Health and Physical Education Prep (Foundation) Term 1
My body and is amazing and I need to look after it!
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Unit Title
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Achievement
Standard
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What can our bodies do and how can we keep them safe?
HEALTH UNIT: Safety and Rules in the playground (can be taught in isolation by the classroom teacher, or together with the
PE unit)
PHYSICAL UNIT: Gross Motor Program (can be taught in isolation by the PE specialist teacher, or together by the classroom
teacher)
By the end of Foundation Year, students recognise how they are growing and changing. They identify and describe the
different emotions people experience. They recognise actions that help them be healthy, safe and physically active. They
identify different settings where they can be active and how to move and play safely. They describe how their body
responds to movement.
Students use personal and social skills to include others in a range of activities. They demonstrate, with guidance, practices
and protective behaviours to keep them safe and healthy in different activities. They perform fundamental movement skills
and solve movement challenges.
Students will be given the opportunity to engage in movement and physical activity. Students will be aware of the
importance of physical activity in daily life.
HPE Strands
Health
Personal, social and community health
Being healthy, safe and active
Communicating and interacting for health
and well being
Contributing to healthy and active
communities
Content Descriptions
Knowledge and Understandings
Being healthy, safe and active - Identify personal
Assessment (A)
Assessment For Learning
Checklist of gross motor skills (weekly, pre and
strengths (ACPPS001)
post testing)
Communicating and interacting for health and wellbeing One on one checklist with school officer on
- Identify actions that promote health, safety and
emotions (flashcards) HEALTH
wellbeing (ACPPS006
Assessment Of Learning
Contributing to healthy and active communities - Identify Matching worksheet
Physical
Movement and Physical Activity
Moving our body
Understanding movement
Learning through movement
actions that promote health, safety and wellbeing
(ACPPS006), Participate in play that promotes
engagement with outdoor settings and the natural
environment (ACPPS007)
Moving our body - Practise fundamental movement skills
and movement sequences using different body parts and
in response to stimuli (ACPMP008)
Learning through Movement - Test possible solutions to
movement challenges through trial and error(ACPMP013),
Follow rules when participating in physical activities
(ACPMP014)
Make a poster of a ‘school safety rule’ (rubric)
Assessment As Learning
Self reflection with smiley faces to evaluate their
ability to perform gross motor skills
Printable Resources
http://www.sparklebox.co.uk/signs-andlabels/outdoors/playground.html#.U9rtI_mSwQk
(for display purposes)
Focus Areas HPE
Alcohol and other drugs (AD)
Food and nutrition (FN)
Health benefits of physical activity (HBPA)
Mental health and wellbeing (MH)
Relationships and sexuality (RS)
Safety (S)
Learning Framework
Cross Curriculum
Priorities
Community Contributor
Leader and Collaborator
Catholic Ethos
Aboriginal and Torres Strait Islander
Histories and Cultures
Active play and minor games (AP)
Challenge and adventure activities (CA)
Fundamental movement skills (FMS)
Games and sports (GS)
Lifelong physical activities (LLPA)
Rhythmic and expressive activities (RE)
Active Investigator
Effective Communicator
Social Emotional Learning
Asia and Australia’s Engagement with
Asia
Designer and Creator
Quality Producer
Inclusive Education
Sustainability Education
General Capabilities
Literacy
Critical and Creative Thinking
Intercultural Understanding
Numeracy
Ethical Understanding
ICT
Personal and Social Capability
Links to other Learning Areas: Australian Curriculum: HPE
Links to other LA’s
English, SEL, Religion
Situational Context
of Unit
This unit can be completed in the following ways
● General Classroom Teacher - HPE Combination 2 hours
● HPE Specialist in addition to Classroom Teacher
● PE Component(specialist) ...hrs PE Component (Classroom Teacher)...hrs H Component (specialist/classroom teacher)
...hrs
Additional Information
This PE and Health activities are just a guide to support achievement standards and the Content Descriptors.
Learning and Teaching Strategies
Week
1 -Engage
2
3
4
5
6
7
8
9
10
Cross Curricular Priorities
Sustainability
General Capabilities
Literacy, Numeracy, Critical and Creative Thinking, Personal and Social Capability and Ethical understanding
Engage ⇒
Explore ⇒
Explain ⇒
Elaborate ⇒
Evaluate
Engage
Resources
Lesson 1 / Physical - Time 60mins
Animal Action Cards
Rules and Expectation
Rope
Outside rules and expectations will need to be discussed before every PE lesson. e.g. safety, sportsmanship, encouragement, taking
Hoops
turns, resilience and patience.
Bean Bags
Warm up - 10mins
Hoops
For each of the warm up activities the teacher is required to demonstrate where the students need to run, discuss the importance of
Markers
stretching and model and explain the importance of the gross motor warm activities: jumping, stomping, roar, wiggle, sway and growl.http://www.ot-mom1.
Children run around a small area to warm their muscles up.
learning2.
Gather children in a large circle stretch large muscle groups. e.g. arms, legs torso and back.
activities.com/gross3.
Students stay in whole class circle and engage in the following warm activities: jumping like a frog - pretend you are a frog.
motor-activities.html
See how many different ways you can jump, stomp like a dinosaur - pretend you are a dinosaur. Stomp around the room like a
dinosaur. Imagine what kind of noise a dinosaur would make and make that noise. Roar like a lion - Pretend you are a lion.
http://www.wikihow.c
Walk on all fours and then roar. Wiggle like a worm - pretend you are a worm. Wiggle on the floor. Sway like a elephant.
om/Play-Duck-DuckPretend you are an elephant walk around the ring at the circus. Join your arms in front of you. Sway your arms like a trunk.
Goose
Parade around the room. Growl like a bear - pretend you are a bear by walking on all fours. Then growl, using a deep voice.
https://www.youtube.
refer to Animal Action Cards.
com/watch?feature=p
Gross Motor -40 mins
layer_embedded&v=6
Gross Motor activities will consist of 4 stations with 3 to 5 minutes on each station and students will rotate around the four
Efn_o4z2Ss
station twice Place students into groups of 6 to 7. Have lots of fun and use lots of positive encouragement.
Station 1 - Rope Walk
Students practise their balancing skills. On a large rope students walk forward, backwards and heel to toe on the rope.
Focus: Balance
Equipment: rope
Station 2 – Bean Bag Toss
Students practise their underarm throwing skills. Place 6 hoops in a line. 2 bean bags are thrown in each of the hoops. After
each student turn they pick their bean bags up, and return them to the next student.
Focus – throwing
Equipment – 12 bean bags and 6 hoops
Station 3 – Jumping Patterns
Students practise their jumping skills. Place tyres or hoops in a pattern. Students jump forwards with both feet in the tyres
and then side by side.
Focus – agility and Plyometrics
Equipment – tyres or hoops
Station 4 – Crab Walk
Students practise their strength skills. Students crab walk in between two markers up and back and then tag the next person in their
group.
Focus – strength
Equipment – two markers or cones
Whole Class Game -10 mins
As a whole class enjoy playing the following games.
Focus: A quick game is a good game, sportsmanship and resilience
Duck Duck Goose
In this game, kids sit down in a circle facing each other.
One person is "it" and walks around the circle. As they walk around, they tap people's heads and say whether they are a "duck" or a
"goose". Once someone is the goose they get up and try to chase "it" around the circle. The goal is to tap that person before they are
able sit down in the goose's spot. If the goose is not able to do this, they become "it" for the next round and play continues. If they do
tap the "it" person, the person tagged has to sit in the centre of the circle. Then the goose becomes it for the next round. The person
in the middle can't leave until another person is tagged and they are replaced.
http://www.wikihow.com/Play-Duck-Duck-Goose
Stuck in the Mud
Choose one player to be in. All the other players scatter around. The player who is in must run around and tag as many people as he
can. When tipped, a player must freeze and stand with his legs and arms apart. The only way to be freed is for a non-tagged player to
crawl through the tagged players legs. Players are safe while crawling under legs and cannot be tagged when in that position.
The game ends when all players have been tagged and are 'stuck in the mud'.
In the river on the bank
Some divider is chosen by the leader. This can be a string on the ground, the change between sidewalk and grass, or the imaginary line
that is drawn between two chairs set up.The leader explains that one side of the line is the "river" and the other side of the line is the
"bank". It is essential to be at the right spot at the right time (can make up story about scorpions on the bank at some times and
piranhas in the river at others). Players then line up, shoulder-to-shoulder, on the bank. The facilitator then shouts out one of two
commands - "river" or "bank". If they facilitator calls "river", players must jump forward across the boundary line into the "river". If the
facilitator calls "bank", players must jump back to the "bank". The facilitator can call bank or river multiple times in a row. If a player
jumps when they are not suppose to (or fails to jump in an adequate amount of time), they are eliminated from the game. (it can be
helpful for the leader to have them come help judge who should be out so as to keep them engaged.)
https://www.youtube.com/watch?feature=player_embedded&v=6Efn_o4z2Ss
Closure & Evaluation - 5 - 7min
Gather students in a large circle stretch large muscle groups. e.g. arms, legs torso and back.
Discuss what the students enjoyed about the activities, what work well when the students rotated in their small groups, where all
children participating in the whole class game. What could we improve on for next week during Gross Motor.
HEALTH Lesson 1/ Time 60 mins
Start lesson by talking about how there are lots of things that we can and can’t do when we are growing up. We are growing all the
time and even though we are small now, one day we will be grown up. This can sometimes make us happy and sad.
