STEPPING OUT AROUND NEW ZEALAND

Links with the New Zealand

Curriculum using maths.

Why ?

• Cross Country – my least favourite part of PE

– My personal exercise philosophy doesn’t agree – My personal exercise philosophy doesn’t agree

with making children run!!

– Had to find a way to develop fitness, but at the

same time fit in with my school focus on cross

country.

– So Stepping Out around New Zealand was born!

I Loooooooove X Country

• Started with a version of a PMI – plus, minus and

interesting

• Changed it to – Pros, Cons, Questions/Interesting

PROS CONSPROS CONS

QUESTIONS/INTERESTING

Cross Country and Maths

• Grouped the children – mixed ability

• Each group had• A starting destination

• A ratio to convert the distance they ran

• An individual recording sheet for their personal distance • An individual recording sheet for their personal distance covered over the 3-4 weeks – also include ratio distance

• Individual heart rate recording sheet – do this at the start of the ‘unit’ and then once a week. It is important that you do resting heart rate, rate after exercise and then the recovery rate – after 1, 3, 5, 8, 10 minutes

• Group recording sheet for distance travelled over a week

• A map to record journey

Where shall I

start my

journey?journey?

Heart rate recording

Initial

resting

After act 1 mins 3 mins 5 mins 8 mins 10 mins

Week 1

Week 2Week 2

Week 3

Week 4

Have a look at how fast it is coming down – this is the most

important part of measuring heart rate and exercise.

Ratio tables

North Island

Run Walk

1 km 6 14

2 km 12 28

3 km 18 ?

South Island

Run Walk

1 km 8 18

2 km 16 36

3 km ? ?3 km 18 ?

4 km ? ?

3 km ? ?

4 km ? ?

These ratios/distances may need to be changed, depending on

how far the children run/walk. They can be amended after the

end of each week if the children aren’t moving very far around

the island.

With the older children, we measured the distance they had

run to the nearest half kilometre. Therefore the children

needed to amend their ratio table.

Recording - ratios

Weekly distance recording chart

South Island

Run 1:8

Walk 1:18

North Island

Run 1:6

Walk 1:14

Day 1 Day 2 Day 3 Day 4 Day 5 Wk

total

Mark r 1.5 9

Jodie w 1 14

Catie r 2 12

Jason w 1 14

Paul w 1 14

Total kms 63

Weekly distance recording chart

Reading timetables

My Town

• Name of the town(use Maori and English place names –find the meanings of the place names)

• Longitude/latitude, GPS co-ordinates (maths – geometry)

• Population - look at population over a period of years

• Total land area of township – square kms (how has this changed over a period of time)changed over a period of time)

• Climate – rainfall, sunshine hours, temperature deviations –historical highs/lows

• 3-4 fitness/recreation activities

• 3-4 tourist attractions

Finding a Town

• Once they get to a town they need to find out specific statistical information about the town.

• Create a ‘poster’ about the town (needed for the statistical comparisons later). This ties in to the literacy curriculum.

Level 3 Reading, Writing and ViewingReading, Writing and ViewingStructure• Show a developing understanding of text structures.

INDICATORS:

– understands that the order and organisation of words, sentences, paragraphs, and images contribute to and affect text meaning

Speaking, Writing and Presenting

Purposes and audiences• Show a developing understanding of how to shape texts for different purposes and audiences.

INDICATORS:

– constructs texts that show a growing awareness of purpose and audience through careful choice of content, language, and text form

Health and Physical Education AO’sLEVEL 3

Personal Health and Physical Development

A2 Regular physical activity

• Maintain regular participation in enjoyable physical activities in a range of environments and describe how these assist in the promotion of well-being.

• (LEVEL 4 - A4 Personal identity - Describe how social messages and stereotypes, including those in the media, can affect feelings of self-worth.)

Movement Concepts and Motor Skills

B3 Science and technology

• Participate in and describe how their body responds to regular and vigorous physical activity in a range of • Participate in and describe how their body responds to regular and vigorous physical activity in a range of environments.

Healthy Communities and Environments

D2 Community resources

• Participate in communal events and describe how such events enhance the well-being of the community.

D3 Rights, responsibilities, and laws

• Research and describe current health and safety guidelines and practices in their school and take action to enhance their effectiveness.

D4 People and the environment

• Plan and implement a programme to enhance an identified social or physical aspect of their classroom or school environment.

– with the Level 4 objective, you can look at thing like the RELAY FOR LIFE

D3 Rights, responsibilities, and laws; D4 People and the environment

• Specify individual responsibilities and take collective action for the care and safety of other people in their school and in the wider community.

Maths AO’s

Geometry and Measurement

Position and orientation

• Use a co-ordinate system or the language of direction

and distance to specify locations and describe paths. and distance to specify locations and describe paths.

