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Lesson Name: Shoes of the Olympics

Text: The 20 most iconic sneakers in olympic history

WALT: respond appropriately using key information from a range of texts as well as our own knowledge.

WALT: compare a range of successful Olympic shoes over almost 90 years, looking at how and why the technology changed over time.

DIGITAL HOOK: Slow motion Usain Bolt; Great Athletics Highlights

Watch video 1, what do you notice about how Usain Bolt runs?
Watch video 2, what do you see that you think helps these athletes all run so effectively?
What about this helps?
What do you think has changed in shoes over time?

Read the text: The 20 most iconic sneakers in olympic history (2012)

Vocab: icon-makers, legendary, symbols, convene, gravitate, innovative, strategies, domination, iconic, technology, attempted,

Compare London 2012 Olympics shoes - technology changes, how it affects running. Running times now vs. then.

Focus Questions:

Discuss WALTs and Follow up task - read through Gemma’s letter together. Learners can then start thinking about it prior to reading/discussing texts.
Read the title and look at the photo. What is this text going to be about? [Think about what you discussed through the videos]
Read the intro - what do they mean by iconic/icon? [athletes with an x-factor/ role models in sport/ “legendary symbols”] - why are the shoes being referred to as this? What is so special about a pair of shoes?
What is more important in sport - physical or mental abilities? Why?
“Click through above” - what is odd about this? [actually scrolling below - getting learners to think about what they are reading and realise something is not right]
If shoes and their technology are being used to give athletes a better chance of success, could this be compared to use of performance enhancing drugs? Is this fair? Should everyone have to wear the same shoes to give everyone the same chance of success? - open discussion about this.
Read - pair learners up - each pair looks at one shoe and then presents back to the class about what they found. Continue reading independently. As you read, complete Activity 1: matching task following reading ‘The 20 most iconic sneakers in olympic history’.
Discuss comments on matching task as learners complete it.
Activity 2: Advice Column

Give learners time to read and understand task instructions.

EXTENDED TEXTS: Armin Hary, athletics1

L3 Achievement Objectives:

Reading: Integrate sources of info, processes, strategies with developing confidence to identify, form, and express ideas; show a developing understanding of ideas within, across, and beyond texts.

Writing: Integrate sources of info, processes, strategies with developing confidence to identify, form, and express ideas; Show a developing understanding of how to shape texts for different purposes and audiences; select, form, and communicate ideas on a range of topics.

Technology: TK: TP: understand the relationship between the materials used and their performance properties in tech products; NoT: ALL

Social sciences:Understand how people remember and record the past in different ways.

L3 Learning Intentions (WALT):

Reading: Pull together ideas and information from a number of texts confidently.

Using this new information alongside our own knowledge to gain deeper understandings of the ideas between and within texts.

Writing: With this deeper understanding, WALT express these ideas in a letter-form response appropriate for the person asking for advice..

Create/Share:

Create a post for an advice column, giving Gemma advice on what she should be looking for in running shoes.

Success Criteria:

Show understanding of the problem and can accurately and convincingly create a post with advice, showing knowledge obtained from reading the texts.

Shows a deep level of thinking where learner has thought about the texts carefully and integrated information to create thoughtful, confident and knowledgeable advice.

3 of 10

Lesson Name: Cycling at the first modern olympics

Text: Cycling at the first modern olympics

Links: Riding for glory (+ youtube version for embedding on site)

Extended Texts: NZ bike unveiled; History of Track cycling; History of Road Cycling; What are wind tunnels?;

As-you-read: padlet

Digital Hook:

Quick Guide to Olympic Track Cycling

Vocab: Modern, B.C., pentathlon, Olympiad, chariot, ancient, worship, deteriorate, credited, nobleman, well-rounded citizen, initiative, constitute, adopt, interlaced rings, union, continent, 2K, contested, respectively,

Focus Questions:

What is meant by an “instrument of peace”?
Do you think cycling has been part of the olympics for a long time? Why do you think that?
When was the first olympic games? [776 BC] - What does this mean? - Discuss dates - what was happening in 776 BC - what did life in 776 BC look like?
What would record-keeping have looked like back then? No computers! - What would they have written on/with?
Modern Olympic Games - when and where were they held?
What did the 5 rings represent?
When was the first cycling event held at the Olympic games? What do you think the bikes would have looked like?
Why do you think women were not included in cycling until 100 years later?

