Integrated Numeracy and ICT Lesson Plan

Lesson Title: Bolt Like Bolt! Year Level: 9 or 10 Duration: 50 minutes

Context Statement:

This class is a mixed gender classroom that consists of 25 year 9 students with a variety of
different abilities from student to student. In the first lesson, students were taught how to
accurately measure a 100m sprint track using a measuring wheel. In addition, students also
performed several 100m sprints with their partners. In lesson two, students learnt how to
record, interrupt and input data using Microsoft Excel to create tables and graphs, as well as
working out averages. Therefore, in this lesson (lesson 3) students will apply their knowledge
they have learned during lessons one and two to successfully record their sprint and meters
per second times in a 100m sprint. They will also compare their sprint times to Olympic
champion Usain Bolt and the whole class by putting the data into an Excel spreadsheet to
create tables and graphs. This lesson plan would suit a unit of work design on fitness testing
or a theory lesson in a unit of work exploring athletics. From this lesson, students will be able
to apply their new knowledge to other classes such as Mathematics or History when looking
at numerical data.

Teacher Content Knowledge (Australian Curriculum)

http://www.australiancurriculum.edu.au/

Learning Area: Health and Physical Relevant Content Descriptors:

Education
Provide and apply feedback to develop and
Strand: Movement and Physical refine specialised movement skills in a range of
Activity challenging movement situations (ACPMP099).

Sub-strand: Moving our body Develop, implement and evaluate movement

concepts and strategies for successful outcomes
with and without equipment (ACPMP101).

Links to Numeracy general capability Links to ICT general capability

 Using measurement  Investigating with ICT

 Estimating and calculating  Creating with ICT
with whole numbers  Communicating with ICT
 Using fractions, decimals,  Managing and operating with ICT
percentages, ratios and rates
 Interpreting statistical
information
 Specific Learning Outcome(s):

All students must be able to:

● Analyse data using ICT.
● Establish conclusions based on the data.
● Realise how ICT can facilitate learning.

Most students should be able to:

● Accurately record their scores and the scores of others.
● Explain and compare their scores, the scores of others and the score of Usain Bolt in a
100m sprint.
● Understand why some graphs are more appropriate to use than others.

Some students could:

● Determine connections between the different scores of Usain Bolt and all the students.
● Begin to recognise why their scores and Usain Bolt’s scores differ.

Teacher Technological Knowledge

Throughout the lesson and unit of work, students will explore and use technology and
ICT which include:
● Stopwatches and iPhone stopwatches: to calculate overall time, lap times, and
meters per second in a 100m sprint.
● Microsoft Excel: to create tables and graphs, and calculate measurements of
results.

Teacher Numeracy Pedagogical Knowledge

See Australian Government WA brochure (available via FLO):
‘Numeracy: Demands and Opportunities Across the Curriculum’

Capturing the numeracy in the moment: NO

Being aware of possible numeracy demands when planning: Consider the numeracy
demands and the range in student strategies and approaches for handling the learning
experience across the curriculum. YES
● Allowing students to work together (in pairs) to ensure those students who have
difficulties with numeracy learning are assisted with a peer to work collaboratively
through the tasks.

Allowing students to work it out: Provide students with both individual and collaborative
opportunities to work things out for themselves and engage with the numeracy demands. YES
● Students will engage in tasks throughout the lesson that required them to work out the
solutions both individually and collaboratively (e.g. comparing their own findings and
class findings regarding sprint times).

Giving Time: Be patient and flexible with time to allow students to engage with the numeracy
themselves, ask questions, fully understand the lesson and gain confidence in themselves as
learners. YES
● Throughout the lesson, time will be allocated to ensure students are able to ask
questions, seek help, or gain further clarification of what is required. As a result,
students will feel comfortable when performing tasks as they are not rushed.
Questioning: Facilitate discussion and support students’ deliberations by asking questions
about their handling of the task. Questioning can help students identify the numeracy and then
use their mathematics. Try to keep the questions open to encourage a willingness to
participate. YES
● Throughout the lesson, students are required to respond to several questions to
facilitator learning and draw conclusions as well as compete a question worksheet (refer
to lesson plan for examples).

Motivating: Let students explore a concept driven by enthusiasm rather than teaching the
required skill prior to tackling the activity. YES
● For this lesson, the teacher will act more as a facilitator, which will result in students
engaging in student-centered learning requiring them to become active learners. As a
result, students are in control of their own learning and will become more motivated to
engage in the learning objectives.

Listening purposefully: Monitor students’ numeracy knowledge and skills by asking questions
and listening purposefully as students engage with numeracy in a moment. YES
● As the teacher will take a more facilitator role, it is important that he or she continues to
ask questions directly or to the whole class. In addition, one person, teacher or student
should be answering the question at a time to ensure all members of the classroom are
listening and so that the teacher can monitor students’ knowledge and understanding.

