Curriculum Area Year Level
Title: Sport statistics in school Duration: 5 hours- 5x 1 hour
Year level: Grade 5 lessons
Unit Outline
The focus of this unit is to expand on their knowledge of statistics and to gain an insight into what sports
statistics is/ what it involves. This unit is important, as students need to look at a range of data. For children to
really understand statistics they need to understand what it means to use statistics and the process of using
statistics (Van de Wale et al, 2015). Students will look at all types of data but they will also be able to begin to
look for patterns/ variations in the data and look at averages in data groups (Ben-Zvi, Aridor, Makar & Bakker,
2012). It is important to notice these aspects for children, as they get older when they look at their sporting club
statistics.
By collecting, analysing, and presenting findings, students are able to expand on their numeracy and literacy
skills. Students are expanding on their numeracy as they are learning how to collect and display data in different
ways. Students are expanding on their Literacy skills as they are required to present and explain their findings.
Key Inquiry Question/s:
Our year 6-basketball team are going off to district in 2 weeks, how can we ensure that all aspects of
their game are above standard level?
Year Level Description:
Pose questions and collect categorical or numerical data by observation or survey
Construct displays, including column graphs, dot plots and tables, appropriate for data type, with and
without the use of digital technologies
Describe and interpret different data sets in context
Year Level Achievement Standard:
Students list outcomes of chance experiments with equally likely outcomes and assign probabilities
between 0 and 1. Students pose questions to gather data, and construct data displays appropriate for
the data.
Links to other learning areas:
Literacy- presentation of findings
Digital technology- the range of technology in each lesson
Sustainability- incorporating into presentation
Student Prior Knowledge:
Outline relevant previous curriculum content and standards (knowledge, skills and processes) that students have
covered previously
Being able to assess the chance of different everyday activities
Trial different ways of collecting data
Collecting data with and without the use of technologies
Know how to use excel
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Assess the effectiveness of displaying data
(ACARA)
Learning Objectives: What will students know, understand and do …
- Students will be learning how to collect and analyse data,
Students will be learning about sports statistics/ analytics
By the end of this unit students will be able to explain and present their findings.
By the end of this unit students will be able to present their findings and be able to share their explanations of
what they have done throughout the unit.
Unit Learning intentions: Written for the students …
In this unit we will be look at gathering statistics and how we can use these to analyse different aspects of
different sports.
Content descriptors: Adapt the number of columns to suit how many content General capabilities and
descriptions you are covering. cross curricula priorities
1. 2. 3.
Pose questions and Construct displays, Describe and interpret
collect categorical including column graphs,
General capabilities:
different data sets in
- Numeracy
or numerical data by dot plots and tables, context (ACMSP120)
- Literacy
observation or appropriate for data type,
- Critical and
survey (ACMSP118) with and without the use Using and
comparing data creative
of digital thinking
Posing questions representations for
technologies (ACMSP119) - Personal and
about insect different data sets to
diversity in the help decision social capability
Identifying the best
playground, making - Information and
methods of presenting
collecting data by data to illustrate the communication
taping a one-metre- results of Technology ICT)
square piece of investigations and Cross curricula
paper to the justifying the choice of priorities:
playground and representations - Sustainability
observing the type
and number of
insects on it over
time
Plan, rehearse and
deliver presentations
for defined audiences
and purposes
incorporating accurate
and sequenced content
and multimodal
elements (ACELY1700)
Planning a report
on a topic,
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sequencing ideas
logically and
providing
supporting detail,
including graphics,
sound and visuals
to enhance
audience
engagement and
understanding
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Learning Sequence
Lesson 1 Assessment of, Required Resources
Lesson Objectives (KUDS): for and as adjustments
Being able to pose questions to help collect aligned with the
data. Being able to describe different types content
of data and assess their effectiveness. descriptors
Time: Cups method- Explain the specific
Outline key learning experiences and coloured cups considerations that List the key people,
60 teaching strategies that will: to reflect if will be given to resources and
support individual relationships needed
minut Ensure the identified they
learning and to ensure the
es curriculum is explicitly taught understand or
assessment. successful delivery
Prepare students for not (William, Explain adjustments of all key learning
assessment. 2011). I will that will be made to experiences and
use the cups the learning assessment.
