would travel
 Have thought provoking conversation with peers in regards to numeracy and numerical formulas.

Most students should be able to:

 Apply mathematical formulas to work out running speeds and get close to correct answer.
 Use Multimedia devices - Technology

Some students could:

 Read Maps on a digital platform
 Measure running tracks
 EDUC3628 Numeracy and ICT (2017) - Assignment 3 Annotated Lesson

Teacher Technological Knowledge

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

For this activity the technology that will be used will be Google Maps Website or App as well as desktop
computers or laptops. The use of Google Maps will allow students to use the elements (Australian Curriculum -
ICT, 2017) of create with ICT and investigate with ICT. This is the case as students will be creating and
measuring running tracks as well as investigating what formula they will apply to measure how fast they will
travel and what speeds they would hit. With using these multimedia devices the learning opportunities it
provides for students is practice of reading maps and enhancing their ICT skills by using various tools on
Google MyMaps.

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.

The numeracy strategies that we will apply to our lesson will be:

Allowing Students to work it out: We will be applying this strategy as we want our students to become
independent thinkers when working out numerical formulas and measuring running tracks. As this is the
case we would also want our students, if comfortable to do so, work with a partner/classmate that way
students can bounce ideas of one another as well as further their Numeracy and ICT learning
collaboratively.

Giving Time: We will be applying this strategy as we want our students to be given appropriate time to
engage in thought provoking questions in regards to Numeracy and ICT with both the teacher and their
fellow peers. Numeracy and ICT can include concepts that can be confusing so it is important learners are
accommodated appropriately for this via peer support and pedagogical support from teachers.

Questioning: We will be applying this strategy as we want our students to receive useful questioning by us
educators. As mentioned earlier, Numeracy can include concepts that can be confusing. As this is the case,
we feel that if we asp thought provoking questions this will allow for students to hopefully gain a better
understanding on the numerical concepts used in our map activity. Talking out these questions as a class
could also be an important strategy as normally more than 1 student has the same question.

Listening purposefully: We will use this strategy as we want to monitor our students progression of
knowledge and skills in the general capability of numeracy. By asking open ended questions and listening
purposefully to students throughout the lesson we can achieve this.

Debriefing the numeracy: We will apply this strategy to our teaching as we want our students to be able to
summarise what they have learnt in this lesson. We will encourage our students to reflect on the numerical
concepts learnt by asking them to name the formula they have applied, the rules of the formula, and what is
involved to work out the running speeds. Another way we could achieve this is setting a small online quiz
for homework so that way they can summarise numeracy at home and bring that knowledge into the
continuation of this lesson next time.
 EDUC3628 Numeracy and ICT (2017) - Assignment 3 Annotated Lesson

Teacher Technological Pedagogical Content Knowledge (TPACK)

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

Using the TPACK model (Koehler, 2012) for our lesson will allow us as educators to choose the correct method
of technological and pedagogical content knowledge. First off all, it is important we recognise our own
Pedagogical Knowledge (TPK) as we need to be confident in using technology and what its used for. When
planning for this task we decided Google Maps was the best tool to use as it incorporates both Numeracy and
ICT. We knew that students will be allowed to measure running tracks using Google Maps and in that sense
develop both numeracy and ICT tools. In regards to Content Knowledge (CK) we understood that we needed to
incorporate mathematics and numeracy into our technological task so the inclusion of mathematic formulas for
different speeds complimented the use of Google Maps quite nicely. This provides students the opportunity to
measure running tracks on the computer and applying it to real life numeracy as running times can be used to a
personal and professional level in the future.
As our learning area is Physical Education we wanted students to have a task that was applicable to their
general well-being and personal fitness. The Australian Curriculum (2017) states that for applying Numeracy to
the learning area, or in our case health and physical education, can be applied via: Estimation and measurement
to collect and make sense of information related to, for example, nutrition, fitness, navigation in the outdoors or
various skill performances. As this is the case, students when they are participating in our class will be able to
apply what they have learnt by measuring running tracks and calculating running speeds to their own personal
fitness regimes or a future assessment of writing a fitness plan for an athlete. Numeracy in Physical education
can be applied to many fields but we have decided to go for the personal fitness aspect when working with
Numeracy and ICT.
Another way numeracy is applicable to our learning area of PE, The Australian Curriculum (2017) states that
students use spatial reasoning in movement activities and in developing concepts and strategies for individual
and team sports or recreational pursuits. As this is the case, students are able to apply spatial reasoning from the
maps they have measured as not all running surfaces and terrains will be straight line running tracks or smooth
running surfaces. Spatial Reasoning will allow students to think outside the square and for them to realise their
surroundings around a running track.
Students will be able to think critically about numeracy and ICT through open ended questioning from us
educators and also meaningful conversations with their peers where they will be able to bounce ideas off and
discuss important numerical concepts. This is where students will develop their content knowledge and personal
ICT skills.

Assessment
What will be the assessment strategies related to your identified lesson outcome s?

The assessment process would be achieved via 3 strategies, through the use of participation, via the working
out of numerical formulas and ICT tools to work out running speeds and in a future assignment.

Participation: Students will be marked on visual observation from the teacher to monitor their progression of
Numeracy and ICT skills. Participation grade will also be marked on their in class discussion with the teacher
as well as how they work with their partner - could use a small questionnaire to quiz group members on how
each student has contributed.