Debriefing the numeracy: Ask open questions that encourage students to reflect on the use
of mathematics in the situation and the role numeracy played in their learning, understanding
and problem solving. YES
● At the end of the lesson, there will be an allocated time for a class discussion. During
this time, students are encouraged to engage in open-ended questions that will allow
them to reflect on the learning objectives for the lesson.
`Teacher Technological Pedagogical Content Knowledge (TPACK)

Content Knowledge: Health and PE

- Students will be provided with opportunities to explore Health and Physical Activity
through real-life applications that involves critical thinking and analysis.

Pedagogical Knowledge: Constructivist Pedagogy

- The teacher will act as a facilitator and guide students to reach the predetermined
outcomes of the lesson. Students will also be working collaboratively throughout the
lesson (Lesley & Matthews, 2009).

Guided Discovery Strategy

- Throughout the lesson, a series of logical and sequential questions will be asked to the
students. The students will then discover the answers to these questions individually or
collaboratively. The answers to these questions are shaped by the learning outcomes of
this lesson.
- Open-ended questions will be used as this type of questioning allows students to make
connections and reflect upon their own experiences (Mosston & Ashworth, 2002).

Technology Knowledge: Stopwatches and Microsoft Excel

- Students will be provided with opportunities to calculate and draw conclusions from their
paired and whole class findings.

● Briefly, describe how the identified technological ICT tool will enable students to:
o Become a fluent user of mathematics in a familiar setting in relevant ways
aligned with the identified learning area and year level.
When exercising numeracy in a Health and PE context, students begin to see maths
 from a more authentic perspective. This is heightened when technological tools such as
Microsoft Excel are incorporated as well. From a mathematical view, this lesson requires
students to collect, record and compare the data that they have recorded. However, by
using Excel to generate, organise and analyse data, students will receive a more
authentic learning experience as the technology allows for more critical thinking and
analyse. Furthermore, the critical thinking and analytical skills practiced in this Health
and PE environment can be used in many of learning areas.

o Deliberately use mathematics in ways that develop students’ numeracy and ICT
capabilities appropriate to the identified year level.
One Health & PE content descriptor states that students are required to, “develop,
implement and evaluate movement concepts and strategies for successful outcomes
with and without equipment (ACPMP101).” Mathematics can be deliberately used to
achieve this content descriptor through the use of statistical concepts such as mean,
median, mode, range, interquartile range, where students use these statistics to
evaluate movement concepts, in this case Usain Bolt’s 100m sprint. Furthermore,
technology such as Microsoft Excel can be deliberately used to collate and display this
statistical information in ways that allow for deeper levels of analysis and comparison.

o Develop a capacity to be critical of the mathematics chosen and used.

Using ICT in the form of stopwatches allows the collection and analysis of data to be
more accurate. Furthermore, ICT in the form of Microsoft Excel provides students with
opportunities to represent data in ways that are meaningful to them. This means that
students will be required to critically think about what graphs best represent statistics
such as the mean, median, mode, range and interquartile range. In doing so, students
will also recognise how mathematics is used beyond the classroom.

Frameworks and Models Used:

This lesson was shaped by the Substitution Augmentation Modification Redefinition (SAMR)
Model, which is a model designed to identify the extent of the positive impact computer
technology can have upon teaching and learning. As a result of this lesson, it was deemed that
technology allows for functional improvement (Augmentation). This is because the use of
technology created a more authentic learning experience through critical thinking and analysis
(Romrell, Kidder & Wood, 2014).
Assessment

Engagement:
- Students will be assessed on both their practical and theoretical involvement. This is
important to develop an understanding of students’ levels of engagement, ability to
effectively perform specialised movement skills, and their ICT and numeracy
competencies when participating in the theoretical components.

Questioning:
- The use of open-ended questioning has deliberately been applied so that the teacher will
be able to develop an understanding regarding what students know, understand, are able
to do, and what needs to be further explored.
Accuracy:
- The accuracy of students’ spreadsheets will also be a sign of whether students have
successfully achieved the lesson objectives. If most students are having trouble, it is
important the teacher stops what the class is doing and models what is required on the
smartboard.
- The accuracy of answers to the questions on the spreadsheet will also be another effective
way the teacher can understand if the lesson objectives have been met.
Finally, for those students who are unable to actively participate in the practical component,
they will be assessed on how they have applied themselves in strategies recommended by the
teacher (e.g. helping set up and pack up, assist in recording data and sprint times, etc.).

Required Resources

● Computer/laptop
● Smartboard
● Stopwatches (with lap timers) or IPhones
● Cones
● Measuring wheel

Lesson Outline

Refer to http://www.teachertechnologies.com/the_four_part_lesson/
Connect / Starter
This should be for about 5 minutes.
5 Connect: This section is where students learning the ‘big picture’ of the lesson.
min What do they already know/have they experienced and what will they know at the
end of the lesson.

