Students in Mr. Crawford’s & Mr. Wansey’s PDHPE classes have been developing videos, posters and written works as part of the Cancer Council’s “Original Skin” competition.

Students worked in Teams to create videos.  Please  view them further down in this post or on this page. Some students also created individual works in the Poster and Written Categories.

Posters

• “Change” – by Evangeline Larsen
• original skin – Louise Hannan
• Ditch the tan this summer – by Grace Naughton
• Original Skin – by MacKenzie Tyler
• Original Skin – by Julia Cavanagh
• Play now, Pay later – by Michael Zawal
• POSTER – by Harry Kooros

Creative Writing

Here is a list of the students who submitted written work to the contest:

• Billie Coupland
• Alex Pugh
• Maddie Thomas
• Mae Stace
• Ryan Tan
• Eliza Yarnold
• Evelyn Bratchford
• Antonia Ryman
• Nick Antoniak
• Emily Bailey-Hughes
• Philip Wood
• Jen McNaught
• Lucy Lomax Yr 8 Original Skin
• Lucie van der Schalk
• Monique Turcynski
• Amelia Worthington
• Emily Bailey-Hughes
• Zac Moran
• Caitlin McMullen
• Evangeline Larsen
• Kate McNaught
• Conor Lynch
• Ava Boyce
• Ruben Seaton
• Hugh Dawkins
• Edward Bowyer

Videos

Note: if the videos don’t play as embedded, simply right-mouse click “save linked as” from the “download” link.

A Tan fades, Cancer doesn’t – by Mae, Annie & Antonia

Click here to view the embedded video.

Be Original – by Grace, Evangeline, & Caitlyn

Click here to view the embedded video.

Original Skin is in this Summer – by Julia, Emily and Louise

Click here to view the embedded video.

Original Skin – by Kate, Jen, Stevie & Nick

Click here to view the embedded video.

OriginalSkin – Monique, Billie & Lucy

Click here to view the embedded video.

Pale Skin is in This Summer – Phil, Ruben, Hugh & Zac

Click here to view the embedded video.

Pale Skin is In – Amelia, Edward, Evelyn & Ben

Click here to view the embedded video.

Pale skin -Liam, Conor, Angus & Michael

Click here to view the embedded video.

Pasty is the new tasty – Ava, Maddie, Samara & Caitlin

Click here to view the embedded video.

PDH Video – Maddie & Emma

Click here to view the embedded video.

PDH Video – Alex, Marcus, Mckenzie & Christian

Click here to view the embedded video.

Skin Cancer Animation – Alex, Nick, Harry & Will

Click here to view the embedded video.

achpernsw.com.au -
ACHPER NSW provides ongoing support and professional development activities for teachers, students and university educators in Physical and Health Education throughout NSW.

This post is to support Year 7, 8 & 10 PDH students as they create short videos.

Download the Story Board worksheet

Also a handout to help you Make Sure Your Video is Great.

Here is an example from 2010 Year 10 on Drinking & Driving.

Click here to view the embedded video.

Drink and Drive 2009

• Year 10 Teams & Topics
• Year 8 Teams & Topics – Original Skin Competition
• Year 7 Teams & Topics

 Video Samples

Classic

Click here to view the embedded video.

Lame?

Click here to view the embedded video.

Daring? Creative? Offensive?

Click here to view the embedded video.

Movie Maker

Click here to view the embedded video.

Also MovieMaker tutorials from Atomic Learning

Sample Mash-up 

Original Skin Competition – Get inspired

Click the links to download the Word documents.

• Assessment Task
• Marking Criteria
• Lesson plan template

(download this handout
and save it in your network folder)

What are the benefits of lifelong physical activity? Once you understand these, what might be a good sport or game to play throughout your life? You will already have some ideas about this from your own experiences and from people around you like parents and friends. Suppose you had the job of recommending the 3 best lifelong activities to an important policy making body? What if it were the new PM, Mr. Rudd? Did you know he wants to hear from you?

Mr Rudd said Australia’s three-year electoral cycle meant policymaking usually focused too much on the short term.

He wanted to generate a focus on the longer term and to bring people from outside politics and government into national planning and policy formulation.

“Government, irrespective of its political persuasion, does not have a monopoly on policy wisdom,” he said. “To thrive and prosper in the future we need to draw on the range of talents, ideas and energy from across the Australian community.”

In the upcoming 2020 Summit the 10 areas Mr Rudd wants to address include:

productivity, economic infrastructure, population, sustainability, climate change and water, the rural sector, health, families, indigenous Australia, the arts and security.

So let’s get to work! Below are a range of links on sports / games people could pursue throughout their lives. As a group, Choose a game to investigate as a group and then be prepared to present it to the class. After all the presentations, a final discussion and vote will identify three of them to recommend to the 2020 Summit.

Besides this final class selection, all group members will present their task in anA4 document accompanied by a peer contribution evaluations. All these must be presented with your lesson plan. As a guide you can use the CEQ-ALL rubric (pronounced “seek all”). This will help you direct your own learning.

Each session / lesson will be allotted 45 minutes and must include the following:

• Introduction
• Warm up
• Skills or practice
• Game / main section
• Cool Down

Combine your own interests, the CEQ-ALL guidance and your group’s energy to meet and go beyond the minimum Board of Studies outcomes for the activity. You might consider what can be learned about presenting your information from professional and student videos.