YOUTUBE CLIP: Barney and friends (I can do it!) This clip goes for 57 mins, so you can play the first 10 minutes for this lesson or
choose a part that you feel is most relevant.
Summary of clip: “Join BJ, Claire and Jade as Barney teaches them that even if you're not big enough to do all the things your friends
are doing, there are new friends to meet and new games to play right now.”
Resources: youtube
(access to internet)
Health sheet 1
(My special talents)
1 copy per student
(recommended to copy
in A3 size for display)
https://www.youtube.com/watch?v=lm32iaGesPA
(Barney and friends: I can do it!)
LESSON TITLE: “My special talent!”
Open discussion by asking students if they have something special they can do. Create a list on the board. Eg some people are good at
sport. Some people are good a music. Everyone is good at something! Some people are good at lots of things!
When we go school, we get to try many things to find out what we are good at.
Teacher models a picture on the board of something that they are good at eg. Reading, running etc.
ACTIVITY: Ask the students to form a circle and pass a ball or bean bag around the circle and encourage everyone to share something
they are good at (a talent). Talk about rules of being in a circle first such as “we can only speak when we have the bean bag/ball and
there are no put downs when someone else is speaking”.
If a student is having trouble thinking of something or says “nothing!” then ask the rest of the group to share what they think this
student is good at.
Now ask the students to share something they have tried since they started school and they are not good at yet. What do we need to
do in order to get better? PRACTISE! Eg tying your shoes, hopping on one foot, reading etc. Students will now draw a picture of
Ball or beanbag for circle
time activity
something they are good at. (Health sheet 1) – you might want to enlarge this to A3 size on the photocopier
Health and Physical Education Metalanguage
Assessment
Opportunities
stomp, wiggle, roar, jump, sway, wiggle, talent, practise
Reflection
Whole class discussion
Why is important to let our lights shine?
Tell me why it is important to exercise our bodies?
Week
1
2 Explore
3
4
5
6
7
8
9
10
Cross Curricular Priorities
Sustainability
General Capabilities
Literacy, Numeracy, Critical and Creative Thinking, Personal and Social Capability and Ethical understanding
Engage ⇒
Explore ⇒
Explain ⇒
Elaborate ⇒
Explore
Lesson 2 / Physical - Time 60mins
Rule sand Expectation
Outside rules and expectations will need to be discussed. E.g. safety, sportsmanship, encouragement, taking turns
resilience, patience and encouragement.
Warm up - 10mins
Foreach of the warm up activities the teacher is required to demonstrate where the students need to run, discuss the
importance of stretching and model and explain the importance of the gross motor warm activities: hopping, flutter,
quack, squirm, gallop and swing.
1. Children run around a small area to warm their muscles up.
2. Gather children in a large circle stretch large muscle groups. E.g. arms, legs torso
and back.
3. Students stay in whole class circle and engage in the following warm activities: hop like a rabbit- pretend you are a
rabbi. First hop on two feet then, hop on one. Flutter likes a butterfly – pretend you are a butterfly. Flutter around the room
very slightly, as if you are floating. Wave your arms out to your side like wings. Quack like a duck – pretend you are a
duck. Keep your feet close together and waddle around the room. Make quacking
noises. Squirm like a jellyfish. Pretend you are a jellyfish. Squirm and float around the room swaying your arms in the same
way that a jellyfish moves its tentacles in the water. Gallop like a horse. Pretend you are a horse. Gallop around the room.
Swing like a monkey. Use your arms to pretend to swing from branch to branch.
Gross Motor -40 mins
Gross Motor activities will consist of 4 stations with 3 to 5 minutes on each station and students will rotate around the four
Evaluate
Resources
Animal Action Cards
Rope
Hoops
Bean Bags
Hoops
Mark
station twice Place students into groups of 6 to 7. Have lots of fun and use lots of positive language.
Station 1 - Rope Walk
Students practise their balancing skills. On a large rope students walk forward,
backwards and heel to toe on the rope.
Focus:Balance
Equipment:rope
Station 2 – Bean Bag Toss
Students practise their underarm throwing skills. Place 6 hoops in a line. 2 bean bags
are thrown in each of the hoops. After each student turn they pick their bean
bags up, and return them to the next student.
Focus –throwing
Equipment– 12 bean bags and 6 hoops
Station 4 – Hula Hoops
Students practise their balancing and strength skills. Each student has their own hoop and jumps in and out of hula hoop. The
students then put the hula hoop on their waist and tries balance it.
Focus – Strength
Equipment –6 to 7 hula hoops
Station 4 – Chest Pass and Catching
Students practise their chest passing and catching skills. Students stand opposite each other and throw and catch the ball to one
another each other.
Focus – Throwing and Catching
Equipment – 4 balls
Whole Class Game -10 mins
As a whole class enjoy playing the following games.
Focus: A quick game is a good game, sportsmanship and resilience
Duck Duck Goose
In this game, kids sit down in a circle facing each other.
One person is "it" and walks around the circle. As
they walk around, they tap people's heads and say whether they are a "duck"
or a "goose". Once someone is the goose they get up and try to chase
"it" around the circle. The goal is to tap that person before they
are able sit down in the goose's spot. If the goose is not able to do this,
they become "it" for the next round and play continues. If they do
tap the "it" person, the person tagged has to sit in the centre of
the circle. Then the goose becomes it for the next round. The person in the
middle can't leave until another person is tagged and they are replaced.
http://www.wikihow.com/Play-Duck-Duck-Goose
Stuck in the Mud
Choose one player to be in. All the other players scatter
around. The player who is in must run around and tag as many people as he can.
When tipped, a player must freeze and stand with his legs and arms apart. The
only way to be freed is for a non-tagged player to crawl through the tagged
players legs. Players are safe while crawling under legs and cannot be tagged
when in that position.
The game ends when all players have been tagged and are
'stuck in the mud'.
In the river on the bank
Some divider is chosen by the leader. This can be a string on
the ground, the change between sidewalk and grass, or the imaginary line that
is drawn between two chairs set up. The leader explains that one side of the
line is the "river" and the other side of the line is the "bank".
It is essential to be at the right spot at the right time (can make up story
about scorpions on the bank at some times and piranhas in the river at others).
Players then line up, shoulder-to-shoulder, on the bank. The facilitator then
shouts out one of two commands - "river" or "bank". If they
facilitator calls "river", players must jump forward across the
boundary line into the "river". If the facilitator calls
"bank", players must jump back to the "bank". The
facilitator can call bank or river multiple times in a row. If a player jumps
when they are not supposed to (or fails to jump in an adequate amount of time),
they are eliminated from the game. (it can be helpful for the leader to have
them come help judge who should be out so as to keep them engaged.)
https://www.youtube.com/watch?feature=player_embedded&v=6Efn_o4z2Ss
Closure & Evaluation - 5 - 7min
Gather students in a large circle stretch large muscle groups. E.g. arms, legs torso and back.
Discuss what the students enjoyed about the activities, what work well when the
students rotated in their small groups, where all children participating in the
whole class game. What could we improve on for next week during Gross Motor.
Lesson 2 Health 2 / 60 mins
Open lesson by watching youtube clip: https://www.youtube.com/watch?v=JGQAp2PY8yY
“Be responsible, be safe!” song
Write three words on the board. Let’s talk about how we can be responsible, be safe and be respectful in Prep! Why do we have rules?
Rules help us from getting hurt or getting into trouble. Rules change for every place you go, even in our school. Our rules in Prep are
different than rules for tuckshop or the library etc.
Talk through the morning routine and the places we move around the school such as lining up, taking tuckshop baskets down, going to
the office etc, going to the toilet.
Go for a walk around the school and highlight places that the Preps will regularly visit eg toilets, eating area, tuckshop, office,
playground etc. How do we move around the school, walking/running?
Once you return, create a poster of the four main places and the ways we can be safe, responsible and respectful in each place. Have
students brainstorm and teacher will scribe answers onto large sheets of butchers paper or cardboard to display in the classroom
later. Examples are below, however adapt to suit your own school:
playground: hands and feet to ourselves, take turns, stay away from the road etc.
toilets: go with a partner, close the door, wash your hands, go straight back to class.
library: sit quietly to listen to the story, be gentle with books, use manners.
eating area: sit down, hands up if you need anything, rubbish in the bin etc
Students can be broken into four groups or as many as you feel will work with your class size. Give each group a large sheet of paper
with one of the above titles written at the top eg playground, toilets, tuckshop, eating area etc (or change to suit your situation).
Students are to draw pictures of how to play safe, be responsible or be respectful on their sheet of paper. Provide each group with
textas or similar and give 5-10 minutes to complete the activity. Share at the end of the lesson and revisit throughout the morning
routine, to remind children of rules of our school.
Sing song to finish lesson
THE MORE WE GET TOGETHER
The more we get together,
Together, together,
The more we get together,
The happier we'll be.
Because your friends are my friends,
And my friends are your friends.
The more we get together,
The happier we'll be!
Health and Physical Education Metalanguage
safe and safety, galloping, jumping, midline, responsible, safe, respectful and rules
Reflection
Whole class discussion
Explain why it is important to keep our bodies safe.
Make a list of the type of sports, which are played on the weekend.
