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Guide to Olympic-Themed Curriculum

Grades 9-12

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ContentsIntroduction 2

Olympic Themed Education 3

Needs Assessment 4

Classroom Activities 5-12

Block Plan 11

Alternative Activities 12

Physical education Model 13

Resources 14

Introduction

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Olympics are a long-lasting tradition bringing together the most elite athletes from multiple countries and cultural backgrounds to compete in a variety of sporting activities. However, even if you’re not a sports enthusiast, the Olympics are an incredibly powerful tool for engaging your students in real world learning opportunities. The idea behind this booklet is to guide educators in the benefits and opportunities to implementing the Olympics into their curriculum. Below are some examples of key characteristics the Olympics bring to the world of education.

Growth Mindset

Treasure Trove of History

The Olympics are Politically Relevant

Female Athletes are Celebrated

Relevant to the Students

Paralympics Involves Athletes with a Range of Disabilities

Olympic Themed Education

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Elite sports and Culture represented through the Olympics promotes such qualities as healthy competition, sportsmanship, togetherness, and work ethic. These qualities build a great foundation for educators to build upon when teaching their lessons pertaining to many subject areas. The idea of this guide is to give example ideas and lessons in which the Olympics can be incorporated into your school’s curriculum. This guide will include activity instructions and examples of how to include them into the flow of a lesson.

5 rings are part of the Olympic symbol to represent the five continents of the world. However, for the purpose of this curriculum model the five rings could be used to symbolize different subjects in school including, but not limited to the following: Math, Science, English/Geography, Art/History, and Physical Education. The flag in which the symbol lies on can be used to represent the underlying themes of each lesson such as sportsmanship, confidence, tolerance, commitment, teamwork, leadership etc.

Curriculum Guide 9-12

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Name: Unit Focus:School: Grade Level(s): High School 9-12

Needs Assessment

For this age group, the students should have background knowledge on the Olympics themes such as flags, host countries/cities, summer & winter sports, and more. The students are prepared for more writing intensive activities/ classes. Many are also more advanced in the math and sciences. Therefore, this unit should focus on the more in depth look at Olympic movements, cultures, and procedures across the many subject areas. Students will also be introduced to more technology and design that can be incorporated into many lessons.

Unit Goals and Objectives

1. Students will communicate scientific procedures and explanations.2. Students will think critically and logically to connect evidence and

explanations for Olympic Athletes body movements.3. Students will use appropriate mathematics, tools and techniques to gather

data and information4. Students will analyze stopping distances for a skier, bobsled etc.5. Students will draw evidence from literary or informational texts to support

analysis, reflection, and research on Olympic themes.

Assessment Plan

Informal Questioning Feedback Peer Assessment Self-Assessment

Formal: Essays Portfolios Coursework Teacher Assessment

Content Analysis/Map – 45 minute classes

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Dates Activity Content Theme/Notes

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Day 1 Brainstorming

(5 min)

Divide them into teams of four and present the topic.

- Ask them to brainstorm and list as many ideas or

questions as they can come up with in a given

amount of time about the Olympics.

- Here’s the kicker---they cannot speak. Each

student must write his or her ideas on the board

or paper you’ve provided

Day 1 Power Point

Presentation:

Using a projector, the teacher should provide a

slideshow of the different

Day 1

Olympic History

(25 min)

Talking Points:

The top three finishers in an event are awarded

Olympic Medals

The gold medal is about 92.5% silver and is gold

plated

The last time an Olympic gold was made of solid

gold was in 1912

The silver medal is 92.5 % silver

The bronze medal is an alloy/ mixture of copper

and zinc.

The 2nd place finisher typically stands on the

winner’s right hand side.

Day 1 Trivia Questions:

Are the medals really made of Gold, Silver, and

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Olympic Trivia

(10 min)

Bronze?

What is used to lite the Olympic torch? (Sun’s

energy)

On an Olympic podium where does the 1st place

winner stand?

How do you tell between the 2nd and 3rd place

winners on the podium?

Olympic History

Day 1

Conclusion

(5 min)

1. What’s the most interesting thing you’ve

learned about the Olympics so far?

Review

Day 2

K.W.L Chart

(5 min)

Have the Students fill out a K.W.L chart.

