Student name:
Ashley Dennis
Student number:
16124080
Unit name and number:
PDHPE 101576
Tutorial group:
15
Tutorial day and time:
Thursday 2-4pm
Lecturer/Tutor:
Jorge Knijnik
Title of assignment:
Assignment 1: PDHPE Activities and Lesson plan
Length:
22 pages total
Date due:
Wed 13th April, 2011
Date submitted:
Tues 12th April, 2011
Campus enrolment:
Bankstown
Declaration:
 I hold a copy of this assignment if the original is lost or damaged.
 I hereby certify that no part of this assignment or product has been copied from any other student’s work or from any other source except where due acknowledgement is made in the
assignment.
 No part of the assignment/product has been written/produced for me by any other person except where collaboration has been authorised by the subject lecturer/tutor concerned
 I am aware that this work may be reproduced and submitted to plagiarism detection software programs for the purpose of detecting possible plagiarism (which may retain a copy on
its database for future plagiarism checking)
Signature:Adennis
Note: An examiner or lecturer/tutor has the right to not mark this assignment if the above declaration has not been signed.
Part A - WARM UP GAMES – PROFORMA – PDHPE (students are to use one part A proforma for each of the 8 games, one page for each one)
Name of the Game: Barnyard
Stage: ES1
Explanation: The aim of barnyard is to muster animal groups; i.e. once you find a student with the same animal noise as you, you stick together to find
your other animal members. Teacher is to decide on four (4) farm animals and give one animal name to each student. Once decided, the students will
choose noises that correspond to the animals. The children then enter the playing boundary and on the teachers whistle begin to jog and make their
animal noise. Each time the teacher blows the whistle, students must jog on the spot and listen for a different movement from their current one e.g.
slow motion, sprint, skip, and hop. The first team to find all of their animals must hop around the outside of the boundary in a group whilst doing their
animal call. Once complete all group members must sit down. All teams are required finish the game.
Why is this game important for this stage? :
- Students will begin to develop some social skills, i.e. communication, decision making, and interaction. They must communicate with each other
through animal noises and decide whether they are part of the same group. Group activities will provide interaction that will allow students to feel a
sense of belonging amongst classmates.
- Students will develop their information processing skills. They first must understand instructions given by the teacher and act accordingly. Then they
must recall prior knowledge and listen for their specific animal noise. They then must decide where it is coming from and process if what they are
hearing corresponds to what they are searching for.
-The students will also begin to develop motor skills such as skipping, jogging and galloping.
What are the PDHPE skills involved in this game? How? :
COES1.1
- Responds to simple instructions and rules.
- Identifies people who can help them.
- Plays simple response games.
INES1.3
- Works happily with class peers.
MOES1.4
- Walks, runs, slides at different tempos/speeds.
Equipment and Teaching cues:
 Boundary markers (to mark 10-15 metre squared playing field or appropriate size for amount of students).
 Whistle
 Animal names and sounds= Cow-moo, Horse-neigh, Sheep-baa, Dog-woof
 Slow motion: slow your movement down
 Sprint: running as fast as you can
 Skip: swing your arms
 Hop: like a Rabbit.
 Depending on class involvement and enthusiasm, movement changes can become more of less frequent.
 All students must finish the game. During the first session of the game, there are to be no winners or losers. If played again, to increase
competition, a ranking system can be introduced.
Part A - WARM UP GAMES – PROFORMA – PDHPE (students are to use one part A proforma for each of the 8 games, one page for each one)
Name of the Game: Chains
Stage: ES1
Explanation: One or two students will be chosen as the chain. Other students will gather in the boundary. When the whistle blows, all students must
skip in the boundary trying to avoid the chains. The aim of the chains is to tag other students. If a student is tagged, they will then hold hands or link
arms with the chain that tagged them and become a chain themselves. The game will continue until all students are linked in the chain.
Why is this game important for this stage?
- Develops and strengthens decision making and problem solving skills by use of strategy. Students must decide the best way to go without
being tagged and to be able to change route to continue if they encounter a problem.
- Develops and strengthens pupil interaction and peer relationships as a result of all students being involved and having the same fate in the
game.
- Establishes and develops basic movement skills and spatial awareness.
What are the PDHPE skills involved in this game? How?
MOES1.4
- Walks, runs, slides at different tempos/speed.