Assessment
Opportunities
Week
1
2
3 Explore
4
5
6
7
8
9
10
Cross Curricular Priorities
Sustainability
General Capabilities
Literacy, Numeracy, Critical and Creative Thinking, Personal and Social Capability and Ethical understanding
Engage ⇒
Explore ⇒
Explain ⇒
Elaborate ⇒
Explore
Lesson 3 / Physical - Time 60mins
Rules and Expectation
Outside rules and expectations will need to be discussed. E.g. safety, sportsmanship, encouragement, taking turns
resilience, patience and encouragement.
Warm up - 10mins
For each of the warm up activities the teacher is required to demonstrate where the students need to run, discuss the
importance of stretching and model and explain the importance of the gross motor warm activities: jumping, stomping,
roar, wiggle, sway and growl.
1. Children run around a small area to warm their muscles up.
2. Gather children in a large circle stretch large muscle groups. e.g. arms, legs torso and back.
3. Students stay in whole class circle and engage in the following warm activities: jumping like a frog - pretend you are
a frog. See how many different ways you can jump, stomp like a dinosaur - pretend you are a dinosaur. Stomp
around the room like a dinosaur. Imagine what kind of noise a dinosaur would make and make that noise. Roar like
a lion - Pretend you are a lion. Walk on all fours and then roar. Wiggle like a worm - pretend you are a worm. Wiggle
on the floor. Sway like a elephant. Pretend you are an elephant walk around the ring at the circus. Join your arms in
front of you. Sway your arms like a trunk. Parade around the room. Growl like a bear - pretend you are a bear by
walking on all fours. Then growl, using a deep voice. refer to Animal Action Cards.
Evaluate
Resources
Animal Action Cards
Rope
Hoops
Bean Bags
Hoops
Mark
Gross Motor -40 mins
Gross Motor activities will consist of 4 stations with 3 to 5 minutes on each station and students will rotate around the four station
twice Place students into groups of 6 to 7. Have lots of fun and use lots of positive language.
Station 1 – Skipping
Students practise their plyometric skills. Each student will be given a skipping rope. Students will skip forwards, backwards, play
helicopter (one person is the helicopter the other is skipping). Sing: helicopter, helicopter turn around, helicopter, helicopter touch the
ground, helicopter, helicopter do a trick, helicopter, helicopter count like this 1,2,3,4,5
Focus – Plyometric
Equipment – 1 to 7 Skipping Ropes
Station 2 – kicking
Students practise their kicking skills. Place 6 makers out and students dribble the ball with their feet in between the markers and then
return the ball to the next student.
Focus – agility
Equipment – 3 balls
Station 3 – Hula Hoops
Students practise their balancing and strength skills. Each student has their own hoop and jumps in and out of hula hoop. The
students then put the hula hoop on their waist and tries balance it.
Focus – Strength
Equipment –6 to 7 hula hoops
Station 4 – Chest Pass and Catching
Students practise their chest passing and catching skills. Students stand opposite each other and throw and catch the ball to one
another each other.
Focus – Throwing and Catching
Equipment – 4 balls
Whole Class Game -10 mins
As a whole class enjoy playing the following games.
Focus: A quick game is a good game, sportsmanship and resilience
Duck Duck Goose
In this game, kids sit down in a circle facing each other.
One person is "it" and walks around the circle. As they walk around, they tap people's heads and say whether they are a
"duck" or a "goose". Once someone is the goose they get up and try to chase "it" around the circle. The goal is to tap that
person before they are able sit down in the goose's spot. If the goose is not able to do this, they become "it" for the next
round and play continues. If they do tap the "it" person, the person tagged has to sit in the centre of the circle. Then the
goose becomes it for the next round. The person in the middle can't leave until another person is tagged and they are
replaced.
http://www.wikihow.com/Play-Duck-Duck-Goose
Stuck in the Mud
Choose one player to be in. All the other players scatter around. The player who is in must run around and tag as many
people as he can. When tipped, a player must freeze and stand with his legs and arms apart. The only way to be freed is for
a non-tagged player to crawl through the tagged players legs. Players are safe while crawling under legs and cannot be
tagged when in that position.
The game ends when all players have been tagged and are 'stuck in the mud'.
In the river on the bank
Some divider is chosen by the leader. This can be a string on the ground, the change between sidewalk and grass, or the
imaginary line that is drawn between two chairs set up. The leader explains that one side of the line is the "river" and the
other side of the line is the "bank". It is essential to be at the right spot at the right time (can make up story about
scorpions on the bank at some times and piranhas in the river at others). Players then line up, shoulder-to-shoulder, on the
bank. The facilitator then shouts out one of two commands - "river" or "bank". If they facilitator calls "river", players must
jump forward across the boundary line into the "river". If the facilitator calls "bank", players must jump back to the "bank".
The facilitator can call bank or river multiple times in a row. If a player jumps when they are not supposed to (or fails to
jump in an adequate amount of time), they are eliminated from the game. (it can be helpful for the leader to have them
come help judge who should be out so as to keep them engaged.)
https://www.youtube.com/watch?feature=player_embedded&v=6Efn_o4z2Ss
Closure & Evaluation - 5 - 7min
Gather students in a large circle stretch large muscle groups. E.g. arms, legs torso and back.
Discuss what the students enjoyed about the activities, what work well when the students rotated in their small groups,
where all children participating in the whole class game. What could we improve on for next week during Gross Motor.
HEALTH RESOURCES
Flashcards (yes/no)
1.
2.
3.
4.
5.
6.
7.
8.
9.
Lesson 3 Health 2 / 60 mins
What can you do?
Preparation before the lesson: flashcards copied for each child in the class (double sided) perhaps make each side a different colour.
Revisit previous lesson about how we all have special talents and can do different things. On the board write the words YES and NO
and talk about the difference.
Let’s talk about what you CAN do! Preps can do lots of things that they have learned since they were a baby. Can’t means that you
haven’t learned how to do something yet and you need to practise! Example: I can make my bed. I can’t do a handstand.
Give students two flashcards with ‘YES’ and ‘NO’ flash cards (double sided) and then present each skill and ask students to show YES if
they can do this activity, or NO if they can’t. Students will hold up the flashcard to answer each question. CAN YOU:
Touch your toes without bending your knees. (Demonstrate)
Say the alphabet. (Say together)
Click your fingers. (Demonstrate)
Whistle. (Demonstrate)
Touch your hands behind your back. (Demonstrate)
Write your name. (Demonstrate)
Jump with two feet together. (Demonstrate)
Hop on one leg. (Demonstrate)
Do a star jump. (Demonstrate)
Ask students to tell you which of these activities they found difficult? “What do you think you need to practise?”
Students will create a paper plate mobile of things they can do and something they would like to practise or get better at. Health
Template 2. They will draw in each of the boxes and then put the mobile together.
You will need a school officer to help complete this activity (hole punch) display in the classroom for the rest of the term and revisit at
the end of term to see if any children have learned new skills since this lesson.
double sided with two
different colours.
Paper plates
Health Template 2 (see
resource templates)
Textas
String or wool
Hole punch
Finish lesson with a song: “I’m so special” by John Burland.
Health and Physical Education Metalanguage
safe and safety, galloping, jumping, midline, responsible, safe, respectful, rules, special, yes, no,balance
Assessment
Opportunities
Reflection
Whole class discussion
Who is someone special in your life? what makes them special?
Explain why it is important to exercise most days.
Week
1
2
3
4 Explore
5
6
7
8
9
10
Cross Curricular Priorities
Sustainability
General Capabilities
Literacy, Numeracy, Critical and Creative Thinking, Personal and Social Capability and Ethical understanding
Engage ⇒
Explore ⇒
Explain ⇒
Elaborate ⇒
Explore
PHYSICAL – Lesson 4
Rules and Expectation
Outside rules and expectations will need to be discussed. E.g. safety, sportsmanship, encouragement, taking turns
resilience, patience and encouragement.
Warm up - 10mins
For each of the warm up activities the teacher is required to demonstrate where the students need to run, discuss the
importance of stretching and model and explain the importance of the gross motor warm activities: hopping, flutter, quack,
squirm, gallop and swing.
1. Children run around a small area to warm their muscles up.
2. Gather children in a large circle stretch large muscle groups. E.g. arms, legs torso and back.
Gross Motor -40 mins
Evaluate
Resources
Animal Action Cards
Rope
Hoops
Bean Bags
Hoops
Mark
HEALTH: Computers
with access to Kidpix
(class ICT lesson)
Posters from previous
lessons.
Gross Motor activities will consist of 4 stations with 3 to 5 minutes on each station and students will rotate around the four station
twice Place students into groups of 6 to 7. Have lots of fun and use lots of positive language.
Station 1 - Rope Walk
Students practise their balancing skills. On a large rope students walk forward, backwards and heel to toe on the rope.
Focus: Balance
Equipment: rope
Station 2 – Bean Bag Toss
Students practise their underarm throwing skills. Place 6 hoops in a line. 2 bean bags are thrown in each of the hoops. After each
student turn they pick their bean bags up, and return them to the next student.
Focus – throwing
Equipment – 12 bean bags and 6 hoops
Station 4 – Hula Hoops
Students practise their balancing and strength skills. Each student has their own hoop and jumps in and out of hula hoop. The
students then put the hula hoop on their waist and tries balance it.
Focus – Strength
Equipment –6 to 7 hula hoops
Station 4 – Chest Pass and Catching
Students practise their chest passing and catching skills. Students stand opposite each other and throw and catch the ball to one
another each other.
Focus – Throwing and Catching
Equipment – 4 balls
Whole Class Game -10 mins
As a whole class enjoy playing the following games.
