Health and Physical Education Prep Term 1

Health and Physical Education Prep Term 1

Unit Title

My body is amazing and I need to look after it!

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)

Achievement

Standard

● By the end of Prep 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 Content Descriptions Assessment (A)

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

Knowledge and Understandings

Being healthy, safe and active - Identify personal strengths (ACPPS001)

Communicating and interacting for health and wellbeing

- Identify actions that promote health, safety and wellbeing (ACPPS006

Contributing to healthy and active communities - Identify

Assessment For Learning

Checklist of gross motor skills (weekly, pre and post testing)

One on one checklist with school officer on emotions (flashcards) HEALTH

Assessment Of Learning

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 funda mental 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 Community Contributor

Leader and Collaborator

C ross Curriculum

Priorities

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)

Catholic Ethos

Aboriginal and Torres Strait Islander

Histories and Cultures

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

Links to other LA’s

English, SEL, Religion

Numeracy

Ethical Understanding

ICT

Personal and Social Capability

Links to other Learning Areas: Australian Curriculum: HPE

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

Cross Curricular Priorities Sustainability

3 4 5 6 7 8 9

Literacy, Numeracy, Critical and Creative Thinking, Personal and Social Capability and Ethical understanding General Capabilities

Engage

⇒

Explore ⇒ Explain ⇒ Elaborate ⇒ Evaluate

10

Engage Resources

Lesson 1 / Physical - Time 60mins

Rules and Expectation

Outside rules and expectations will need to be discussed before every PE lesson. e.g. safety, sportsmanship, encouragement, taking turns, resilience and patience.

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.

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 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 has a turn, they pick their bean bags up, and return them to the next student.

Focus – throwing

Equipment – 12 bean bags and 6 hoops

Animal Action Cards

Rope

Hoops

Bean Bags

Hoops

Markers learningactivities.com/grossmotor-activities.html

http://www.wikihow.c

om/Play-Duck-Duck-

Goose https://www.youtube.

com/watch?feature=p layer_embedded&v=6

Efn_o4z2Ss

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 one of 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.” 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

Resources: youtube

(access to internet)

Health sheet 1

(My special talents)

1 copy per student

(recommended to copy in A3 size for display)

Ball or beanbag for circle time activity

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 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 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?

Assessment

Opportunities

Week 1 2 Explore 3


General Capabilities

Engage ⇒

Explore

⇒

4 5

Literacy, Numeracy, Critical and Creative Thinking, Personal and Social Capability and Ethical understanding

Explain ⇒

6 7

Elaborate ⇒

8 9

Evaluate

Explore

10


Rule sand Expectation

Outside rules and expectations will need to be discussed. E.g. safety, sportsmanship, encouragement, taking turns resilience, patience and encouragement.


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.


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

Resources

Animal Action Cards

Rope

Hoops

Bean Bags

Hoops

Mark

around the room. Swing like a monkey. Use your arms to pretend to swing from branch to branch.


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.



Focus:Balance

Equipment:rope


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


As a whole class enjoy playing one of the following games.

Focus: A quick game is a good game, sportsmanship and resilience

Duck Duck Goose


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


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'.


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


Gather students in a large circle stretch large muscle groups. E.g. arms, legs torso and back.


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 happier we'll be.

Because your friends are my friends,

And my friends are your friends.


The happier we'll be!

Health and Physical Education Metalanguage safe and safety, galloping, jumping, midline, responsible, safe, respectful and rules

Reflection


Explain why it is important to keep our bodies safe.

Assessment

Opportunities

Make a list of the type of sports, which are played on the weekend.

4 Week 1 2


3 Explore


Engage ⇒

Explore

⇒

5


Explain ⇒

6 7

Elaborate ⇒

8 9

Evaluate

Explore

10





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 up their muscles. Gather children in a large circle stretch large muscle groups. e.g. arms, legs torso and back.

Resources

Animal Action Cards

Rope

Hoops

Bean Bags

Hoops

Mark

2.

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.


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





Focus – Strength



Students practise their chest passing and catching skills. Students stand opposite each other and throw and catch the ball

to one another each other.




As a whole class enjoy playing the following games.