Students must be able to dodge the chain by either slowing their movement or speeding up.
INES1.3
- Works happily with class peers.
All students will have the same fate in the game which will decrease competition and anxiety.
DMES1.2
- Chooses between safe and unsafe situations.
- Generates a number of possible solutions to a problem.
If the student faces an obstacle i.e. the chain, they will be required to generate different possibilities to pass to the other side without being tagged.
Equipment and Teaching cues
 Whistle: to gain attention
 Boundary markers: to mark grassy area approximately 15-20 metres squared.
 Teacher is to make sure students who are first to be the chains get a chance to play other roles.
 The game can be made harder by bringing the boundary in or easier by expanding the boundary space.
 Leg forward, arm out, reaching (when teaching techniques on how to link the chain)
Part A - WARM UP GAMES – PROFORMA – PDHPE (students are to use one part A proforma for each of the 8 games, one page for each one)
Name of the Game: Numbers
Stage: 1
Explanation: All students will follow instructions given by the teacher regarding movement e.g. dancing, skipping etc until the whistle is blown by the
teacher. When the whistle is blown the teacher will call out a number. Students must make groups of these numbers. No student will be sent out of
the game if they do not make it into a group, the game will just replay.
Why is this game important for this stage?
- Allows students to relate game to other aspects of classroom learning, i.e. numeracy.
- Develops and strengthens positive peer relationships and communication skills when creating groups.
- Develops motor skills with the different techniques used in this game e.g. skipping, galloping, running, jumping.
What are the PDHPE skills involved in this game? How?
COS1.1
- Expresses themself through movement.
- Shows understanding about others’ feelings.
If students are left over when groups are formed, the teacher must encourage students to show compassion to them.
INS1.3
- Listens and responds to others.
- Develops friendships with peers.
PSS1.5
- Suggests solutions to problems.
Mathematic problems will be worked out amongst students. All answers will be analysed and the right one chosen.
Equipment and Teaching cues:
 Whistle
 Boundary markers
 Dance: move it all around
 Skip: remember to keep swinging your arms
 0,1,2,3,4,5,6,7,8,9,
Part A - WARM UP GAMES – PROFORMA – PDHPE (students are to use one part A proforma for each of the 8 games, one page for each one)
Name of the Game: Road Rules
Stage 1
Explanation: Students are told the words that will be used in the game and the actions that correspond i.e. red light= jogging on spot, amber light=
slow motion skipping, round-a-bout= spinning in circles, cross the road=holding hands with another student and hopping from left to right foot on the
spot, etc. To begin, teacher can do actions as well as saying them so students can get use to movement. Students stand in the boundary and wait for
the teachers cue ‘start your engines’. When they hear this cue, students must begin to jog in the boundary. Every few seconds, the teacher will shout a
new action and the students must act out the correct movement. If a student does the wrong action they will become the police who skip or jog
amongst the other students with a bell. The police will watch for others doing the wrong actions. If caught, those students will also become police. The
final student/s will become the winner and the game can be replayed.
Why is this game important for this stage?
- Allows students to develop social skills such as leadership, by policing peers during the game. Students may feel a sense of power in this role.
- Students can develop skills that will assist in prior or future learning of road safety.
- Students will refine motor skills and information processing by listening to instruction and processing information in order to act out the
correct movement.
What are the PDHPE skills involved in this game? How?
COS1.1
- Expresses themself through movement.
Each child may move differently to others; this is perfectly fine as long as they understand instruction from their teacher and act out the correct
movement to the best of their ability.
DMS1.2
- Predicts consequences of options in order to make a decision, e.g. where to swim safely.
Students will begin to understand that if they do the wrong action in regards to road safety, there will be consequences.
MOS1.4
- Hops on preferred and non-preferred foot.
Equipment and Teaching cues
 Boundary markers to set up a circular boundary.
 Whistle
 Bells- for police to draw attention to students doing the wrong movement. Students could also clap to draw attention.
 Start your engines!
 Red light: jogging on the spot, Amber light: slow motion- slow skipping, round-a-bout: spinning in circles, cross the road: find a partner.
 Try to trick students in order to bring excitement to the game e.g. running on the spot and saying round-a-bout.