Possible Lifelong Sports / Games

• Athletics – Athletics Australia, Athletics NSW
• Badminton – Badminton Australia, Badminton NSW
• Basketball – Basketball Australia, National Basketball League
• Cricket – Cricket.com.au, Cricket NSW
• European Handball – Australian Handball Federation, NSW handball Association
• Netball – Netball Australia, Netball NSW
• Hockey – Hockey Australia, Hockey NSW
• Orienteering – Orienteering Australia, Orienteering NSW
• Rugby League – Australia Rugby League, NSW Rugby League
• Rugby Union – Rugby.com.au, NSW Rugby
• Football – Football Federation, Football NSW
• Softcrosse – DET NSW Sofcrosse, Softcrosse Rules, Swedish Intercrosse Club
• Softball – Softball Australia, Softball NSW
• Tennis – Tennis Australia, Tennis NSW
• Touch Football – Touch Football Australia, NSW touch
• Volleyball – Volleyball Australia, Crocs Tour Australia

Group Task

Pool everything you’ve seen, thought, learned into a group effort. How about doing it this way (unless you can think of something better). This bit is all about creativity and Quality.

Refer to the BoS Syllabus outcomes, the CEQ-ALL guide and the 5 parts of your session / lesson. Be as creative as you can while still being informative, accurate and entertaining. You might find inspiration in these Health & Fitness articles. Remember, only three games will be forwarded to the 2020 Summit. Remember, the kind of six pack you get is up to you!

We began by exploring some unusual diets and eating habits in the first part of this activity.

Now we’ll begin sharpening up your learning. You can choose one from the following activities. They go from easiest to most challenging, but choose the one that interests you most.

Sharing Knowledge

You should complete the worksheet from Part 1. (yours should be saved in your network space)

Make sure you have good answers for each section in the worksheet, then pair up with a partner who has studied a different lifestyle illness. Complete the Disease Comparison Worksheet so that you both know about the two diseases.

Building Knowledge

You should complete the worksheet from Part 1. (yours should be saved in your network space)

1. Make sure you have good answers for each section in the worksheet, then go to the Lifestyle Diseases page in the Oxley Wiki.
2. Log into the wiki using your real name and an email address you can check right away.
3. Add the information on your disease into each of the three sections of the page. Make sure you have this good information saved on your Word doc because people’s entries can sometimes bump each other’s off the wiki.

Creating Understanding

You should complete the worksheet from Part 1. (yours should be saved in your network space)

Make sure you have good answers for each section in the worksheet, then download the Understanding Diseases worksheet. You can do this alone or work with a partner who can pursue learning seriously. Complete this worksheet.

Some people eat so that they can live, others live so that they can eat. Guess which of the two stands a good chance of being healthier? Even so, many things can happen to people, so many that knowing something about the risks and preventions could be useful.

In this unit you will pursue the following outcomes:

4.6 A student describes the nature of health and analyses how health issues may impact young people.

4.8 A student describes how to access and assess health information, products and services.

4.9 A student describes the benefits of a balanced lifestyle and participation in physical activity.

4.13 A student demonstrates cooperation and support of others in social, recreational and other group contexts.

4.15 A student devises, applies and monitors plans to achieve short-term and long-term goals.

Notice that there are three main learning tasks: to describe, to demonstrate and to act on a plan. Keep these in mind as you go through the following activities.

Sampler: Getting interested and learning information

Before learning information, it helps to excite your interest and focus your thoughts. Let’s do this now by going to some more unusual Web sites.

Instructions:

1. Browse through at least one of the links below.
2. Choose something from the page that interests you.
3. Explain what interested you or say something interesting about what you’ve found!

• Celebrity Diets (from the UK)
• Huge List of Diet Reviews from FreeDieting.com
• Competitive Eater Profiles, from the IFOCE

You will help yourself achieve the outcomes if you stop and think now about these topics: the nature of health, assessing the health information you read and thinking about what it means to have a balanced lifestyle and the place of physical activity. Download this document to complete the first three outcomes.

Research

Instructions: Use the links below to complete this second worksheet.

Use the links below to explore “The games people play.” Because you will Choose a game to develop as a group, it’s worth it to look around a while first.

Below are a range of links. Each person in your group should look at the links for 1, 2, 3 or 4 below. If you finish early, you can swap numbers and put in a little more Effort (oh no!

Click on the ones that interest you.

#1 – the basics of games

What are games and why are they such a part of our cultures?

• Defining “Game”
• List of traditional children’s games
• Olympic Games

#2 – games as recreation

What kinds of games / sports do people do for recreation? Try to figure out 3 – 5 main reasons for this attraction to activity?

• Hotlist of RecreationWeb site from the Aus Gov
• Extreme Sports
• Lifestyle sports

#3 – computer games

Are computer games games? Are they sports? Does recreation ever confuse the two?

• World of WarCrack
• Wii Controllers
• Computer Games and Learning
• Video games from Teens’ Health

#4 – health & fitness

Health and fitness seem to be big business. Why do you think this is so? What aspects of sport / fitness do these very different business all appeal to.

• Health & Fitness Speakers
• Show the hard work
• Fitness and gym equipment

Group Task

Pool everything you’ve seen, thought, learned into a group effort. How about doing it this way (unless you can think of something better). This bit is all about Quality.

1. Explain what “games” are and explain why they must be a part of human nature.
2. Why do people engage in sports when it’s not their job?
3. How do computers factor into the idea of games and health? Is this cartoon true?

   

4. Brainstorm a game / athletic activity / physical challenge that you would like to develop together for your classmates.

Final Activity

As a team, post your answer to #4 above to this page’s comments link below. Make sure you refer to at least 4 of the aspects listed in the headings for these Health & Fitness articles.