Statistics

Statistical investigation

– identifying patterns and trends in context, within and

between data sets

– communicating findings, using data displays

Social Sciences AO’s• Level 3

Students will gain knowledge, skills, and experience to:

• Understand how people view and use places differently.

• Understand how people remember and record the past in different ways.

I wanted my children to have an understanding of New Zealand.

Many of them didn’t know where some of our towns/landmarks

where –even to the extent that they didn’t know which island

some of our special places where.

Also I had to develop a way to incorporate more Maori language

into my programme before tackling it as a more integral part of my

classroom. I could do this using placenames and their meanings.

Key Competencies

Managing self

• This competency is associated with self-motivation, a “can-do” attitude, and with students seeing themselves as capable learners. It is integral to self-assessment.

• Students who manage themselves are enterprising, resourceful, reliable, and resilient. They establish personal goals, make plans, manage projects, and set high standards. They have strategies for meeting challenges. They know when to lead, when to follow, and when and how to act independently.when to follow, and when and how to act independently.

Relating to others

• 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.

• Students who relate well to others are open to new learning and able to take different roles in different situations. They are aware of how their words and actions affect others. They know when it is appropriate to compete and when it is appropriate to co-operate. By working effectively together, they can come up with new approaches, ideas, and ways of thinking.

Habits of Mind – Costa/KallickThese were developed to describe the characteristics of

people who were remarkable performers.

– Persisting – Stick to it!

• Persevering in the task through to completion; remaining focused. Looking for ways to reach your goal when stuck. Not giving up.

– Listening with Empathy and Understanding – Understand – Listening with Empathy and Understanding – Understand others!

• Devoting mental energy to another person’s thoughts and ideas; make an effort to perceive another’s point of view and emotions.

– Thinking interdependently – Work together!

• Being able to work in and learn from others in reciprocal situations. Team work.

“Habits of Mind are the characteristics of what intelligent people do when

they are confronted with problems, the resolutions of which are not

immediately apparent.” Professor Arthur Costa.

Y - Chart

• Using Y-Chart to discuss what this type of activity would look like for other people.

– Elite athletes

– Recreational runners

– Us – Us

– Someone who doesn’t like running/exercise.

Very interesting exercise to do when they get into their groups, as it helps them to understand how others may be feeling.

T-Chart

• Fact verses Opinion

FACT OPINION

Running raises heart rate It’s really good for you to run

Can cause some injuries It is fun!Can cause some injuries It is fun!

What else?MOVING AROUND

• Gather data about movement in

regions.

• Display using pie graphs, work out

percentage increase or decrease.

CLIMATE

• Minimum and maximum rainfall and

temperatures.

• Also diurnal temperature changes.

• Which city/area has highest sunshine

hours?

LITERACY

Headlines, reporting, cartoons

PEOPLE

Who has run/walked the length of

POPULATION - cities vs urban areas.

• Look at where the major groups of

population live, how many in major

cities and why?

• Spreadsheets, graphing and

percentages

MATHS

Spreadsheets

Timetables

Statistics – comparisons between, historical

data

Headlines, reporting, cartoons

Posters – layout, design

Interviews

Who has run/walked the length of

New Zealand?

Why?? – Lisa Tamati – interview?

MAPPING SKILLS

HEART RATE

Measuring and recording heart rate,

both increase and decrease, as it’s

the way your heart rate drops that

helps as an indication to your fitness

level.

TIMETABLES

distance vs time, bus/train/plane

timetables

HEALTH AND PE

• Fast vs Slow twitch fibres

• Elite athletes – heart rates, O2

uptake etc

• Nutrition for exercise

• Ultra marathon/multi events

• Training schedule

MAPPING SKILLS

describe route travelled.

Language will depend on children’s

level. Eg: compass directions, etcINDIVIDUAL FITNESS

Look at how their rate of travel has

changed – are they faster at running

a specific distance after 1 week/2

weeks/3 weeks etc

NORTH, SOUTH, EAST, WEST

• Which is the most Southern,

Northern etc town.

• Map co-ordinates, GPS systems.

• Which direction would you go to

get to. . .

HOLIDAY TIME!!!

Give each group a • Give each group a budget and let them develop an itinerary for a 10 day holiday.

• Their initial city and

Must include:• Must include:

– Air travel

– Bus trip

– Trip on the water

– Visit at least one major • Their initial city and destinations are their own choice.

• They can stay wherever they like – tent or motels.

– Visit at least one major New Zealand tourist attraction.

– Accommodation venues

Links

• http://www.relayforlife.org.nz/

• http://www.stats.govt.nz/census.aspx

• http://www.censusatschool.org.nz/

• http://www.tourismnewzealand.com/

• http://www.newzealand.com/travel/destinations/new-zealand-• http://www.newzealand.com/travel/destinations/new-zealand-

map/interactive_map_home.cfm

• http://www.linz.govt.nz/placenames/find-names/index.aspx

• http://www.nzhistory.net.nz/culture/maori-language-

week/100-maori-words