Pose questions and collect method to see experiences to cater Be sure to reference
categorical or numerical what the for the varied needs, resources used
data by observation or survey students abilities, interests directly or adapted
Describe and interpret understand. and experiences of from.
different data sets in context (Formative students.
assessment) https://www.y
Observation- I Lower outube.com/w
will be levelled atch?v=yxXsPc
observing the students: 0bphQ
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throughout students outube.com/w
with the atch?v=i_meP
the lesson to
see what they same wh_02M
ability. Maths books
do well and
what needs - Have a
improving. group at
(Summative the front
assessment) for
students
Rubric. I will
that might
be marking
need extra
the students
help
on their rubric
- Have
that was given
examples
out at the
on the
start of the
board.
lesson.
(Summative Higher
assessment) levelled
students:
Questions to ask: - Grou
What is p the
statistics? stude
What reminds nts
you of statistics with
Where have the
you seen same
statistics been
4|Page
used? abilit
y.
How will students - Get the
achieve the lesson: students
This lesson will
to work
be successful if
by
students are
able to activate themselve
their prior s
knowledge.
This lesson will
be successful if
students are
able to expand
on their
knowledge of
statistics.
This lesson will
be successful if
students can
gain
information on
what sports
statistics is and
what it
involves.
These assessments
can be used with
any students as they
are easy to use and
easy for students to
understand. Using a
rubric helps
students to see
what they will get
marked on, this
means that if they
are aiming at a
certain level they
know what they
need to do.
Feedback:
I will provide
verbal
feedback
through out
the lesson
I will provide
written
feedback at
the end of the
week when I
hand back the
rubric.
5|Page
These assessments
are used to see
where they may
need extra help and
where my lesson
might need
improving. I am
using the rubric to
assess where the
student is.
Any additional information/description/explanations:
Lesson 2 Assessment of, Required Resources
Lesson Objectives (KUDS): for and as adjustments
Pose questions to help extend aligned with the
content
and assist their thinking and descriptors
collection of data.
Time: Cups method- Maths book
Pose questions and collect coloured cups Lower Computers-
60 categorical or numerical data by to reflect if levelled for excel
minut observation or survey they students:
es Students will be planning what understand or - Group the
data they will collect, how they not (William, students
will use this data and how they 2011). I will with the
will display their data. use the cups same
method to see ability.
what the - Have a
students group at
understand. the front
(Formative for
assessment) students
Observation- I that
will be might
observing the need
students extra help
throughout - Have
the lesson to examples
see what they on the
do well and board.
what needs Higher
improving. levelled
(Summative students:
assessment) - Group the
Rubric. I will students
be marking with the
the students same
on their rubric ability.
6|Page
that was given - Get the
out at the students
start of the to work by
lesson. themselve
(Summative s
assessment)
Questions to ask:
How will
you group
the classes
eye
colours?
What data
will you
collect?
How will
you
present
your data?
How will students
achieve this lesson:
This lesson
will be
successful
if they are
able to
group and
present the
classes eye
colours.
This lesson
will be
successful
if students
are able to
begin
planning
their
presentatio
n.
These assessments
can be used with
any students as they
are easy to use and
easy for students to
understand. Using a
rubric helps
students to see
what they will get
marked on, this
means that if they
are aiming at a
certain level they
know what they
7|Page
need to do.
These assessments
are used to see
where they may
need extra help and
where my lesson
might need
improving. I am
using the rubric to
assess where the
student is.
Any additional information/description/explanations:
Lesson 3 Assessment of, Required Resources
Lesson Objectives (KUDS): for and as adjustments
To be able to collect data aligned with the
content
descriptors
Time: Pose questions and collect Cups method- Lower levelled Computers
categorical or numerical data by coloured cups students:
60 observation or survey to reflect if - Group the
minut To begin displaying the collected they students
es data understand or with the
not (William, same
2011). I will ability.
use the cups - Have a
method to see group at
what the the front
students for
understand. students
(Formative that might
assessment) need extra
Observation- I help
will be - Collect
observing the data and
students provide
throughout the
the lesson to students
see what they with an
do well and example of
what needs what you
improving. would
(Summative collect.
assessment) Higher
Rubric. I will levelled
be marking students:
the students - Group the
on their rubric students
that was given with the
out at the same
8|Page
start of the ability.
lesson. - Get the
(Summative students
assessment) to work
by
Questions to ask: themselve
What data did s
you collect? - The
What is a students
weakness of are
the basketball required
team? to collect
How will students more
achieve this than one
lesson: piece of
This lesson data.
will be
achieved if
students are
able to
analyse the
training and
collect data to
help explain
where they
think the
team needs
improving.