Focus: A quick game is a good game, sportsmanship and resilience
Duck Duck Goose
In this game, kids sit down in a circle facing each other.
One person is "it" and walks around the circle. As they walk around, they tap people's heads and say whether they are a
"duck" or a "goose". Once someone is the goose they get up and try to chase "it" around the circle. The goal is to tap that
person before they are able sit down in the goose's spot. If the goose is not able to do this, they become "it" for the next
round and play continues. If they do tap the "it" person, the person tagged has to sit in the centre of the circle. Then the
goose becomes it for the next round. The person in the middle can't leave until another person is tagged and they are
replaced.
http://www.wikihow.com/Play-Duck-Duck-Goose
Stuck in the Mud
Choose one player to be in. All the other players scatter around. The player who is in must run around and tag as many
people as he can. When tipped, a player must freeze and stand with his legs and arms apart. The only way to be freed is for
a non-tagged player to crawl through the tagged players legs. Players are safe while crawling under legs and cannot be
tagged when in that position.
The game ends when all players have been tagged and are 'stuck in the mud'.
In the river on the bank
Some divider is chosen by the leader. This can be a string on the ground, the change between sidewalk and grass, or the
imaginary line that is drawn between two chairs set up. The leader explains that one side of the line is the "river" and the
other side of the line is the "bank". It is essential to be at the right spot at the right time (can make up story about
scorpions on the bank at some times and piranhas in the river at others). Players then line up, shoulder-to-shoulder, on the
bank. The facilitator then shouts out one of two commands - "river" or "bank". If they facilitator calls "river", players must
jump forward across the boundary line into the "river". If the facilitator calls "bank", players must jump back to the "bank".
The facilitator can call bank or river multiple times in a row. If a player jumps when they are not supposed to (or fails to
jump in an adequate amount of time), they are eliminated from the game. (it can be helpful for the leader to have them
come help judge who should be out so as to keep them engaged.)
https://www.youtube.com/watch?feature=player_embedded&v=6Efn_o4z2Ss
Closure & Evaluation - 5 - 7min
Gather students in a large circle stretch large muscle groups. E.g. arms, legs torso and back.
Discuss what the students enjoyed about the activities, what work well when the students rotated in their small groups,
where all children participating in the whole class game. What could we improve on for next week during Gross Motor.
HEALTH Lesson 4 /60 mins
This lesson will require computer access and the program KIDPIX - alternately, students can simply draw their examples on paper.
Students will be creating a playground scene of safe and unsafe play.
Revisit words introduced earlier in the unit ‘responsible, respectful and safe’. Take down posters created earlier by groups and as a
class (brainstorming session) - read through each point and discuss if necessary. Take time to add any new information if any new
points come up in conversation.
Using computers will be a good chance to ask students to talk about the rules associated with using the computers. eg we need to
have clean and gentle hands etc.
Prior to beginning, model on the whiteboard examples such as: going up the slide the wrong way, pushing someone, playing near a
road etc.
Children can go into kidpix and create their scene by selecting a background, then drawing children doing something that is safe
and/or something that is unsafe.
* Print pictures to use as ongoing assessment evidence.
Other opportunities as extension: ipads/ipods using apps such as: Chatterpix (children can take a photo and add a voice over telling
people how to be safe in the playground eg ‘don’t run on the cement’.
Health and Physical Education Metalanguage
safe and safety, galloping, jumping, midline, responsible, safe, respectful, rules, special, yes, no,balance
Reflection
Whole class discussion
Discuss safe and unsafe behaviour.
Discuss how we include everyone into our games.
Assessment
Opportunities
Week
1
2
3
4
5 Explain
6
7
8
9
10
Cross Curricular Priorities
Sustainability
General Capabilities
Literacy, Numeracy, Critical and Creative Thinking, Personal and Social Capability and Ethical understanding
Engage ⇒
Explore ⇒
Explain ⇒
Elaborate ⇒
Explain
PHYSICAL – Lesson 5
Rules and Expectation
Outside rules and expectations will need to be discussed. E.g. safety, sportsmanship, encouragement, taking turns
resilience, patience and encouragement.
Warm up - 10mins
For each of the warm up activities the teacher is required to demonstrate where the students need to run, discuss the
importance of stretching and model and explain the importance of the gross motor warm activities: hopping, flutter, quack,
squirm, gallop and swing.
1.
Children run around a small area to warm their muscles up.
2.
Gather children in a large circle stretch large muscle groups. E.g. arms, legs torso and back.
Gross Motor -40 mins
Station 1 -The Big Push
Focus – Partner work
Equipment – No equipment
Pair the children up and ask them to put their hands together, keeping elbows slightly bent. Kids are to stand with one foot behind the
other and on the count of 3, PUSH each other as hard as possible until one moves backwards. Make sure the children keep their
elbows bent, and arms held a little away from body. Discourage children from holding their elbows tightly against their bodies because
if they do that, they are not using their shoulder girdle muscles.
Evaluate
Resources
Gross Motor Skills - R.I.C
Publications
No Fuss Games to Get
Children Active - R.I.C
Publications
Me! - R.I.C Publications
balls
bean bags
any size balls
toy cars or blocks
bowling pins and ball
hulla hoops
Health Template 4
Station 2 - Midline Crossing Ball Pass
Focus – Partner work
Equipment – 6 balls
In this ball passing game, two kids sit back to back and pass the ball around to each other. You could do it 5 times in each direction as a
warmup for other gross motor activities or as a break from desk tasks.
Station 3 - Bean Bag Toss
Focus – Partner work
Equipment – 6 Bean bags
Tossing a bean bag or ball into the air and catching again is a good hand-eye coordination exercise and also improves visual tracking
skills, which are needed for reading. If a child tends to throw haphazardly, get him/her to stand in a hoop or mark a circle to stand in,
to encourage more orderly throws.
Station 4 -Ball walk
Focus – Hand exercises
Equipment – 6 ball any size
Any size of ball can be used – experiment to see what works well for your age group. Using the fingers of the hand, “walk” the ball up
one leg, across the tummy and down the other leg. Make sure the children use their “dominant” hands and do not switch hands! Also,
watch to make sure they use a “walking” motion with their fingers and not a grabbing motion! Station 5 - Bridge Game
Focus – Core stability
Equipment – Toy car or block
You will need to demonstrate this to the children. For younger children, give them a toy car (or a block) to “drive” under the bridge
from side to side. Lie on your back with your knees bent and your feet flat on the floor. Lift your bottom off the floor to make a bridge.
Drive the toy under your bottom to the other side. Ask the children to drive the cars through at the same time, and gradually increase
the number of trips the car takes before the bridge comes down! You could also sing “London Bridge is falling down…”, letting the
bridge be built up and fall down again
Station 6 - Midline Crossing Relay
Focus – Partner work
Equipment – Any objects that can be passed
Any object could be used for this simple relay, as long as each child passes and receives the object with both hands. Make sure that
they are sitting either cross-legged, or on their knees to make sure their hips stay stable while their shoulders turn.
Station 7 - Throwing and Catching
Focus – throwing and catching
Equipment – 12 tins and 6 ping pong ball
Put a ping pong ball into one can. Flip the ball over your head and try to catch it in the other tin. Set the timer. See who can catch it
the most in the allotted time. Challenge each student to bounce the ping pong ball on the table first, and then try to catch it in the tin.
Station 8 - Balloon Volley Ball
Focus – Partner work
Equipment – 3 balloon and string
Use the string to make a net and by tying to chair legs. This is an informal game where children try to bat the balloon back and forth
across the net. Two balloons maybe used at a time to vary the activity. A point is scored when one side fails to return the ball. The
balloon can be battered as many times as necessary.
Station 9 - Hoop Pattern
Focus – Visual memory ability
Equipment – 2 hoops
Students move in the same direction around a pattern using various modes of locomotion, students demonstrates visual memory
ability and directionality. Students walk around the hoops in a lazy 8 pattern without stopping. Students do it again, but this time
creep around twice on your hands and knees. Students do it once more but this time jump. Reminder: Students must repeat pattern
two or three times without stopping.
Station 10 - Ball rolling at Pin Target
Focus – Hand eye coordination
Equipment – Ball and Bowling Pins
Students will roll a ball at a target and knock pins over. Students demonstrate hand eye coordination and cross laterality. Students
hold ball in preferred hand, step forward with opposite foot from preferred hand. Roll the ball at the bowling pin with enough force to
knock it over.
Whole Class Game -10 mins
As a whole class enjoy playing the following games.
Through the Hoop
Split the children into groups of about 10 then ask the groups to form circles.
Give each group a hoop and ask them to link hands placing the hoop in the circle over the arms of two of the children. The children
then have to step through the hoop without unlinking hands.
The first team to get the hoop back to where it started wins.
Cheaters have to start again!
Untying the Knot
This is a very simple (but fun) activity, and although it is not particularly physical, it encourages the children to work together to solve
the problem that they have been set.
1) Arrange the children into groups (an even number of children - between 8 and 12 - in each group)
2) Tell the children to stand in a tight circle (facing inwards). Everyone should put their left hand in the circle, and hold someone else's
left hand.
3) Now everyone, should put in their right hand, and hold someone else's right hand.
4) WITHOUT letting go of each other's hands, the children should untangle themselves! It is possible, if they work as a team.Don’t Fall
In the Water
This game is really enjoyable to both take part in and to watch. It encourages the children to work as a team, organising their actions
to achieve the desired outcome as quickly (but as safely) as possible.