Part A - WARM UP GAMES – PROFORMA – PDHPE (students are to use one part A proforma for each of the 8 games, one page for each one)
Name of the Game: Fingers and Toes
Stage 2
Explanation: This game will be played with four teams (dependent on student numbers). Two lines (start and finish) will be marked adjacent to each
other approximately five metres apart; this will also be the boundary. Each team will use a soft ball to avoid injury. Beginning at the start line, students
will jog towards the finish line. While doing so, they will toss the ball under arm to and fro each team member. Once they reach the finish line, they will
then begin to jog back to the start line. This time, students will be required to dribble the ball with their feet to each other while jogging. Once all four
teams have completed this the game will continue with two teams instead of four and the boundary will be extended to ten metres. Once this is
completed, the game will replay with one entire group and the boundary will be extended to fifteen metres.
Why is this game important for this stage?
- Students will establish ball skills e.g. kicking and throwing.
- Students can experience team and individual work in the space of one exercise. They will also learn about consequences; what happens if one
person drops the ball or if the student kicks too hard.
- Students will use/develop a variety of physical skills; some familiar and some unfamiliar e.g. throwing and dribbling.
What are the PDHPE skills involved in this game? How?
DMS2.2
- Assists the group to achieve consensus in group goal setting.
Students will be able to express different techniques they think will better their team result.
- Considers feelings and needs of others in making decisions.
Students will be encouraged to state their feelings, but at the same time respect other opinions.
INS2.3
- Displays tolerance in relation to individual differences, e.g. ability levels, culture.
No student will be discouraged due to physical ability. Students will be taught to accept all team members by participating in a variety of groups.
MOS2.4
- Throws over arm proficiently.
- Kicks and strikes proficiently for distance.
Equipment and Teaching cues
 Soccer balls
 Boundary markers
 Whistle
 Teacher must reiterate the fact that every student is a valuable part of the team, no matter of their physical ability; e.g. Stating one student is
good at strategy where another is physically capable.
 Under arm throwing cues: hold the ball in one hand, swing arm back, aim, swing forward and release.
 Catching cues: eye on the ball, both hands out, ball in hands and grasp.
 Dribbling cues: eye on the ball, swing leg back, use inside of your foot, aim and kick.
Part A - WARM UP GAMES – PROFORMA – PDHPE (students are to use one part A proforma for each of the 8 games, one page for each one)
Name of the Game: Catch me if you can
Stage 2
Explanation: The class is split into two teams; dogs and pound. The aim of each team is to tag an opposing team member. Once that member is tagged,
they become a member of the opposing team. Players can go back and forth teams if they are tagged more than once. Once the whistle blows, the
team with the most members win. To avoid a feeling of inferiority, the team with the lowest number of players will be able to choose one member
from the opposing team to join theirs for the next session. To tell the teams apart, dogs and pound will have a different method of communication i.e.
dogs bark and pound make a siren noise.
Why is this game important for this stage?
- Students will experience team work and flexibility by swapping groups constantly.
- Students can develop social skills and positive peer relationships by being part of different teams.
- Allows students to make decisions and solve problems as to how not to get caught.
What are the PDHPE skills involved in this game? How?
DMS2.1
- Considers individual strengths and limitations when allocating group roles, e.g. team positions.
All team members are valued equally. This is achieved by students going to and fro teams; doing so allows power to be lost as it is not held for a long
period.
INS2.3
- Displays tolerance in relation to individual differences, e.g. ability levels, culture.
The dogs and pound group are not linked directly to any culture or ability levels. This teaches students that all members are valued as dogs and pound
members and their personal identity is not an issue in this game.
PSS2.5
- Performs a simple movement sequence given particular limitations, e.g. restricted use of space, varied levels and tempo.
Students will need to compromise with space and speed in order to avoid being tagged, and to tag others.
Equipment and Teaching cues
 Whistle for teacher to gain attention from class.
 Boundary markers
 Teacher can chose groups by a number system e.g. numbering students 1, 2, 1, 2, 1, 2 until all students are in a group.
 Dogs: Barking.
 Pound :Use your siren.
Part A - WARM UP GAMES – PROFORMA – PDHPE (students are to use one part A proforma for each of the 8 games, one page for each one)
Name of the Game: Dance-a-matics
Stage 3
Explanation: Each student begins in the boundary with free dance time, where they can dance any style they desire. When the teacher blows the
whistle, students must listen. The teacher will give a brief or a mathematical problems, e.g. arrange yourself in birth months, line up from height order,
addition or subtraction etc. The teacher will count back from ten and students must communicate and be lined up before the teacher reaches zero.