L3 Achievement Objectives:

Integrate sources of information, processes, and strategies with developing confidence to identify, form, and express ideas.

Show a developing understanding of ideas within, across, and beyond texts.

Technology: TK: TP: understand the relationship between the materials used and their performance properties in tech products; NoT: ALL

L3 Learning Intentions (Walt)

WALT ask questions before and during reading to focus our understanding.

WALT summarise ideas and put them into our own words.

Create/Share

Timeline of history of the olympics

4 of 10

Lesson Name: Technology at the Olympics

Text: Swimming; Michael Phelps

Links:

Extended Texts: Swimming, Michael Phelps: The man who was built to be a swimmer, Michael Phelps graphic

Digital Hook: Michael Phelps video

Swimming

Vocab: stone age, discipline, depicting, widely practised, featured, natives, forbidden, official, edition, identical,

Focus Questions:

Traditionally, why did people swim?
How do people know this?
When did swimming competitions start?
Where did the ‘crawl’ originate?
When did swimming join the Olympics? Who was allowed to compete?
How did the ‘Butterfly’ stroke begin?
When were women allowed to swim in the olympics?
What is different between the male and female competition in swimming?

Michael Phelps

Vocab: inexorable (impossible to stop); ecstatic,

Focus Questions:

When did Michael Phelps start to swim?
How old was Michael Phelps at his first olympics?
What title has Michael Phelps won? [youngest person to win a world record]
Who were the other “legendary swimmers” referred to in the text?
What does it mean by Phelps being “a brand in his own right”?
What does his foundation promote?

L3 Achievement Objectives:

Integrate sources of information, processes, and strategies with developing confidence to identify, form, and express ideas.

Show a developing understanding of ideas within, across, and beyond texts.

Technology: TK: TP: understand the relationship between the materials used and their performance properties in tech products; NoT: ALL

L3 Learning Intentions (Walt)

WALT make connections between texts and apply the knowledge to a new situation.

WALT summarise ideas and put them into our own words.

Create/Share

Create a video recording, explaining what they have learned over the 3 weeks about technology and biomechanics in the olympics - in particular, shoes, bikes, and swimming.

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Lesson Name: Boost

Text: Boost (SJ L3 August 2015)

Links:

Extended texts: Is gear a PED?

Digital Hook: Ethical Implications… (provocation: should technology to train/compete be allowed? Why or why not?)

Vocab: boost, clinic, flicker, extension, pranced, plaited, dominoes, campaign, muscle, promoted, reserves, bibs, craze, advanced calculus, in particular, curriculum, les limaces, babosas, investing, sympathy, stitches, genius, sulkily, nonsense, piupiu,

Focus Questions

Pages 44-45

What is the boost clinic?
What could the boost clinic be compared to at the olympics?
Did the first campaign provide a useful extension? Why/ why not?
Did the second campaign provide a useful extension? Why/ why not?
Why might a sports person be tempted to get a boost such as the one in this story? How do you think it would make the sportsman feel?
If it was possible to get a boost like this at the olympics, how do you think the olympian would feel? How do you think they would feel if they won a medal with the boost?
What does Ms Clark mean when she talks about taking “short cuts”?
What do you think is being inferred when Mum says “You can invest in your own future by doing your homework”? [work hard to get to where you want to be - can’t take short cuts]
What do you think this means in terms of the olympics?

Page 46-47

What is Nan’s advice?
How could Nan’s advice be altered to help someone who wants to go to the olympics?
Why should Hine feel proud of creating her scarf?
How do you think a sports person feels if they succeed through their own hard work?
What were the reasons for the Sports council creating a new rule? What effect does this have on people?
Do you think the olympics should allow enhancements? Why/ why not?
What would be the effects of allowing enhancements?
What would be the effects of not allowing enhancements?

L3 Achievement Objectives:

Social Sciences: L2: understand how people make choices to meet their needs and wants. L3: understand how groups make and implement rules and laws.