1) For a class of about 30 children, split them into four evenly-sized groups. Arrange the apparatus as in the following diagram. Brown
rectangles are benches. Blue rectangles are mats, and the yellow area is the floor.
2) Remind the children about safety in P.E. and ask each group to quietly and sensibly stand on a bench.
3) Explain that the benches are islands and that they are safe places. The mats and floor are the sea, and there are lots of sharks
swimming in the sea who like to eat small children! No-one should touch the mats or the floor throughout this activity (otherwise they
will get eaten!)
4) Tell the children that you want them to get into alphabetical order (according to their first name), with As starting at one end
moving through to Zs at the other end of the bench. The children should help each other to move sensibly over the benches.
5) When the children accomplish this, try out these variations:
● Arrange them according to surname
●
Arrange them according to age
●
Arrange them according to height
●
Get them to carry out the task WITHOUT TALKING (i.e. using other forms of communication)
●
Arrange them in order of birthdays (from Jan to Dec)
You could also join two benches together to form two large groups, or put them all in a square for a whole class activity (when the
children are quite confident at this activity).
Bean Bag Scramble
Divide the class into two teams and tell them to go on opposite sides of the gym.
Place an odd number of bean bags (at least two per child) on the center line (spread out to avoid collisions). At each end of the gym
place a box or bin (as their goal).
On “go” children run to the center, grab a bean bag (only one at a time allowed) and take it back to put in their team’s box, run back
and do it again. Once all the bean bags are in goals the children count how many they have. The team with the most bean bags wins.
You can make the game more challenging by telling the children that they have to toss it & catch it all the way back to their goal or
have them skip, slide, etc.
Balls may be used to develop skills such as dribbling, or passing (each child would have a partner). Repeat to give the other team a
chance to win.
Closure & Evaluation - 5 - 7min
Gather students in a large circle stretch large muscle groups. E.g. arms, legs torso and back.
Discuss what the students enjoyed about the activities, what work well when the students rotated in their small groups,
where all children participating in the whole class game. What could we improve on for next week during Gross Motor.
Health Lesson 5 / 60 mins
Name that emotion!
In this lesson, students are read a series of short scenarios (4) to determine how the character is feeling (emotion experienced in the
story). Students draw this emotion in each face circle.
Introduction to the lesson: youtube clip
https://www.youtube.com/watch?v=UsISd1AMNYU
(The feelings song)
Choose a story based on different emotions/feelings:
● “It’s ok to be different” by Todd Parr
● “The feelings book” by Todd Parr
● “Today I feel silly and other moods that make my day!’ by Jamie Lee Curtis
● My many coloured days by Dr. Seuss
● “Glad monster sad monster” by Ed Emberley
● “When I’m feeling” book series by Trace Maroney (any of these are great!)
(Keep for assessment).
1. Scenario 1: Max
Max has been at Prep today! He has been waiting all day to come home and play with his dog, Fred! As soon as Max walked in the
front door after school, he called for Fred, but the dog didn’t come! He asked his mother, “Mum, where is Fred?” Mum said, “I’m sorry
Max, but Fred got sick today and I had to take him to the vet. He is still there getting some medicine and cannot play with you.” “Oh
no. I’m SO __________________!” Draw how you think Max is feeling in the first circle. Students can copy from the board one of four
emotions (happy, sad, angry, surprised).
2. Scenario 2: Sarah
Sarah is having her first day of Prep today. As her Dad drives her up to the school she sees something interesting. Sarah notices that
the front door of the school is painted yellow. Yellow happens to be Sarah’s favourite colour. Sarah says to her Dad, “Oh, Dad! The
door is yellow!!” Dad replies, “Why Yes it is! Hey that is your favorite color!” Sarah shouts, “Yes! It is my favorite color! I am so
____________________!” Draw how you think Sarah is feeling in the second circle. Students can copy from the board one of four
emotions (happy, sad, angry, surprised).
3. Scenario 3: James
It was James’ 6th birthday yesterday, and his mother had planned a party for him……but she didn’t tell him! It was called a “surprise
party.” His Mum called all of his friends and cousins and invited them over for a party after school. They all came over and brought
presents that they knew he would like. When they got to his house, they all hid behind couches and chairs. Then when James came
home, they yelled “Happy Birthday!” and jumped out from behind the chairs. When they jumped out, Josh jumped. And then his eyes
got big, and he began to smile and laugh! “WOW!” Josh yelled, “I am so ________________!” Draw how you think James is feeling in
the third circle. Students can copy from the board one of four emotions (happy, sad, angry, surprised).
4. Scenario 4: Alisa
Alisa has a little brother Toby. Toby is 1 year old. He loves his big sister and wants to do everything with her! Alisa has been making a
card for her Grandma’s birthday. She has been working on it for ages and has been trying really hard to make her writing neat!
Mummy calls Alisa to come and help set the table, so she leaves the card on her bed. When she comes back, Toby has ripped it and
chewed it! Alisa’s face gets red and her hands go into fists. “Toby! She shouts, “I am so ___________ with you!” Draw how you think
Alisa is feeling in the fourth circle. Students can copy from the board one of four emotions (happy, sad, angry, surprised).
Health and Physical Education Metalanguage
Assessment
Opportunities
safe and safety, galloping, jumping, midline, responsible, safe, respectful, rules, special, yes, no,balance, feeling and emotions
Reflection
Whole class discussion
Discuss about emotions
Week
1
2
3
4
5
6 Elaborate
7
8
9
10
Cross Curricular Priorities
Sustainability
General Capabilities
Literacy, Numeracy, Critical and Creative Thinking, Personal and Social Capability and Ethical understanding
Engage ⇒
Elaborate
PHYSICAL – Lesson 6
Explore ⇒
Explain ⇒
Elaborate ⇒
Evaluate
Resources
Gross Motor Skills - R.I.C
Rules and Expectation
Outside rules and expectations will need to be discussed. E.g. safety, sportsmanship, encouragement, taking turns resilience, patience
and encouragement.
Warm up - 10mins
For each of the warm up activities the teacher is required to demonstrate where the students need to run, discuss the importance of
stretching and model and explain the importance of the gross motor warm activities: hopping, flutter, quack, squirm, gallop and swing.
1.
Children run around a small area to warm their muscles up.
2.
Gather children in a large circle stretch large muscle groups. E.g. arms, legs torso and back.
Gross Motor -40 mins
Station 1 -The Big Push
Focus – Partner work
Equipment – No equipment
Pair the children up and ask them to put their hands together, keeping elbows slightly bent. Kids are to stand with one foot behind the
other and on the count of 3, PUSH each other as hard as possible until one moves backwards. Make sure the children keep their
elbows bent, and arms held a little away from body. Discourage children from holding their elbows tightly against their bodies because
if they do that, they are not using their shoulder girdle muscles.
Station 2 - Midline Crossing Ball Pass
Focus – Partner work
Equipment – 6 balls
In this ball passing game, two kids sit back to back and pass the ball around to each other. You could do it 5 times in each direction as a
warmup for other gross motor activities or as a break from desk tasks.
Station 3 - Bean Bag Toss
Focus – Partner work
Equipment – 6 Bean bags
Tossing a bean bag or ball into the air and catching again is a good hand-eye coordination exercise and also improves visual tracking
skills, which are needed for reading. If a child tends to throw haphazardly, get him/her to stand in a hoop or mark a circle to stand in,
to encourage more orderly throws.
Station 4 -Ball walk
Focus – Hand exercises
Equipment – 6 ball any size
Publications
No Fuss Games to Get
Children Active - R.I.C
Publications
Me! - R.I.C Publications
bean bags
any size balls
toy cars or blocks
bowling pins and ball
hulla hoops
HEALTH:
Printed copies of
different monsters
(emotion coloring
sheets) from provided
websites.
Flashcards (printed from
online or your own
copies - emotions cards).
A great picture book to
read for this activity is
“Glad monster, sad
monster” by Ed
Emberley and Anne
Miranda.
Any size of ball can be used – experiment to see what works well for your age group. Using the fingers of the hand, “walk” the ball up
one leg, across the tummy and down the other leg. Make sure the children use their “dominant” hands and do not switch hands! Also,
watch to make sure they use a “walking” motion with their fingers and not a grabbing motion! Station 5 - Bridge Game
Focus – Core stability
Equipment – Toy car or block
You will need to demonstrate this to the children. For younger children, give them a toy car (or a block) to “drive” under the bridge
from side to side. Lie on your back with your knees bent and your feet flat on the floor. Lift your bottom off the floor to make a bridge.
Drive the toy under your bottom to the other side. Ask the children to drive the cars through at the same time, and gradually increase
the number of trips the car takes before the bridge comes down! You could also sing “London Bridge is falling down…”, letting the
bridge be built up and fall down again
Station 6 - Midline Crossing Relay
Focus – Partner work
Equipment – Any objects that can be passed
Any object could be used for this simple relay, as long as each child passes and receives the object with both hands. Make sure that
they are sitting either cross-legged, or on their knees to make sure their hips stay stable while their shoulders turn.
Station 7 - Throwing and Catching
Focus – throwing and catching
Equipment – 12 tins and 6 ping pong ball
Put a ping pong ball into one can. Flip the ball over your head and try to catch it in the other tin. Set the timer. See who can catch it
the most in the allotted time. Challenge each student to bounce the ping pong ball on the table first, and then try to catch it in the tin.