Once lined up the whistle will blow and the solution will be verified. Once verified students must begin to dance before the next brief. The game can
continue for an unspecified time.
Why is this game important for this stage?
- Students can use problem solving techniques that they may also use in other aspects of classroom learning i.e. numeracy.
- Allows students to work as part of a team.
- Allows students to establish individual movement skills using creativity i.e. free dance/movement.
What are the PDHPE skills involved in this game? How?
DMS3.2
- Accepts responsibility for their decision.
Solutions given may be wrong, however the teacher will notify students that having a go is the most important aspect rather than getting the correct
answer.
INS3.3
- Uses strategies to resolve conflict, e.g. negotiation.
During the game, the teacher will evaluate students’ interaction and give hints to help with problem solving techniques to any conflicts that arise.
Doing so, students will learn from observation and be able to resolve conflict effectively on their own in future activities.
PSS3.5
- Selects the most appropriate solution to a given problem.
- Reflects on outcomes of chosen solution.
After each problem, the teacher may ask questions as to how students came up with the solution and discuss what they could have done differently or
what they did well.
Equipment and Teaching cues
 Boundary markers
 Whistle for teacher to gain attention of students
 List of questions or make them up as you go e.g. line up in height order; tallest to shortest.
 Teacher may control more difficult questions by counting slower or easier questions by counting faster. The tempo of counting can also
increase excitement for students.
Part A - WARM UP GAMES – PROFORMA – PDHPE (students are to use one part A proforma for each of the 8 games, one page for each one)
Name of the Game: Shark Bait
Stage 3
Explanation: One student will be selected or volunteer to be the shark. The shark will stand in the centre of the boundary. The aim of the
students is to run from one side of the boundary to the other without being tagged by the shark. If a student is tagged, they must stay in that
spot and become shark bait. The role of the shark bait is to reach for students as they pass and tag them, consequently turning them in to
shark bait.
Why is this game important for this stage?
- Allows students to make informed decisions and act accordingly in relation to spatial awareness and strategy of not getting tagged, or to tag
others.
- Students will refine problem solving skills when deciding how to get around the shark and decide on options to avoid this problem.
- Students will refine positive peer relationships and begin to understand the importance of team work over the importance of winning.
What are the PDHPE skills involved in this game? How?
DMS3.2
- Evaluates personal decisions.
Teacher will aid in students evaluation by giving tips as events occur.
- Accepts responsibility for their decisions.
The student is working individually foremost and must accept that they are in control of their own actions and take responsibility for their actions. The
teacher may help by giving suggestions or asking questions in relation to issues in the game.
- Finds and analyses information upon which to make an informed decision.
Students will analyse the game constantly to avoid being tagged or to tag others.
INS3.3
- Demonstrates actions that support the rights and feelings of others, e.g. fair play, consideration, encouragement, peer tutoring.
Students will be penalised if they do not follow instructions. They will also be congratulated and encouraged for good interaction.
PSS3.5
- Selects the most appropriate solution to a given problem.
- Demonstrates assertive ways to deal with different types of harassment
Student can decide whether to be passive or active in relation to tagging or being tagged.
Equipment and Teaching cues
 Boundary markers.
 Whistle for teacher to draw attention from students.
 Teacher will be in control at all times, but their main role is to observe and guide students by giving tips in relation to outcomes or issues when
seen in the game. This will allow students to see the information in context and retain it longer.
 Running with your knees up and back straight.
 Watching; scan your eyes from left to right.
Part B - INVASION GAMES – PROFORMA – PDHPE (students are to use one part B proforma for each of the four invasion game, one page/game, 2 games S 2 + 2 games S 3
Name of the Invasion Game: All Out
Stage 2
Explanation: Children are split into two teams. Assortments of balls are placed in the middle of the area between each team as they line up
adjacent to each other on the boundary lines. The aim of each team is to gather a ball, one at a time, and place it in their home base (i.e. a
hula hoop at the end of their line). Opposing team members may take balls from opposing team’s home base. However, if they are tapped
below the knee by an opposing team member while doing so, they must join that side. When the whistle blows, balls must be counted to
see who the winner is. The team with the most balls in possession wins. This game can be replayed keeping the same teams for ease and
time saving.