These assessments
can be used with
any students, as
they are easy to use
and easy for
students to
understand. Using a
rubric helps
students to see
what they will get
marked on, this
means that if they
are aiming at a
certain level they
know what they
need to do.
These assessments
are used to see
where they may
need extra help and
where my lesson
might need
improving. I am
9|Page
using the rubric to
assess where the
student is.
Any additional information/description/explanations:
Lesson 4 Assessment of, Required Resources
Lesson Objectives (KUDS): for and as adjustments
To be able to display data aligned with the
content
effectively descriptors
Time: Cups method- Lower levelled Maths
To begin displaying the collected coloured cups students: books
60 data to reflect if - Group the Computers
minut they students
Coloured
es understand or with the
paper
not (William, same
2011). I will ability.
use the cups - Have a
method to see group at
what the the front
students for
understand. students
(Formative that might
assessment) need extra
Observation- I help
will be - Have
observing the examples
students on the
throughout board.
the lesson to Higher levelled
see what they students:
do well and - Group the
what needs students
improving. with the
(Summative same
assessment) ability.
Rubric. I will - Get the
be marking students
the students to work by
on their rubric themselve
that was given s
out at the
start of the
lesson.
(Summative
assessment)
Questions to ask:
10 | P a g e
How will you
present your
findings?
How will this
lesson be
achieved:
This lesson
will be
achieved if
students are
able to
present their
findings.
These assessments
can be used with
any students as they
are easy to use and
easy for students to
understand. Using a
rubric helps
students to see
what they will get
marked on; this
means that if they
are aiming at a
certain level they
know what they
need to do.
These assessments
are used to see
where they may
need extra help and
where my lesson
might need
improving. I am
using the rubric to
assess where the
student is.
Any additional information/description/explanations:
Lesson 5 Assessment of, Required Resources
Lesson Objectives (KUDS): for and as adjustments
Being able to effectively present aligned with the
content
findings descriptors
11 | P a g e
Time: Cups method- Lower levelled Projector
To be able to successfully present coloured cups students: Rubric
60 and explain findings to reflect if - Present
minut they in groups
- Have a
es understand or
confident
not (William, speaker
2011). I will in their
use the cups group
method to see Higher levelled
what the students:
students - Present
understand. by
(Formative themselv
assessment) es
Observation- I
will be
observing the
students
throughout
the lesson to
see what they
do well and
what needs
improving.
(Summative
assessment)
Rubric. I will
be marking
the students
on their rubric
that was given
out at the
start of the
lesson.
(Summative
assessment)
Self-reflection
(Modinos,
Ormel,
Renken &
Aleman,
2011).
Students will
be reflecting
on how they
went. They
will also be
reflecting on
what they
have learnt
throughout
12 | P a g e
this unit.
Questions to ask:
How is your
presentation
sustainable?
Where does
the team need
improving to
make the
state?
How will this
lesson be
achieved:
This lesson
will be
achieved if all
students are
able to
effectively
present their
findings.
These assessments
can be used with
any students, as
they are easy to use
and easy for
students to
understand. Using a
rubric helps
students to see
what they will get
marked on; this
means that if they
are aiming at a
certain level they
know what they
need to do.
These assessments
are used to see
where they may
need extra help and
where my lesson
might need
improving. I am
using the rubric to
assess where the
student is.
13 | P a g e
Any additional information/description/explanations:
Presentations will go between 3-5 minutes.
Conclusion:
To conclude the activity I will get the students to do a think, pair, share and talk about what they learnt.
They will then do a KWL sheet.
Feedback to Students:
Verbal feedback
Feedback from rubric
Students reflection
KWL chart- do at the start and at the end
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