Station 8 - Balloon Volley Ball
Focus – Partner work
Equipment – 3 balloon and string
Use the string to make a net and by trying to chair legs. This is an informal game where children try to bat the balloon back and forth
across the net. Two balloons maybe used at a time to vary the activity. A point is scored when one side fails to return the ball. The
balloon can be battered as many times as necessary.
Station 9 - Hoop Pattern
Focus – Visual memory ability
Equipment – 2 hoops
Students move in the same direction around a pattern using various modes of locomotion, students demonstrates visual memory
ability and directionality. Students walk around the hoops in a lazy 8 pattern without stopping. Students do it again, but this time
creep around twice on your hands and knees. Students do it once more but this time jump. Reminder: Students must repeat pattern
two or three times without stopping.
Station 10 - Ball rolling at Pin Target
Focus – Hand eye coordination
Equipment – Ball and Bowling Pins
Students will roll a ball at a target and knock pins over. Students demonstrate hand eye coordination and cross laterality. Students
hold ball in preferred hand, step forward with opposite foot from preferred hand. Roll the ball at the bowling pin with enough force to
knock it over.
Whole Class Game -10 mins
As a whole class enjoy playing the following games.
Closure & Evaluation - 5 - 7min
Gather students in a large circle stretch large muscle groups. E.g. arms, legs torso and back.
Discuss what the students enjoyed about the activities, what work well when the students rotated in their small groups,
where all children participating in the whole class game. What could we improve on for next week during Gross Motor.
Health Lesson 7 / 60 mins
“Happy Monster, Sad Monster”
Story: There are a number of different online versions of this story available on youtube to watch if you cannot get access to the story
“Glad monster, sad monster” by Ed Emberley and Anne Miranda.
Introduce with a song:
FEELINGS
Tune: “Twinkle, Twinkle, Little Star”
I have feelings
You do too.
Let’s all sing about a few.
I am happy (smile)
I am sad (frown)
I get scared (wrap arms around self)
I get mad (make a fist and shake it)
I am proud of being me (hands on hips)
That’s a feeling too, you see.
I have feelings (point to self)
You do too. (point to a friend)
We just sang about a few.
Lesson structure:
1.Listen to the story first (either book or online version).
2. Have children make glad monster/sad monster stick puppets. Give each child 2 blank paper circles (one yellow/one blue). Ask them
to draw a glad monster face on the yellow circle and a sad monster face on the blue circle. Help them glue their monster faces back to
back with a popsicle stick in the middle. (school officer will be required for this part of the lesson).
3. Talk about or role play different situations and ask children to hold up their glad monster or sad monster puppet according to how
they think the monster would feel.
ROLE PLAY EXAMPLE
Explain that Purple Monster was playing with his favorite truck when Red Monster came and took it away because he wanted to play
with it. Ask how they think that would make Purple Monster feel. Why? Have children think of other things that Red Monster could try
if he wants to play with Purple Monster’s truck.
Other resources you can use for this lesson or for early finishers: http://www.makinglearningfun.com/themepages/GladSadColoring.htm
Children can choose a colouring sheet – once completed, they can then share why they think their Monster is feeling that way. Eg This
monster is sad because he has lost his favourite toy. Etc.
Health and Physical Education Metalanguage
Assessment
Opportunities
safe and safety, galloping, jumping, midline, responsible, safe, respectful, rules, special, yes, no,balance, feeling and emotions
Reflection
Whole class discussion
Discuss why it is important to feel happy?
Discuss what sorts of things make us happy?
Week
1
2
3
4
5
6
7 Elaborate
8
9
10
Cross Curricular Priorities
Sustainability
General Capabilities
Literacy, Numeracy, Critical and Creative Thinking, Personal and Social Capability and Ethical understanding
Engage ⇒
Explore ⇒
Explain ⇒
Elaborate ⇒
Evaluate
PHYSICAL – Lesson 7
Rules and Expectation
Outside rules and expectations will need to be discussed. E.g. safety, sportsmanship, encouragement, taking turns
resilience, patience and encouragement.
Warm up - 10mins
For each of the warm up activities the teacher is required to demonstrate where the students need to run, discuss the
importance of stretching and model and explain the importance of the gross motor warm activities: hopping, flutter, quack,
squirm, gallop and swing.
1. Children run around a small area to warm their muscles up.
2. Gather children in a large circle stretch large muscle groups. E.g. arms, legs torso and back.
Gross Motor -60 mins
Station 1 -The Big Push
Focus – Partner work
Equipment – No equipment
Pair the children up and ask them to put their hands together, keeping elbows slightly bent. Kids are to stand with one foot behind the
other and on the count of 3, PUSH each other as hard as possible until one moves backwards. Make sure the children keep their
elbows bent, and arms held a little away from body. Discourage children from holding their elbows tightly against their bodies because
if they do that, they are not using their shoulder girdle muscles.
Station 2 - Midline Crossing Ball Pass
Evaluate
Resources
Gross Motor Skills - R.I.C
Publications
No Fuss Games to Get
Children Active - R.I.C
Publications
Me! - R.I.C Publications
bean bags
any size balls
toy cars or blocks
bowling pins and ball
hulla hoops
HEALTH:
Emotions flashcards
Student checklist of
children’s names.
Focus – Partner work
Equipment – 6 balls
In this ball passing game, two kids sit back to back and pass the ball around to each other. You could do it 5 times in each direction as a
warmup for other gross motor activities or as a break from desk tasks.
Station 3 - Bean Bag Toss
Focus – Partner work
Equipment – 6 Bean bags
Tossing a bean bag or ball into the air and catching again is a good hand-eye coordination exercise and also improves visual tracking
skills, which are needed for reading. If a child tends to throw haphazardly, get him/her to stand in a hoop or mark a circle to stand in,
to encourage more orderly throws.
Station 4 -Ball walk
Focus – Hand exercises
Equipment – 6 ball any size
Any size of ball can be used – experiment to see what works well for your age group. Using the fingers of the hand, “walk” the ball up
one leg, across the tummy and down the other leg. Make sure the children use their “dominant” hands and do not switch hands! Also,
watch to make sure they use a “walking” motion with their fingers and not a grabbing motion! Station 5 - Bridge Game
Focus – Core stability
Equipment – Toy car or block
You will need to demonstrate this to the children. For younger children, give them a toy car (or a block) to “drive” under the bridge
from side to side. Lie on your back with your knees bent and your feet flat on the floor. Lift your bottom off the floor to make a bridge.
Drive the toy under your bottom to the other side. Ask the children to drive the cars through at the same time, and gradually increase
the number of trips the car takes before the bridge comes down! You could also sing “London Bridge is falling down…”, letting the
bridge be built up and fall down again
Station 6 - Midline Crossing Relay
Focus – Partner work
Equipment – Any objects that can be passed
Any object could be used for this simple relay, as long as each child passes and receives the object with both hands. Make sure that
they are sitting either cross-legged, or on their knees to make sure their hips stay stable while their shoulders turn.
Station 7 - Throwing and Catching
Focus – throwing and catching
Equipment – 12 tins and 6 ping pong ball
Put a ping pong ball into one can. Flip the ball over your head and try to catch it in the other tin. Set the timer. See who can catch it
the most in the allotted time. Challenge each student to bounce the ping pong ball on the table first, and then try to catch it in the tin.
Station 8 - Balloon Volley Ball
Focus – Partner work
Equipment – 3 balloon and string
Use the string to make a net and by tying to chair legs. This is an informal game where children try to bat the balloon back and forth
across the net. Two balloons maybe used at a time to vary the activity. A point is scored when one side fails to return the ball. The
balloon can be battered as many times as necessary.
Station 9 - Hoop Pattern
Focus – Visual memory ability
Equipment – 2 hoops
Students move in the same direction around a pattern using various modes of locomotion, students demonstrates visual memory
ability and directionality. Students walk around the hoops in a lazy 8 pattern without stopping. Students do it again, but this time
creep around twice on your hands and knees. Students do it once more but this time jump. Reminder: Students must repeat pattern
two or three times without stopping.
Station 10 - Ball rolling at Pin Target
Focus – Hand eye coordination
Equipment – Ball and Bowling Pins
Students will roll a ball at a target and knock pins over. Students demonstrate hand eye coordination and cross laterality. Students
hold ball in preferred hand, step forward with opposite foot from preferred hand. Roll the ball at the bowling pin with enough force to
knock it over.
Whole Class Game -10 mins
As a whole class enjoy playing the following games.
Through the Hoop
Split the children into groups of about 10 then ask the groups to form circles.
Give each group a hoop and ask them to link hands placing the hoop in the circle over the arms of two of the children. The children
then have to step through the hoop without unlinking hands.
The first team to get the hoop back to where it started wins.
Cheaters have to start again!
Untying the Knot
This is a very simple (but fun) activity, and although it is not particularly physical, it encourages the children to work together to solve
the problem that they have been set.
1) Arrange the children into groups (an even number of children - between 8 and 12 - in each group)
2) Tell the children to stand in a tight circle (facing inwards). Everyone should put their left hand in the circle, and hold someone else's
left hand.
3) Now everyone, should put in their right hand, and hold someone else's right hand.
4) WITHOUT letting go of each other's hands, the children should untangle themselves! It is possible, if they work as a team.Don’t Fall
In the Water
This game is really enjoyable to both take part in and to watch. It encourages the children to work as a team, organising their actions
to achieve the desired outcome as quickly (but as safely) as possible.
1) For a class of about 30 children, split them into four evenly-sized groups. Arrange the apparatus as in the following diagram. Brown
rectangles are benches. Blue rectangles are mats, and the yellow area is the floor.