Why is this game important for this stage?
- Students can apply motor skills in a creative and tactical manner.
- Students will develop positive peer relationships.
- Students can work as a team to achieve a positive result by using problem solving techniques.
What are the PDHPE skills involved in this game? How?
PSS2.5
-Performs a simple movement sequence given particular limitations, e.g. restricted use of space, varied levels and tempo.
DMS2.2
- Assists the group to achieve consensus in group goal setting.
-Considers feelings and needs of others in making decisions.
INS2.3
- Helps others to achieve set tasks.
- Develops friendships and support networks with a range of people.
Equipment and Teaching cues
 Assorted size balls (soft)
 Hula hoops x2
 Boundary markers
 Teacher’s role is to police rules and make certain that game is played fairly and that all students are involved. If students are not involved,
teacher may roll ball discretely towards them to encourage them to participate.
 Please count your teams balls; how many?
Part B - INVASION GAMES – PROFORMA – PDHPE (students are to use one part B proforma for each of the four invasion game, one page/game, 2 games S 2 + 2 games S 3
Name of the Invasion Game: Nothing but net
Stage 2
Explanation: The class will be split into two teams with one student from each team selected/volunteering to become goalie. The aim of the
game is to get netball from centre field to your team’s goal without the ball hitting the floor. Students can move with the ball but must toss
the ball in the air and catch instead of bouncing it as they jog. Students are expected to use strategy in passing the ball to their team
members to avoid interception from the opposing team. If the ball touches the floor at any stage, the ball will be turned over to the other
team. If the ball is bounced, the ball will also be turned over to the other team. Goalies will be swapped regularly to encourage
involvement and eliminate anxiety/frustration. The team with the most goals at the end of the game wins.
Why is this game important for this stage?
- Students will refine a sense of importance as an individual and as part of a team.
- Allows students to use decision making skills and strategic play in order to achieve a positive result.
- Students will recognise the importance of fair play.
What are the PDHPE skills involved in this game? How?
DMS2.2
- Considers individual strengths and limitations when allocating group roles, e.g. team positions.
I.e. choosing/volunteering goal keeper.
-Considers feelings and needs of others in making decisions.
Students will be asked to involve all classmates in the game, not just the athletic few.
INS2.3
-Helps others to achieve set tasks.
-Develops friendships and support networks with a range of people.
MOS2.4
-Throws over arm proficiently.
Equipment and Teaching cues
 Braids x2 colours
 Whistle
 Boundary markers
 Netball
 Throwing; aiming, check the distances, look for the best opening near or far.
Part B - INVASION GAMES – PROFORMA – PDHPE (students are to use one part B proforma for each of the four invasion game, one page/game, 2 games S 2 + 2 games S 3
Name of the Invasion Game: Whacky Whackers
Stage 3
Explanation: The class will be divided into two teams. The aim of the game is to use hockey sticks and ball to score a goal for your team.
The ball must only be hit with the stick five times and stay below knee height in order to try for a goal. All sticks must also stay below
elbow height to avoid injury. If the ball is hit by a team five times consecutively and a goal is not scored, the ball will turn over to the
opposing team. Each team must try to intercept the ball at all times that the opposition has possession. The team with the most goals wins.
There will be no goalie as the struggle is to hold possession of the ball for five strikes without interception. Interception will consequently
block the team from scoring, so a goalie is not necessary which means that all team members have a chance at playing the game.
Why is this game important for this stage?
- Students will refine a sense of spatial awareness and the importance it entails in invasion games.
- Students will use numeracy as well as physical skills when attempting to score.
- A sense of involvement will be felt with every player holding the same title in the game no matter of their physical skills.
What are the PDHPE skills involved in this game? How?
COS3.1
- Uses negotiation skills in group activities, e.g. games.
Students will negotiate space, direction and distance.
INS3.3
- Demonstrates actions that support the rights and feelings of others, e.g. fair play, consideration, encouragement, peer tutoring.
MOS3.4
- Varies running patterns to cater for sprinting, distance running, side stepping, dodging and defensive marking.
