Relevant syllabus Strands:      
Health and Physical Education:      
Developing Concepts and Skills for Physical Activity; Promoting the Health of Individuals and Communities
Science: Science and Society; Life and Living

Outcome – 
 HPE 3.4 (DC&S for PA): Students suggest how people and the availability of facilities influence choices relating to physical activity.
HPE 3.5 (P the H of I&C): Students describe features of places where they live, work and play that influence the health of themselves and others, and can propose ways they can help the people who are responsible for keeping these places healthy.

Outcome –
Science 3.3 (S&S): Students make predictions about the immediate impact of some applications of science on their own community and environment, and consider possible pollution and public health effects.
Science 3.3 (L&L): Students describe some interactions between living things and between living and non-living parts of the environment.

What should students know:  (what concepts/content should students learn)

·   Sydney has had to build venues to cater for the range of sports conducted at the Olympic Games.

·   There will be a wide range of sports conducted at the games.

·   Role models and personal attributes influence our selection of sports and physical activities.

·   Available facilities in the local community influence our choice of physical activity.

·   Procedures and practices have been established by the Olympic Games organisers to promote the health of people and the environment.

·   The Games organisers have used applications of science for the design of facilities, water conservation, managing waste, local regeneration, and coordinating transport issues.

·   Building the games venues has meant that special considerations have been taken for the plants and animals that live on the site.

What should students be able to do with this knowledge:
 (what skills/processes should students develop ?)

·   Analyse the links between participation patterns of students in the class to the local community’s facilities and role models.

·   Describe the links between the policies and practices of the games organisers and the impact on the health of people and the environment.

·   Communicate ideas in a variety of ways.

·   Apply knowledge to an authentic context.

·   Draw conclusions, solve problems and make informed decisions about physical activity.

·   Demonstrate creative ways of resolving health and physical activity issues within the Olympic games.

·   Actively investigate issues and problems using a variety of texts and information sources.

Investigating:

·   Collect information about plants and animals that live in the area.

·   Identify features of the Olympic Games site.

·   Procedures to protect the environment.

·  Access resources eg Aspire, websites.

Understanding:

·   Analyse the information to make link between the environment and human actions.

·   Describe the actions and reasons to make the Olympic games environmentally friendly.

Communicating:

·   Create a presentation to communicate the environmentally friendly practices of the Olympic games.

·   Explain ideas and decisions.

Worthwhile Activities/Learning Experiences: 
(What activities might students be involved in that would help them move towards achieving the outcome ?)

The organisers of the Sydney Olympic Games have promoted them as the environmentally friendly games and the Athlete’s games.

The Athletes Games (some are taken from pp 3-7, and 80-82 of the “aspire” primary teaching and learning resource).

·         Investigate the range of sports that will be played at the Sydney Olympic games and describe the facilities where these events take place. Categorise them as individual or team sports.

·         Compare the role models of various sports and investigate how well known they are amongst the school community.

·         Describe what facilities and resources are available in the local community and explain what influences people to participate.

·         Investigate a sport to be played at the games including participants, rules, equipment and facilities needed, and appropriate venue.  Organise for someone to explain the sport and for the class to try it out.

·         Identify the Olympic village on the CD-ROM, who lives and works there, and how the athletes spend their recreational time in the village.

Greening the games (based on suggestions from pp 44-54, and 129-135 of the “aspire” primary teaching and learning resource).

·         Brainstorm the types of pollution problems that will arise during the games (eg litter, air pollution, water pollution) and suggest how each issue might affect the health of the environment and people. (Refer to worksheets on p 49 & 50, and teacher resource sheet on p48) and identify the strategies developed by the games organisers to deal with these issues.

·         Examine the plight of the Green and Golden Bell Frog (aspire CD-ROM) and the measures taken to save them.

·         Collect information on the flora and fauna around the games site (Aspire investigative tasks in the Parklands area) and compare these to the flora and fauna in the local area.

·         Compare and contrast the changes that have taken place over time at Homebush Bay (see p. 144, 145) and the impact of these changes on the local environment

·         Identify strategies used in the regeneration of the Homebush Bay environment (Fact sheet, p.139-140, CD-ROM).

·         Survey the local area to identify its conservation and regeneration needs and suggest appropriate strategies.

 Communication

·         Communicate the findings of the investigations (or a specific component of those suggested) to the rest of the class (in groups or individually). 

Indicators: 
(Evidence that could indicate that the students are working towards the outcome)

·         Students can make links between physical activity choices, and the availability of facilities.

·         Students can describe features of the Olympic games facilities and policies that influence the health of people and the environment.

·         Students can predict how the steps taken by the organisers to care for the community and environment will influence the local environment and the health of the public.

·         Students can describe some interactions between the plants and animals of the Homebush area and the activities of humans to care for them.