2) Remind the children about safety in P.E. and ask each group to quietly and sensibly stand on a bench.
3) Explain that the benches are islands and that they are safe places. The mats and floor are the sea, and there are lots of sharks
swimming in the sea who like to eat small children! No-one should touch the mats or the floor throughout this activity (otherwise they
will get eaten!)
4) Tell the children that you want them to get into alphabetical order (according to their first name), with As starting at one end
moving through to Zs at the other end of the bench. The children should help each other to move sensibly over the benches.
5) When the children accomplish this, try out these variations:
● Arrange them according to surname
●
Arrange them according to age
●
Arrange them according to height
●
Get them to carry out the task WITHOUT TALKING (i.e. using other forms of communication)
●
Arrange them in order of birthdays (from Jan to Dec)
You could also join two benches together to form two large groups, or put them all in a square for a whole class activity (when the
children are quite confident at this activity).
Bean Bag Scramble
Divide the class into two teams and tell them to go on opposite sides of the gym.
Place an odd number of bean bags (at least two per child) on the center line (spread out to avoid collisions). At each end of the gym
place a box or bin (as their goal).
On “go” children run to the center, grab a bean bag (only one at a time allowed) and take it back to put in their team’s box, run back
and do it again. Once all the bean bags are in goals the children count how many they have. The team with the most bean bags wins.
You can make the game more challenging by telling the children that they have to toss it & catch it all the way back to their goal or
have them skip, slide, etc.
Balls may be used to develop skills such as dribbling, or passing (each child would have a partner). Repeat to give the other team a
chance to win.
Closure & Evaluation - 5 - 7min
Gather students in a large circle stretch large muscle groups. E.g. arms, legs torso and back.
Discuss what the students enjoyed about the activities, what work well when the students rotated in their small groups,
where all children participating in the whole class game. What could we improve on for next week during Gross Motor.
Health Lesson 7 / 60 mins
ASSESSMENT SCHEDULE
School officer one one one checklist (in resource folder) to see if children can name emotions from flashcards. This resource can
either be purchased separately, drawn or printed from online. Speech language cards or special needs resources are a good tool!
Online copies: “Google images” is a good place to start!
The checklist will be conducted to suit your timetable.
In class ask children to draw a face showing an ‘emotion’. They then need to describe how this person feels (scribed by teacher or
school officer).
Template provided of paper for face: (Health template 5)
Health and Physical Education Metalanguage
Assessment
Opportunities
safe and safety, galloping, jumping, midline, responsible, safe, respectful, rules, special, yes, no,balance, feeling and emotions
Reflection
Whole class discussion
Discussion about assessment
Week
1
2
3
4
5
6
7
8 Evaluate
9
Cross Curricular Priorities
Sustainability
General Capabilities
Literacy, Numeracy, Critical and Creative Thinking, Personal and Social Capability and Ethical understanding
10
Engage ⇒
Explore ⇒
Explain ⇒
Elaborate ⇒
Evaluate
PHYSICAL – Lesson 8
● Assessment - Gross Motor Checklist
Rules and Expectation
Outside rules and expectations will need to be discussed. E.g. safety, sportsmanship, encouragement, taking turns
resilience, patience and encouragement.
Warm up - 10mins
For each of the warm up activities the teacher is required to demonstrate where the students need to run, discuss the
importance of stretching and model and explain the importance of the gross motor warm activities: hopping, flutter, quack,
squirm, gallop and swing.
1. Children run around a small area to warm their muscles up.
2. Gather children in a large circle stretch large muscle groups. E.g. arms, legs torso and back.
Gross Motor -40 mins
This week place out a variety of Gross Motor activities from above list and allow the children to have free choice. Complete
assessment Checklist for Gross Motor Skills.
Whole Class Game -10 mins
As a whole class enjoy playing the following games.
Through the Hoop
Split the children into groups of about 10 then ask the groups to form circles.
Give each group a hoop and ask them to link hands placing the hoop in the circle over the arms of two of the children. The children
then have to step through the hoop without unlinking hands.
The first team to get the hoop back to where it started wins.
Cheaters have to start again!
Untying the Knot
This is a very simple (but fun) activity, and although it is not particularly physical, it encourages the children to work together to solve
the problem that they have been set.
Evaluate
Resources
Gross Motor Skills - R.I.C
Publications
No Fuss Games to Get
Children Active - R.I.C
Publications
Me! - R.I.C Publications
bean bags
any size balls
toy cars or blocks
bowling pins and ball
hulla hoops
1) Arrange the children into groups (an even number of children - between 8 and 12 - in each group)
2) Tell the children to stand in a tight circle (facing inwards). Everyone should put their left hand in the circle, and hold someone else's
left hand.
3) Now everyone, should put in their right hand, and hold someone else's right hand.
4) WITHOUT letting go of each other's hands, the children should untangle themselves! It is possible, if they work as a team.Don’t Fall
In the Water
This game is really enjoyable to both take part in and to watch. It encourages the children to work as a team, organising their actions
to achieve the desired outcome as quickly (but as safely) as possible.
1) For a class of about 30 children, split them into four evenly-sized groups. Arrange the apparatus as in the following diagram. Brown
rectangles are benches. Blue rectangles are mats, and the yellow area is the floor.
2) Remind the children about safety in P.E. and ask each group to quietly and sensibly stand on a bench.
3) Explain that the benches are islands and that they are safe places. The mats and floor are the sea, and there are lots of sharks
swimming in the sea who like to eat small children! No-one should touch the mats or the floor throughout this activity (otherwise they
will get eaten!)
4) Tell the children that you want them to get into alphabetical order (according to their first name), with As starting at one end
moving through to Zs at the other end of the bench. The children should help each other to move sensibly over the benches.
5) When the children accomplish this, try out these variations:
●
Arrange them according to surname
●
Arrange them according to age
●
Arrange them according to height
●
Get them to carry out the task WITHOUT TALKING (i.e. using other forms of communication)
●
Arrange them in order of birthdays (from Jan to Dec)
You could also join two benches together to form two large groups, or put them all in a square for a whole class activity (when the
children are quite confident at this activity).
Bean Bag Scramble
Divide the class into two teams and tell them to go on opposite sides of the gym.
Place an odd number of bean bags (at least two per child) on the center line (spread out to avoid collisions). At each end of the gym
place a box or bin (as their goal).
On “go” children run to the center, grab a bean bag (only one at a time allowed) and take it back to put in their team’s box, run back
and do it again. Once all the bean bags are in goals the children count how many they have. The team with the most bean bags wins.
You can make the game more challenging by telling the children that they have to toss it & catch it all the way back to their goal or
have them skip, slide, etc.
Balls may be used to develop skills such as dribbling, or passing (each child would have a partner). Repeat to give the other team a
chance to win.
Closure & Evaluation - 5 - 7min
Gather students in a large circle stretch large muscle groups. E.g. arms, legs torso and back.
Discuss what the students enjoyed about the activities, what work well when the students rotated in their small groups,
where all children participating in the whole class game. What could we improve on for next week during Gross Motor.
Health Lesson 8 / 60mins
ASSESSMENT SCHEDULE
Today will be the final lesson. Students will be creating their own poster to demonstrate a school rule and how to be safe in a
designated area of the school. In a hat or container have the names of a few different places around the school that children can
blindly choose from such as: tuckshop, playground, eating area, classroom, toilets etc.
Revisit previous lessons concerning being safe, responsible and respectful. Play song again if time permits from earlier:
Youtube clip: https://www.youtube.com/watch?v=JGQAp2PY8yY
“Be responsible, be safe!” song
Call students out one at a time and they can draw from the hat (above listed or create your own). On A3 cardboard or paper, students
then need to come up a rule and a picture to match the rule.
You will need to show examples first - (Google images is a great place to show examples of rules or signs).
Are there any posters or signs around your school or classroom you can reference or show students as examples?
Model an example for students on the whiteboard.
Students can have the remainder of the lesson to complete their poster.
Mark posters against the rubric provided (Health template 6).
Finish lesson with song: If you’re happy and you know it!
IF YOU’RE HAPPY AND YOU KNOW IT
Tune: “If You’re Happy and You Know It”
If you’re happy and you know it, clap your hands.
If you’re happy and you know it, clap your hands.
If you’re happy and you know it, your face will surely show it.
If you’re happy and you know it, clap your hands.
~Traditional
(Make up additional verses with other feelings; such as; If you’re angry and you know it, stomp your feet, or If you’re scared and you
know it, hide your eyes.)
Health and Physical Education Metalanguage
safe and safety, galloping, jumping, midline, responsible, safe, respectful, rules, special, yes, no,balance, feeling and emotions
Assessment
Opportunities
Gross Motor Checklist
Planning for Differently Abled Students
Student/s
Different Ability
Australian Curriculum
Content Descriptions
being addressed
Learning and Teaching Strategies
Assessment Strategies
PHYSICAL EDUCATION RESOURCES
ANIMAL ACTION CARDS
GROSS MOTOR ACTION CARDS
PHYSICAL EDUCATION RESOURCES
Animal Action Cards
Bear
Elephant
GROWL!
Lion
SWAY!
Worm
ROAR!
Frog
WIGGLE!
Dinosaur
JUMP!
STOMP!
Animal Action Cards
Rabbit
Butterfly
HOP!
Duck
SWAY!
QUACK!
Horse
GALLOP!
Jellyfish
SQUIRM!
Monkey
SWING!