1. What I already Know

2. What I would like to know

Day 2

Warm Up

(3 min)

Have the students come up with 3 words that they

associate with the Olympics

Brainstorming

(10 min)

Allow the students time to discuss and research reasons

why they would like to add a new sport or choose a

certain location for the Olympics.

Day 2

Persuasive Letter

(25 min)

Write a persuasive letter to the IOC to encourage

them to choose your country as the location for

the next Olympic Games.

OR

Write a persuasive letter to the IOC to ask them

to add a new sport to the next Olympics.

Day 2

Conclusion

Fill out the “L” portion of the K.W.L chart

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(2 min) 1. What I learned.

Day 3

Introduction

(2 min)

Questions:

1. What colors do Olympians typically wear and

why?

2. Olympians will typically wear the colors of their

countries flag they are representing.

Day 3

Presentation

(5 min)

Instructions:

Provide some examples of past advertisements and

designs promoting the Olympics. Show the different

types of Uniforms worn by Olympians.

Day 3

Brainstorming/

Group

Assignment

(15 min)

Activity:

In their groups: Plan (and create) some advertisements

of your own about the Olympic Games. How would you

be promoting / reporting on the event during the

Games?

Day 3

Design Clothing

& Merchandise

(20 min)

Activity:

In their groups: Design some clothing / merchandise to

sell at the next Olympic games.

Day 3

Conclusion

(3 min)

1. Explain how you decided to choose the design

for the new Uniforms and merchandise.

2. Why did you choose the advertisement methods

you did?

Day 4

Introduction

(2 min)

1. How many of you watched the 2018 Winter

Olympics?

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2. What times of day did you usually tune in to

watch?

Day 4

Warm-Up (3 min)

Question:

The opening ceremony began at 8:00pm in

PyeongChang, South Korea.

- South Korea is 14 hours ahead of our region of

the United States.

To watch the Olympics live what time would

you have had to tune in?

Day 4 Ticket Prices

(30 min)

Activity:

Find out the ticket prices of different events. If

you had $200 to spend, how many different

events would you be able to attend?

Find out the capacity of a range of Olympics

stadiums and calculate the maximum ticket

sales.

Day 4

Conclusion

(5 min)

1. What methods did you use to determine the

ticket sales?

2. Based on your findings, which event/s would

you be most likely to attend and why?

Day 5

Introduction

(2 min)

1. Have you ever wanted to learn and know more

about a different country?

2. List of quality resources students should use to

research their countries.

Research/

Country

Activity:

The focus, depth and breadth of this research will

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Day 5

Assignments

(10 min)

obviously depend on the subject and grade level you

teach.

Day 5

Country Report

(30 min)

Activity:

Choose a country that is taking part in the Olympics and

write a report about it. If each student in your class

chose a different country, these could be combined into

a larger guide.

Day 5

Review/

Conclusion

(3 min)

Questions:

1. What is your favorite thing you learned about

your chosen country and why?

2. What were some noticeable differences between

the country you chose and the U.S?

Day 6

Introduction

(2 min)

Questions:

1. Who can tell me the types of skills Athletes must

have to participate in the Olympics?

2. What types of human movements are used in

these skills?

Day 6

Video

(8 min)

Presentation:

Show a video of different sports movements performed

by Olympians. Have the students identify some of the

different actions and body movements being used.

Olympians’ bodies work like well-oiled machines. After

reviewing the different body systems, assign students a

relevant body system (individually or in groups) to

explain how that body system contributes to the

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Day 6 Body Works

(30 min)

athlete’s ability to compete.

Circulatory System (heart, blood, vessels)

Respiratory System (nose, trachea, lungs)

Immune System (many types of protein, cells,

organs, tissues)

Skeletal System (bones)

Excretory System (lungs, large intestine,

kidneys)

Urinary System (bladder, kidneys)

Muscular System (muscles)

Endocrine System (glands)

Digestive System (mouth, esophagus, stomach,

intestines)

Nervous System (brain, spinal cord, nerves)

Reproductive System (male and female

reproductive organs)

Day 6

Review/

Conclusion

(5 min)

Present:

Have some students share their findings with the class.