Equipment and Teaching cues
 Hockey sticks
 Hockey ball
 Braids x2 colours
 Boundary markers
 Whistle for teacher
 To encourage participation and eliminate boredom an extra ball may be thrown in to play.
 Hitting: Stop, look/aim, hold stick with both hands, swing stick back, keep under elbow height, swing forward, keep under elbow height, hit.
Part B - INVASION GAMES – PROFORMA – PDHPE (students are to use one part B proforma for each of the four invasion game, one page/game, 2 games S 2 + 2 games S 3
Name of the Invasion Game: Tag, You’re it
Stage 3
Explanation: The class will be split into two teams who will wear different coloured team tags to distinguish members. A try zone for each
team will be set up at each end of the boundary (adjacent). While all members stand in the boundary, the teacher will toss the ball into play
and blow the whistle. The aim of the game is to place the ball in the end zone and score one point by throwing over arm to team members.
If a player is tagged while holding the ball, they must turn the ball over to the opposing team and make their way to their end zone to
become a protector (taking their tag with them). The protector is there to try and tag incoming players. For each goal made by a team, one
of that team’s tagged protectors will be released. This game can be played with or without a scoring system
Why is this game important for this stage?
- Students will be able to decide how to act strategically to achieve a positive result for their team.
- Allows students to build upon their sense of team spirit and be involved in the outcome of the game.
- Students will experience spatial awareness in context.
What are the PDHPE skills involved in this game? How?
COS3.1
- Uses negotiation skills in group activities, e.g. games.
When and where to hit the ball and to who.
INS3.3
- Expresses and acts appropriately on concern for others.
Fair play is an important aspect of this game. The teacher must reiterate the importance that all students are involved.
-Demonstrates actions that support the rights and feelings of others, e.g. fair play, consideration, encouragement, peer tutoring.
MOS3.4
- Adapts throwing action to cater for different types of equipment for distance, accuracy and speed, e.g. netball, Frisbee, shot-put.
To encourage involvement, the teacher may incorporate a second ball of a different size/feel.
- Varies running patterns to cater for sprinting, distance running, side stepping, dodging and defensive marking.
Equipment and Teaching cues
 Braids x2 colours
 Soft ball e.g. volley ball. Tennis ball (as back up second ball)
 Boundary markers
 Whistle
 Over arm throw: Stop, aim/look, elbow bent, arm back, launch arm forward, release ball.
 Goal; 1 point to blue/red etc.
 Update score regularly e.g. 4-3 blues.
 Move to protector (tagged players): Look and block!
K-6 PDHPE BLANK LESSON PLAN PROFORMA – Part C Assignment 1 (students are to use one part C proforma for each of the four lessons to be planned)
LESSON: Road Safety 1/5
Related lesson outcomes (PDHPE & other KLAs):
SLES1.13, IRES1.11, TES1.2, RES1.6
Part & Timing
Introduction
STAGE: ES1 Kindergarten
Content (WHAT)
Students will begin to understand road
safety; i.e. what to do in certain
situations, what different signage
represents, and who can help them in
regards to road safety.
Teaching & learning strategies (HOW)
Students will be shown flashcards with road signs, hazards, and
people of authority e.g. police. They will be asked to describe
the card and why it is important to understand in regards to
road safety. This will give an initial understanding of road safety
and will aid in the completion of the lesson activities.
Resources
Flashcards
Body
Students will use information presented
in the introduction to enact and discuss
situations in relation to road safety.
45 minutes
What is a safe/unsafe situation?
How can I minimise risk to myself and
others, as well as who can help me in
relation to road safety?
Road safety stations will be set up in the classroom. Students
will be grouped and rotate through each station during the
lesson. There will be 3 stations and 3 groups to spend 15
minutes at each station.
Station 1: Groups will be presented with pictures of road signs
and must match the word that corresponds; e.g. stop sign =
stop. The group must then discuss why the sign is used and
what hazards could occur if they weren’t present.
Station 2: Students will draw a type of transport and write at
least 1 safe or 1 unsafe practice of travelling safely on such
transport e.g. In a car I must wear a seat belt.
Station 3: Groups are presented with a work sheet and are
required to match people of authority to certain road hazards
and road safety; e.g. A car accident = ambulance officer,
Speeding = police officer, Crossing the road = parent/adult. Etc.
Pictures of road signs:
stop, give way, pedestrian
crossing, traffic lights.