Gross Motor Activities
Station 1 - Rope Walk
Focus – Balance
Equipment - Rope
On a large rope students walk forwards, backwards and heel to toe.
Station 2 – Bean Bag Toss
Focus – throwing
Equipment – 8 bean bags and 4 hoops
Hoops are placed in a line. 2 bean bags are thrown in each of the hoops. After each student
turn they pick their bean bags up, and return them to the next student.
Station 3 – Jumping Patterns
Focus – agility
Equipment – tyres
Place tyres in a pattern. Students jump forwards with both feet in the tyres and then side by
side.
Station 4 – Frog Jump
Focus – Plyometric
Equipment – Students
Students crouch in a line and one student frog jumps over the other students back. Take
care that there is enough space in between each child.
Station 5
Station 4 – Squats, Jumping Jacks and Sit Ups
Focus – Strength
Equipment – Students
Students in the small group will choose to squat, do jumping jacks or sit ups.
Station 6
Station 4 – Skipping
Focus – Plyometric
Equipment – 6 Skipping Ropes
Students skip forwards and backward with skipping ropes.
Station 7
Station 4 – Hula Hoops
Focus – Strength
Equipment –6 hula hoops
Students jump in and out of hula hoops and balance hoops on their waits.
Station 8
Station 4 – Crab Walk
Focus – Strength
Equipment – 2 markers
Students crab walk in between two markers.
Station 9
Station 4 – Chest Pass
Focus – Throwing and Catching
Equipment – 3 balls
Students stand opposite each other and chest pass the ball to each other.
Focus – Strength and rest
Equipment – Yoga pictures
This station is a time for students to have a quick drink and to stretch their bodies. The
students can also choose to practise their Yoga poses. This might be a great station for
Rachel to be on.
Station 11
The Big Push
Focus – Partner work
Equipment – No equipment
Pair the children up and ask them to put their hands together, keeping elbows slightly bent.
Kids are to stand with one foot behind the other and on the count of 3, PUSH each other as
hard as possible until one moves backwards. Make sure the children keep their elbows bent,
and arms held a little away from body. Discourage children from holding their elbows tightly
against their bodies because if they do that, they are not using their shoulder girdle muscles.
Station 12
Midline Crossing Ball Pass
Focus – Partner work
Equipment – 6 balls
In this ball passing game, two kids sit back to back and pass the ball around to each other.
You could do it 5 times in each direction as a warm up for other gross motor activities or as a
break from desk tasks.
Station 13
Bean Bag Toss
Focus – Partner work
Equipment – 6 Bean bags
Tossing a beanbag or ball into the air and catching again is a good hand-eye coordination
exercise and also improves visual tracking skills, which are needed for reading. If a child
tends to throw haphazardly, get him/her to stand in a hoop or mark a circle to stand in, to
encourage more orderly throws.
Station 14
Ball walk
Focus – Hand exercises
Equipment – 6 ball any size
Any size of ball can be used – experiment to see what works well for your age group. Using
the fingers of the hand, “walk” the ball up one leg, across the tummy and down the other leg.
Make sure the children use their “dominant” hands and do not switch hands! Also, watch to
make sure they use a “walking” motion with their fingers and not a grabbing motion!
Station 15
Bridge Game
Focus – Core stability
Equipment – Toy car or block
You will need to demonstrate this to the children. For younger children, give them a toy car
(or a block) to “drive” under the bridge from side to side. Lie on your back with your knees
bent and your feet flat on the floor. Lift your bottom off the floor to make a bridge. Drive the
toy under your bottom to the other side. Ask the children to drive the cars through at the
same time, and gradually increase the number of trips the car takes before the bridge comes
down! You could also sing “London Bridge is falling down…”, letting the bridge be built up
and fall down again
Station 16
Midline Crossing Relay
Focus – Partner work
Equipment – Any objects that can be passed
Any object could be used for this simple relay, as long as each child passes and receives the
object with both hands. Make sure that they are sitting either cross-legged, or on their knees
to make sure their hips stay stable while their shoulders turn.
Station 17
Throwing and Catching
Focus – throwing and catching
Equipment – 12 tins and 6 ping pong ball
Put a ping pong ball into one can. Flip the ball over your head and try to catch it in the other
tin. Set the timer. See who can catch it the most in the allotted time. Challenge each student
to bounce the ping pong ball on the table first, and then try to catch it in the tin.
Station 18
Balloon Volley Ball
Focus – Partner work
Equipment – 3 balloon and string
Use the string to make a net and by tying to chair legs. This is an informal game where
children try to bat the balloon back and forth across the net. Two balloons maybe used at a
time to vary the activity. A point is scored when one side fails to return the ball. The balloon
can be battered as many times as necessary.
Station 19
Hoop Pattern
Focus – Visual memory ability
Equipment – 2 hoops
Students move in the same direction around a pattern using various modes of locomotion,
students demonstrates visual memory ability and directionality. Students walk around the
hoops in a lazy 8 pattern without stopping. Students do it again, but this time creep around
twice on your hands and knees. Students do it once more but this time jump. Reminder:
Students must repeat pattern two or three times without stopping.
Station 20
Ball rolling at Pin Target
Focus – Hand eye coordination
Equipment – Ball and Bowling Pins
Students will roll a ball at a target and knock pins over. Students demonstrate hand eye
coordination and cross laterality. Students hold ball in preferred hand, step forward with
opposite foot from preferred hand. Roll the ball at the bowling pin with enough force to knock
it over.
Gross Motor Skills Checklist
Child: _______________________
Tick all mastered gross motor skills.
Attempts a somersault
Bounces ball twice and then catches it
Catches playground ball with both hands
Does a forward somersault independently
Hops on preferred foot for distance of 60cm
Jumps forward 10 times without falling
Jumps up 20 to 25cm
Runs around objects/corners without falling
Skips five to ten seconds
Throws playground ball approximately 3.6m
Throws small balls overhand 3m
Walks down stairs, alternate feet without holding the rail
Walks heel – toe for 3m
Walks on a low balance beam independently
While swinging, pumps swing to sustain motion
Date: ______
Gross Motor Skills Checklist
Child: _______________________
Tick all mastered gross motor skills.
Avoids obstacles in path while running
Broad jumps over string or objects 5cm high
Gallops forward 3m
Hops on one foot one time
Jumps forward a distance of 25cm
Kicks a large ball that is rolling
Kicks a large ball that is rolling
Kicks a stationary ball
Pushes and pulls wagons
Rides a scooter board independently around corners (if available)
Runs tiptoes
Throws a playground ball underhand to an adult
Walks on tiptoes 3m
Walks upstairs, alternating feet without holding railing
Date: ______
HEALTH RESOURCES
HEALTH SHEET 1 – My special talent
HEALTH SHEET 2 – Look what I can do!
HEALTH SHEET 3 – Name that emotion
HEALTH SHEET 4 - Checklist with school officer
(recognising emotions)
HEALTH SHEET 5 – My emotion
HEALTH SHEET 6 - Make a Poster (rubric)
My Special Talent
Name: _____________________________
PAPER PLATE “LOOK WHAT I CAN DO!”
Look what I can do!
I can…
I can…
I would like be
good at…
Name that Emotion!
Name: _______________________________
4.
2.
3.
1.
Checklist – Emotions Flashcards
Students will be check listed to determine if they can recognise each emotion from a flashcard. Simply tick or cross each box
next to each child’s name.
Name
Happy
Sad
Angry
Surprised
Scared
Embarrassed
Shy
Excited
Comments
Name
Happy
Sad
Angry
Surprised
Scared
Embarrassed
Shy
Excited
Comments
My Emotion
Name: ____________________________________
Making A Poster : Safety rules
Name: ____________________________________
CATEGORY
Title
Date: ___________________________
VH
H
S
D
SR
Title can be easily read
(very neat)
Title can be read fairly
easily.
Title can be read, though
not neatly written.
Title is too messy and
cannot be read.
There is no title evident
on the poster.
Graphics - Relevance All graphics are related to All graphics are related All graphics relate to the
Graphics do not relate to There are limited or no
the topic.
relevant graphics.
the topic and make it
easier to understand.
to the topic and mostly topic.
make it easier to
understand.
Required Elements
The poster includes all
required elements as well
as additional information.
(title, artwork)
All required elements
are included on the
poster.
(title, artwork)
All but 1 of the required
elements are included on
the poster.
(title, artwork)
More than 1 of the
required elements are
missing.
(title, artwork)
Many elements
missing, required
teacher to put anything
on paper.
(title, artwork)
Knowledge Gained
(Teacher scribes rule
for the child)
Student can accurately
answer questions related
to facts in the poster and
processes used to create
the poster.
(Child can describe rule in
detail)
Student can accurately
answer most questions
related to facts in the
poster.
(Child can describe
rule clearly)
Student can accurately
answer about some
questions related to facts
in the poster .
(Child can describe rule
with some detail)
Student appears to have
insufficient knowledge
about the facts.
(Child cannot describe
rule)
Student appears to
have insufficient
knowledge about the
facts.
(Child cannot describe
rule and needs
prompting to
understand the
concept of a rule)
The poster is
distractingly messy or
very poorly designed. It
is not attractive.
The poster is difficult to
understand and does
not appeal to its
intended audience.
Attractiveness/Appeal The poster is
exceptionally attractive in
terms of design, layout,
and neatness.
The poster is attractive The poster is acceptably
in terms of design,
attractive though it may
layout and neatness.
be a bit messy.