1. Name one interesting fact about your body

system.

2. Briefly explain how your body system

contributes to the Athletes ability to perform.

Block Plan –

Day 1 Day 2 Day 3Lesson Focus: Lesson Focus: English Lesson Focus: Art

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Lesson Content/Task Progressions:

1. K.W.L Chart2. PowerPoints3. Olympic history4. Trivia/Game5. Conclusion

Assessments:Informal/Formal


1. Introduction2. Presentation3. Brainstorming4. Activity- Persuasive

Letter5. Conclusion



1. Introduction2. Presentation3. Brainstorming/Group4. Activity- Design

clothing and Merchandise

5. PresentationsAssessments:Informal/Formal

Day 1 Day 2 Day 3Lesson Focus: Math


1. Introduction2. Presentation3. Activity- Ticket

Prices4. Assignment5. Conclusion


Lesson Focus: Geography


1. Introduction2. Presentation3. Group assignments4. Activity-Country

Report5. Conclusion


Lesson Focus: Science


1. Introduction2. Presentation3. Video4. Activity- Body

Works5. Conclusion


Alternative Activities:

English:

Write a diary entry from the point of view of an Olympic athlete.

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Have a debate with other students in your class to discuss if there should be an Olympic

Games for children

Art:

Create a model of an Olympic stadium or an Olympic Park

Math:

Use statistics from previous Olympic Games for your own data handling activities.

Geography:

Have students write a letter to future American Olympians giving them advice on how to

behave properly as hosts or guests in Olympic host countries.

Instructional Materials

PowerPoint/Projector

White Board- Dry Erase Markers

Poster Board

World map

Video

Physical Education

Team Name: _____________ Team # _______ Period _____

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Coach: __________________________________________________

Overseer of all other roles on your team.

Equipment Manager: ______________________________________

In charge of collecting and returning equipment at the beginning, during, and end of class. It is the equipment manager’s responsibility to make sure all equipment is stored safely in an organized fashion off the playing floor.

Athletic Trainer: __________________________________________

The athletic trainer’s main job is to lead their team in stretching with the use of work sheets, stretch bands or other equipment provided by the teacher(s). They also report any injuries during class to a teacher.

Sports Information Director: _________________________________

The sports information person is responsible for recording scores of all games and scrimmages and reporting them to the teacher(s) and to their team. They are also required to keep track and report their team standing to their team daily. This person is also responsible for taking attendance on their team and reporting who is absent to a teacher before the end of the period.

Fair Play Manager: (optional) __________________________________

Equipment Manager 2: (optional) _______________________________

Team responsibilities:

Fair play Responsibility Hard work Cooperation Respect Positive attitude Team work Communication Support

Resources

Boulton, J. (2018). Why it Pays to Teach About the Olympics. Retrieved from: https://julieboulton.com/why-it-pays-to-teach-about-the-olympics/

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Education. (2018). Learning Resources: Olympic arithmetic. Retrieved from: https://www.education.com/slideshow/olympic-arithmetic/

International Cultural Center. (2018). Power Point Presentations: Olympic Trivia, Olympic Flags, and Sports in 2018 winter Olympics. Tiffin, Ohio.

Metzler, Michael W. (2011). Instructional Models for Physical Education. (3rd edition). Scottsdale, Arizona: Holcomb Hathaway, Publishers, Inc.

Olympics in the Classroom - Printables, Lessons, Ideas, & More. (2014). Retrieved from http://www.teachingheart.net/olympics.html

Ohio's Learning Standards. (n.d.). Retrieved from:http://education.ohio.gov/Topics/Learning-in-Ohio/OLS-Graphic-Sections/Learning-Standards

Peterson, D. (2017).10 Warm Ups For Lesson Plans. Retrieved from: https://www.thoughtco.com/warm-ups-for-lesson-plans-31649

Top 12 Olympic Lessons & Classroom Activities. (n.d.). Retrieved from: http://www.teachhub.com/top-12-olympic-lessons-classroom-activities

Warner, M. (2015). Ways to Use Olympics in the Classroom. Retrieved from: www.teachingideas.co.uk/athletics/ways-to-use-the-olympics-in-the-classroom

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