Download Year 10 Physical Education LC2 Medium Term Plan

Year 10 Physical Education LC2 Medium Term Plan
‘How do different body systems react to exercise?’
Overarching
challenge
question
Exam board
links
Line of
enquiry’s
Lesson 1
The areas covered in this unit will help prepare students for the ‘applied anatomy and physiology – Paper 1: The human body and movement in
physical activity and sport’. Outcomes and success criteria for each lesson are on the PowerPoint’s.
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Week 1&2: Why does the heart never tire?
Week 3: Who would win in an 800m race out of Usain Bolt and Mo Farah?
Week 4: Will everyone get an anticipatory rise before exercise?
Week 5: Who would be fitter out of someone who trains 5 times a week or someone who trains 7 times a week?
Hypothesis: ‘The heart is just a big pump’
Learning intentions:
1. Know and understand the structure of the heart
2. Explain the cardiac cycle & pathway of blood
Home learning:
Complete the exam style questions on the heart and LC1 topics (to be
improved and reviewed in lesson 2 REACH time).
Students should know and understand:
Structure of the heart:
- Atria (left and right atria)
- Ventricles (left and right ventricles).
Cardiac cycle:
- The order of the cardiac cycle, including diastole (filling) and
systole (ejection) of the chambers.
- This starts from a specified chamber of the heart, e.g. the
cardiac cycle starting at the right ventricle.
Pathway of the blood:
- deoxygenated blood into right atrium
- then into the right ventricle
- the pulmonary artery then transports
- deoxygenated blood to the lungs
- gas exchange occurs (blood is oxygenated)
- pulmonary vein transports oxygenated blood
- back to the left atrium
- then into the left ventricle
- before oxygenated blood is ejected and
-
Lesson 2
Hypothesis: ‘All heart disease is preventable’
Learning intentions:
1. Understand the terms cardiac output and stroke volume
2. Explain how exercise effects CO and SV
Home learning:
transported to the body via the aorta.
Students should know and understand:
Cardiac output, stroke volume and heart rate, and the relationship
between them.
Cardiac output (Q) = stroke volume x heart rate.
Students should be taught how to interpret heart rate graphs, including
an anticipatory rise, and changes in intensity.
Complete the worksheet on heart disease. Use the case study about
how to prevent heart disease. Summarise the findings and evaluate if
heart disease can be prevented. Links to YouTube videos to be provided
to give further information about the topic.
Lesson 3
Hypothesis: ‘All sports require both aerobic and anaerobic fitness’
Learning intentions:
1. Define the terms aerobic and anaerobic exercise.
2. Justify why different sports would be aerobic or anaerobic
exercise.
Home learning:
Learn x15 definitions of key terminology for this topic. This will be tested
in the Do Now next lesson.
Lesson 4:
Hypothesis: ‘DOMS & EPOC are inevitable no matter how fit you
are’
Learning intentions:
Students should know and understand:
Definition of the terms: aerobic exercise and anaerobic exercise.
Summary of aerobic exercise (glucose + oxygen → energy + carbon
dioxide + water).
Summary of anaerobic exercise (glucose →energy + lactic acid).
Link practical examples of sporting situations to aerobic or anaerobic
exercise.
Identification of the duration and/or intensity of a physical activity in order
to identify and justify why it would be aerobic or anaerobic, e.g. marathon
(aerobic), sprint (anaerobic).
Students should know and understand:
EPOC:
Definition of the term EPOC (oxygen debt).
An understanding that EPOC (oxygen debt) is caused by anaerobic
1. Define and explain EPOC (oxygen debt)
2. Explain the importance of recovery
Home learning:
Complete AO1/2/3 guidance with command words and terminology
specific to PE. Exam style questions to be answered for each
Assessment Objective.
Lesson 5:
Hypothesis: ‘Adaptions to the body occur after your first exercise
session’
Learning intentions:
1. Explain the immediate, short term and long-term effects of
exercise.
Home learning:
Revision for LC2 assessment. Use textbooks, Google classroom, home
learning and revision sites to assist with preparation for the exam.
exercise (producing lactic acid) and requires the performer to maintain
increased breathing rate after exercise to repay the debt.
Recovery:
The following methods to recover from exercise, including the reasons
for their use:
- cool down – maintain elevated breathing rate/heart rate (blood
flow), stretching, removal of lactic acid
- manipulation of diet – rehydration, carbohydrates for energy
- ice baths/massage – prevention of delayed onset of muscle
soreness (DOMS).
Students should be taught to evaluate the use of these methods,
justifying their relevance to different sporting activities.
Students should know and understand:
Immediate (during exercise):
-
hot/sweaty/red skin
increase in depth and frequency of breathing
increased heart rate.
Short-term (24-36 hours after exercise):
-
tiredness/fatigue
light headedness
nausea
aching/delayed onset of muscle soreness
(DOMS)/cramp.
Long-term (months and years of exercising):
- body shape may change
- improvements in specific components of fitness
- build muscle strength
- improve muscular endurance
- improve speed
- improve suppleness
- build cardio-vascular endurance
- improve stamina
- increase in the size of the heart (hypertrophy)
- lower resting heart rate (bradycardia).
Students should be taught the components of fitness to understand the
long-term effects of exercise.
Lesson 6:
Assessment Week
Lesson 7:
Gap teaching
This week will be for gap reinforcement. The lesson will be determined following a detailed analysis of the previous assessment. The lesson will
cover areas of weaknesses that have been identified. This will allow students to continue to develop their knowledge and also allow for deeper
learning to take place.