Procedure:
- Class discussion/brainstorm idea and concepts students have already learnt
(e.g. how to accurately measure a 100m running track, calculate time and
lap times using a stopwatch, and use Microsoft Excel confidently to calculate
averages, totals, and analysis data through tables and graphs).

- Outline the objectives of this lesson. The objectives of the lesson include:
- How to analyse the specialised movement skills involved in a 100m
sprint.
- Create and compare individual and class data (through tables and
graphs) to develop constructive feedback for improvements.

- Introduction activity: Discuss how deconstructing the 100m sprint

into can assist student performance.
- Show Usain Bolt’s 100m Rio Olympic Games winning race and
spreadsheet of his 10m intervals.

Activate
This part of the lesson should take 15 minutes.
 Activate: Now that the students have the ‘big picture’, this section is where they will
15 begin to learn. This section highlights the importance of moving away from a
min traditional teacher-led approach to a more student-centred way of learning. As a
result, the students are encouraged to create and explore content themselves.

Procedure:
- Students will form pairs, with one student being the runner and other the timer.
- Students will take turns and record each other’s 10m lap times when they
perform the 100m sprint.
- Once the first student has his/her times recorded, he/she becomes the timer and
the pair switch roles.
- Once all students have successfully recorded their data, all the results will be put
into an excel spreadsheet.

Teacher:
- Support students who may need assistance with using stopwatches and entering
data into excel spreadsheet.
- Answer any questions students have asked/help students who may be unsure
during this task.

Demonstrate (Assessment for Learning)

This part of the lesson should take 20 minutes.

Demonstration: In the section, students begin to demonstrate their learning. During

20 this phase students will begin to be able to draw conclusions, share their new
min knowledge and assist one another to develop a ‘deeper’ understanding.

Procedure:
- Students will begin to enter their data into the excel spreadsheet.
- 10m interval times. (Refer to Appendix A).
- Meters per second time. (Refer to Appendix B).

- Students will then collect their classmates’ data for both (Refer to Appendix C)
- Students will then create graphs to for both interval and meters per second.
- During this time, students will begin to draw conclusions from the
graphs and have a whole class discussion summarising the data (e.g.
what it tells us about acceleration/deceleration, what they noticed at
different stages of the race, student and whole class averages, etc.).

- Finally, students will be given questions in their pairs to compete following the
data analysis (Refer to Appendix D).
Consolidate / Plenary
This part of the lesson should take 10 minutes.
 Consolidate/Plenary: This section of the lesson will involve all students reflecting
10 on the learning objectives and what they have learnt during the lesson.
min
Procedure:
- From the conclusions, the class developed through the data analysis in the
‘demonstration’ part of the lesson, students will be able to provide feedback for
improvements regarding students’ 100m sprint times.
- Next, engage students in questions.
- What are some similarities/differences between Usain Bolt’s data and
your data?
- Can you identify any trends in the data?
- What type of graph did you choose to construct? Why did you think this
graph was an appropriate choice?
- Was the recording of time accurate? What measures could be taken to
increase the accuracy?
- Can you think of any limitations this activity presented?
- Finally, the ask students to complete an ‘exit card’ that will assist them in
recapping the main learning objective for the lesson followed by a short class
discussion recapping what the students have learnt in the lesson.
-

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

This lesson plan has been designed to cater for a range of learning abilities and for those students
that may be suffering from a physical disability. For example, students work collaboratively
throughout the duration of the lesson. This will allow students who struggle in a numeracy
learning environment to have access to peer assistance, which may result in them feeling more
comfortable. In addition, those students who are unable to actively participate can fulfil other
roles (e.g. help with equipment setup and pack up, record sprinting times, provide students will
feedback, and participate in the data analysis part of the lesson).
Reflection Questions

“What were the learning objectives for this lesson?”

“What were the key ideas that stood out for you during the lesson?”

“What did you find difficult/easy during this lesson?”

“Was this an enjoyable lesson? Why/why not?”

Reference List

Lesley, M., & Matthews, M. (2009). Place‐based essay writing and content area literacy
instruction for preservice secondary teachers. Journal of Adolescent & Adult Literacy,
52(6), 523-533.
Mosston, M., & Ashworth, S. (2002). Teaching physical education.

Romrell, D., Kidder, L., & Wood, E. (2014). The SAMR model as a framework for
evaluating mLearning. Online Learning, 18(2).

Appendices

Appendix A: 10M Interval Time

Appendix B: Meter Per Second Time

Appendix C: Whole Class 10M Interval Time & Meters Per Second Time
Appendix D: Questions