English:

L3: integrate sources of information, processes, and strategies with developing confidence to identify, form, and express ideas; show a developing understanding of ideas within, across, and beyond texts.

L3 Learning Intentions (Walt)

Monitor and adjust our reading for understanding.

Make connections by thinking about underlying ideas in and between texts.

Understand why people make particular choices and how their choices can affect themselves and others.

Create/Share

Quiz for classmates

6 of 10

Lesson Name:

Key Concept: What might cheating look like at the olympics and who might it impact?

Text: Not-so-good Sports

Extended: Anti-doping Logo NZ

Focus Questions: Not-so-good Sports

Vocab: “test positive”; banned; under investigation; IOC (International Olympic Committee); scandal; “calling into question”; integrity; “stripped of their results”; suspended; deceive; former; government; news conference; benefited; scheme; determination

Bearing in mind that this article was written 3 months before the start of the 2016 olympics, what was being questioned?
What concerns does this hold for the Olympics that have been and gone?
Why do athletes have to provide 2 urine samples?
Why do you think one would be stored in Switzerland for up to 10 years? Why would they want to test this sample so long after a competition?
What does it mean to be “stripped of their results and any medals”? What does this mean for the athlete? Who else is affected by this? [team mates, their country, anyone they competed against, anyone else who got medals, person who got 4th - misses out on getting onto podium]
Why have the whole Russian track and field team been suspended?
What did a former lab-director do? Had he done anything wrong?
What do you think a “government programme to cover up banned-substance use…” means?
Why are the committees putting so much energy into uncovering doping? [They are following the Olympic values]

Focus Questions: Anti-doping Logo NZ

Vocab: logo; reflects; principles; clean sport; level playing field; talent; symbols; aim; tolerance; investigation; analysis; accountable; equality; demonstrates; commitment; equity; integrity; pledge;

What do you think is meant by ‘clean sport.’ How do you know this from this text?
What is meant by “competing on a level playing field’?
When someone has “zero tolerance” for something, what does this mean?
How do you think ‘Drugfree sport NZ’ help athletes to understand the rules? [education; information about what they can/can’t eat etc]
What do you think ‘equality’ means based on your knowledge of the word ‘equal’ ? What do you think ‘equity’ means?
Why is equality important in sport?
What is the purpose for this symbol and companies such as ‘Drugfree sport NZ’?
Do you think these symbols clearly represent the purpose of ‘Drugfree sport NZ’? How? Do you think something is missing? What?

L3 Achievement Objectives:

Social Sciences: L2: understand how people make choices to meet their needs and wants. L3: understand how groups make and implement rules and laws.

Mix of L2/L3 Understand why people make choices and how their choices can affect themselves and others.

English:

L3:

Integrate sources of info, processes, and strategies with developing confidence to identify, form, and express ideas.

Show a developing understanding of how language features are use for effect within and across texts.

L3 Learning Intentions (Walt)

Make connections between texts and apply the knowledge to a new situation.

Understand why people make particular choices and how their choice can impact themselves and others.

Show understanding of words/phrases from texts by using them to justify thinking.

Create/Share

Create your own logo.

7 of 10

Lesson Name: Russia to teach anti-doping in schools

Text: Russia to teach anti-doping in schools

Extended texts: 5 top-grossing olympic athletes; Hair, there, and everywhere by Janice Marriott (Connected no 2, 2003); WADA spirit of sport values (pg 24-25).

This week we aim for learners to make the link between cheating (in particular PEDs) and possible motivations for this being for sponsorship. Therefore, the first text looks at Russia (who had athletes banned from the olympics) wanting to incorporate anti-doping as part of schooling (how will this help the issue??) and an extended text looking at how much some top athletes receive from sponsorship.

Text vocabulary: anti-doping, compulsory, campaign, authorities, lobbying (influence), measures, reform, social attitudes, scandals, investigation, suspend, curriculum, higher education institutions, additional, personnel, federations, guidelines, elite, career, advisor, instilling, outset, initiative, embrace, reinstate, state-sponsored doping, mass corruption.