Focus: A quick game is a good game, sportsmanship and resilience

Duck Duck Goose



"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.






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




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:

1. Touch your toes without bending your knees. (Demonstrate)

2. Say the alphabet. (Say together)

3.

Click your fingers. (Demonstrate)

4. Whistle. (Demonstrate)

5. Touch your hands behind your back. (Demonstrate)

6. Write your name. (Demonstrate)

7. Jump with two feet together. (Demonstrate)

HEALTH RESOURCES

Flashcards (yes/no) double sided with two different colours.

Paper plates

Health Template 2 (see resource templates)

Textas

String or wool

Hole punch

8. Hop on one leg. (Demonstrate)

9.

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.

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

Reflection


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


Assessment

Opportunities

10

Engage ⇒

Explore

⇒

Explain ⇒ Elaborate ⇒ Evaluate

Explore Resources

PHYSICAL – Lesson 4



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.


2.


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.



Focus: Balance

Equipment: rope


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

Animal Action Cards

Rope

Hoops

Bean Bags

Hoops

Mark

HEALTH: Computers with access to Kidpix

(class ICT lesson)

Posters from previous lessons.




Focus – Strength



Students practise their chest passing and catching skills. Students stand opposite each other and throw and catch the ball to one another each other.



Whole Class Game -10 mins


Focus: A quick game is a good game, sportsmanship and resilience

Duck Duck Goose



"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.


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



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 Assessment

Opportunities safe and safety, galloping, jumping, midline, responsible, safe, respectful, rules, special, yes, no,balance

Reflection


Discuss safe and unsafe behaviour.

Discuss how we include everyone into our games.

Week 1 2


3


Engage ⇒

4 5 Explain


Explore ⇒

Explain

⇒

6 7

Elaborate ⇒

8 9

Evaluate

10

Explain Resources






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.


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



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


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

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

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


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


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.



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.




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 safe and safety, galloping, jumping, midline, responsible, safe, respectful, rules, special, yes, no,balance, feeling and emotions

Reflection


Discuss about emotions

Week 1 2 3 4 5 6 Elaborate 7 8 9

Assessment

Opportunities

10



Engage ⇒


Explore ⇒ Explain ⇒

Elaborate

⇒

Evaluate

Elaborate Resources



Outside rules and expectations will need to be discussed. E.g. safety, sportsmanship, encouragement, taking turns resilience, patience and encouragement .



1.


2.






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.





Publications



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

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.




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.




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








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. 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.




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.




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.

















“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/GladSad-

Coloring.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


Discuss why it is important to feel happy?

Discuss what sorts of things make us happy?

Week 1 2


3


Engage ⇒ Explore ⇒

4 5

Explain ⇒

6 7 Elaborate 8

Elaborate ⇒

9


Evaluate

10

Evaluate Resources






1.


2.






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.




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.





Publications



Publications


HEALTH:

Emotions flashcards

Student checklist of children’s names.

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.




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








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.




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.




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.



















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)


3) Now everyone, should put in their right hand, and hold someone else's right hand.






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.

















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.


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)


Reflection


Discussion about assessment

Assessment

Opportunities

Week 1 2


3 4 5 6 7 8 Evaluate 9

Literacy, Numeracy, Critical and Creative Thinking, Personal and Social Capability and Ethical understanding General Capabilities

Engage ⇒

Evaluate

Explore ⇒ Explain ⇒ Elaborate ⇒ Evaluate

10

Resources


● Assessment - Gross Motor Checklist





1.


2.



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.






Publications



Publications






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)


3) Now everyone, should put in their right hand, and hold someone else's right hand.






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.


















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, your face will surely show it.


~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.)


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

Health and Physical Education Prep Term 1

Health and Physical Education Prep Term 1

My body is amazing and I need to look after it!

Learning and Teaching Strategies

Engage

Explore

Explore

Explore

Explain

Elaborate

Planning for Differently Abled Students

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Health and Physical Education Prep Term 1

Health and Physical Education Prep Term 1

My body is amazing and I need to look after it!

Learning and Teaching Strategies

Engage

Explore

Explore

Explore

Explain

Elaborate

Planning for Differently Abled Students

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