Working out of Numerical Formulas and ICT tools: Students will provided evidence to the teacher of their
working out of the running speeds. Students will need to show their working out and the proccesses they used
to get their answers. Working out needs to be legible with formula’s clearly shown for the different running
times. In regards to ICT tools teacher will mark that on observational basis.

Future Assignment: Using the numeric formula to figure out running speeds of tracks could be used for a
future assignment. For example, Students planning a running/fitness regime for an athlete. Working out how
long it will take and at what speeds the athlete would travel would allow them to plan a beneficial program to
the athlete’s well-being.
 EDUC3628 Numeracy and ICT (2017) - Assignment 3 Annotated Lesson

Required Resources
Health and Physical Education. (2017). Australiancurriculum.edu.au. Retrieved 12 November 2017, from
https://www.australiancurriculum.edu.au/f-10-curriculum/health-and-physical-
education/?year=12997&strand=Personal%2C+Social+and+Community+Health&strand=Movement+and+Phy
sical+Activity

Information and Communication Technology (ICT) Capability. (2017). Australiancurriculum.edu.au.

Retrieved 12 November 2017, from https://www.australiancurriculum.edu.au/f-10-curriculum/general-
capabilities/information-and-communication-technology-ict-capability/

Numeracy. (2017). Australiancurriculum.edu.au. Retrieved 12 November 2017, from

https://www.australiancurriculum.edu.au/f-10-curriculum/general-capabilities/numeracy/

Koehler, M. (2012). TPACK Explained. TPACK.ORG. Retrieved 12 November 2017, from http://matt-
koehler.com/tpack2/tpack-explained/

Lesson Outline
Refer to http://www.teachertechnologies.com/the_four_part_lesson/
Connect / Starter
5 This
minshould
The lesson
be for aboutwill commence by giving students a couple of minutes to enter the classroom, settle
5 minutes.
their belongings and be in the correct state of mind for the lesson to commence. To help ensure
this, the first part of Woodward’s (2011) Four Part Lesson (TEEP) is used called ‘connection’.
Connection considers the physical, social/emotional, and intellectual environments so that
students can get into the correct learning climates.

 As students enter the classroom, the objectives and lesson outline are clearly displayed on
the PowerPoint/whiteboard.
 Once seated, a video will be shown to engage students on the topic of running/benefits of
physical activity.

Activa te
This part of the lesson should take 15 minutes.

Following Woodward’s (2011) connection, ‘activation’ then follows. This section encourages students
15 min to begin the process of learning the content for the lesson. The aim is to capture the students’ attention
by incorporating the lesson with tools of every day use. The main tool used for this lesson is Google
MyMaps. The lesson is aimed on integrating both numeracy and ICT skills. Students will be
calculating how fast they can run on certain running tracks using the formula: Speed = Distance/Time.

 Following the video in the introduction of the lesson

 The teacher will introduce the activity through a series of PowerPoint slides
 The initial slides commence with the objective of the lesson which is to calculate running times
using the formula S = D/T
 An example is shown to show students how the formula works
 A screenshot of the tool that the students need to use on Google MyMaps is shown next
 The image indicates the measuring tool that students will need to use to measure the running
tracks in order to find the distance for their calculations
 Following, is the procedure for student to follow
 Students will enter the bit.do link into their browsers to enter the Google MyMaps page
 The time is given for the calculations to be done, 3, 5 & 10 minutes
 The aim is for students to calculate the speed into meters per second (m/s)
 EDUC3628 Numeracy and ICT (2017) - Assignment 3 Annotated Lesson

D e monstra te (Assessment for Learning)

This part of the lesson should take 20 minutes.

The demonstrate phase as described by Woodward (2011) is where the students are the ones who are
20 min demonstrating their learning, activating their minds, sharing knowledge, and forming their
conclusions. This part of the lesson gives students the opportunity to work collaboratively to find
their answers.

 Students need to enter the bit.do link into their browser

 Use the measuring tool to measure the running tracks
 Use their collective data of time and distance to find the speed of each track
 Once students completed each track, the data needs to be put into Excel
 This will give students the opportunity to present their findings through graphs
 Students need to select and create an appropriate graph to compare and represent their
findings of the differences between speeds in the different running tracks
 Students can work collaboratively to report back to the class

Consolidate / Plenary
This part of the lesson should take 10 minutes.

The consolidate phase of the lesson is described by Woodward (2011) as where students
10 min reflect on what they have learnt. This gives students the opportunity to present their findings
to the class, whilst discovering new ideas from each other’s presentations of graphs and use of
the formula. The idea of this part of the lesson is for students to show how did they get this
knowledge, how well did they do, and how well did they do interpreting their findings.

 Once students have each presented their findings, each student will report back to the
teacher one new thing they had learnt during the lesson
 The teacher is encouraged to provide open-ended questions for students to think why
they did their lesson today and the relevance of it

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

This lesson caters for the needs of all students by incorporating the use of numeracy and ICT into a physical
education lesson. The students’ needs are catered as the teacher gives thorough and explicit instructions,
whilst relating the content to real-life situations. This can help motivate students throughout the lesson as
they can transfer their learning to other situations. Students will also work collaboratively in pairs or small
groups, enabling students to share ideas rather than being left behind.

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 key points did students develop and become proficient in as a result of the lesson?
 What did students take away with them from this lesson?
 How did students interact with each other during the lesson?
 EDUC3628 Numeracy and ICT (2017) - Assignment 3 Annotated Lesson

 What factors did students find difficult, and how can this be improved?
 What resources best supported students’ learning?