Focus Questions:

What is it that Russia are planning on doing to reduce the issues of doping?
Do you think this plan is going to be effective? Why or why not?
What has driven them to state this initiative?
What link can you find between this text and the text you read last week (not so good sports)?
Which group of people will receive education in anti-doping first? Why do you think this is? [Such a concern that they are wanting to target those people who are closest to the age/association of athletes attending olympics and international sporting events]
What ‘values’ do you think they are talking about?
What sort of things are athletes already noticing in how their country are tackling the issue of doping? [house visits, being tested more often].

Linking Questions:

Why do you think athletes may feel the need to cheat?
What do you think sponsorship has to do with it? Do you think it would cost a lot to be an athlete? Why/why not?
Read ‘5 top-grossing olympic athletes’

WADA’s anti-doping card game - this will help students answer the first question about how another person may feel if someone else cheats. [p63-81] - NEED TO PRINT THESE

Continued on next page…

L3 Achievement Objectives:

Social Sciences: L2: understand how people make choices to meet their needs and wants. L3: understand how groups make and implement rules and laws.

Mix of L2/L3 Understand why people make choices and how their choices can affect themselves and others.

English:

L3:

Integrate sources of info, processes, and strategies with developing confidence to identify, form, and express ideas.

Show a developing understanding of how language features are use for effect within and across texts.

L3 Learning Intentions (Walt)

Make connections between texts and apply the knowledge to a new situation.

Understand why people make particular choices and how their choice can impact themselves and others.

Show understanding of words/phrases from texts by using them to justify thinking.

Create/Share

Response writing to Matiu

8 of 10

Lesson Name: Russia to teach anti-doping in schools

Continued on from last page…

Extended text: 5 top-grossing olympic athletes

Play the WADA anti-doping card game while reading through the Spirit of sport values (WADA).
Read the text: 5 top-grossing olympic athletes:

Vocab: Grossing (amount you earn), feature, nation, assume, contenders, majority, income, professional, sponsors, bonuses, bucks, roughly, ranked, annual salary, endorsements, titles, veteran, corporate sponsors, ambitions, claim, retire, profit, estimated, guaranteed, funds, appearance fees, global recognition, financial, seldom, incentives, podium, substantial.

Focus Questions:

As you read, complete the ‘Making connections’ task.

How do athletes earn their money?
Why is it so important for athletes to get sponsorship? Where are athletes likely to get money from if they are not sponsored?
Why do people think that Ryan Lochte has more competition than some other athletes in terms of receiving sponsorship? [team mate with Michael Phelps]
Why might Sharapova be receiving extra pressure in the last year? [She is a Russian athlete and there have been a lot of accusations around Russian athletes cheating over the last year in particular].
So what does this mean? What does sponsorship have to do with cheating?
Why might an athlete cheat in order to receive sponsorship?
Who would be impacted if an athlete (being sponsored) was to be caught cheating?

L3 Achievement Objectives:

Social Sciences: L2: understand how people make choices to meet their needs and wants. L3: understand how groups make and implement rules and laws.

Mix of L2/L3 Understand why people make choices and how their choices can affect themselves and others.

English:

L3:

Integrate sources of info, processes, and strategies with developing confidence to identify, form, and express ideas.

Show a developing understanding of how language features are use for effect within and across texts.

L3 Learning Intentions (Walt)

Make connections between texts and apply the knowledge to a new situation.

Understand why people make particular choices and how their choice can impact themselves and others.

Show understanding of words/phrases from texts by using them to justify thinking.

Create/Share

Response writing to Matiu

9 of 10

Lesson Name: Refugee Olympic Team to Shine Spotlight on Worldwide Refugee Crisis

This week's focus:

What is a refugee?
Why is the Refugee Olympic Team important?
Who is in the Refugee Olympic Team?
Why can’t they represent their own country?
Do you think that the Refugee Olympic Team is important?

Focus Questions:

Why is the Olympic Refugee Team important - Ten refugee athletes will act as a symbol of hope for refugees worldwide and bring global attention to the magnitude of the refugee crisis when they take part in the olympic games rio 2016 this summer.
Who is on the team - taking special note of where they come from and which country they now live in

Why are they a hope to other refugees in the world?

How were the athletes chosen? Why is this different to say how the New Zealand team was chosen?
How will this team be run? Are there any differences to other teams at the olympics?

How does the IOC help refugees around the world?

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