Word cards: stop, give
way.
Picture cards (of hazards):
Children crossing the
road.
Blank paper
Coloured pencils
Lead pencils
Worksheet: matching
pictures.
10 minutes
Conclusion
5 minutes
Students will reflect on road safety
procedures they have learnt throughout
the lesson with peers and teacher.
All students will sit on the floor and groups will be asked to
discuss/answer prompts from their teacher in regards to one
station each. The teacher will ask why certain situations are
safe/unsafe, what makes them safe/unsafe, what can be done
differently to make the situation safe/unsafe and who can help
them to reduce hazards.
Carpet area for students
to sit and discuss with the
teacher what they have
learnt.
Lesson Evaluation
If students complete an activity before 15 minutes has passed, the teacher must go to discuss the activity with them. Questions can be asked by both the
teacher and the student in this instance.
Are all students participating in activities and discussion? If not, would smaller groups be more effective?
K-6 PDHPE BLANK LESSON PLAN PROFORMA – Part C Assignment 1 (students are to use one part C proforma for each of the four lessons to be
planned)
LESSON: Nutrition 1/6
Related lesson outcomes (PDHPE & other KLAs):
PHS1.12, SLS1.13, WS1.9, VAS1.1, WMS1.5
Part & Timing
Content (WHAT)
Introduction
Understanding the food pyramid and
the importance of nutrition.
10 minutes
Body
45 minutes
Students will learn how to understand
the food pyramid in the context of
everyday life.
STAGE: 1, year 1
Teaching & learning strategies (HOW)
Class will sit on the floor with the teacher in front. Teacher will
briefly run through the importance of nutrition for mental and
physical health, as well as discussing components of the food
pyramid. A poster of the food pyramid will be stuck on the
board and will stay there for the lesson as reference during the
main activity. If the class has any questions, brief discussion can
occur in this time.
After the run through of the food pyramid, a few flash cards of
food types will be presented to the class by the teacher and
asked which food group they belong to; this is to make sure
that students have understood the information.
The teacher will then discuss the lessons activity; menu’s. The
instructions will be put on the white board for reference also.
Activities will be conducted at students’ tables. Students will
work independently but are encouraged to discuss their ideas
with the students around them. Students are required to design
a menu for a day at the beach on a hot summer day. Each menu
must have at least one food type from at least three food
groups. This lesson incorporates mathematic skill in making
sure they have the correct amount of food groups.
The second part of the activity will require students to write
why they chose the types of food they did and what food group
it belongs to.
Resources
Food pyramid poster
Blutac
Flash cards
Carpet area
White board
White board markers
Blank paper
Coloured pencils
Lead pencils
Conclusion
5 minutes
Nutrition and food pyramid evaluation
and understanding.
Students will stay in their seats and a few will be selected to
share segments of their menus and discuss why they chose the
food and what group it belongs to. The teacher will ask for
healthier or unhealthier options from the class to evaluate their
knowledge of the food pyramid. The teacher is to collect menus
and display them in the classroom to remind students of the
food pyramid and healthy food choices every day.
Blutac
Wall space to display
menus
Lesson Evaluation
Do students have an understanding of the food pyramid and why nutrition is important for mental and physical health? If not, does more time need to be
given in future lessons?
Did students work well individually or would future activities be completed best in groups?
If students finish the activities earlier than anticipated, concluding class discussion time can be appointed more time and depth to create deeper learning
for the children.
Did students understand the knowledge because it was in context to their lives? Ask the children if they did or did not like the activity and if they did or did
not find it hard.
Ask students if they have any questions. If yes, can this be discussed in further activities or answered on the spot?
K-6 PDHPE BLANK LESSON PLAN PROFORMA – Part C Assignment 1 (students are to use one part C proforma for each of the four lessons to be
planned)
LESSON: Peer Relationships 1/3
Related lesson outcomes (PDHPE & other KLAs):
IRS2.11, SLS2.13, RS2.6, DRAS2.3
Part & Timing
Content (WHAT)
Introduction
Saying no.
Who can help?
10 minutes
Body
45 minutes
Saying no.
STAGE: 2, year 4
Teaching & learning strategies (HOW)
Resources
Students will sit in a group and brainstorm ‘relationships’ –
Whiteboard
what are they, who do we have them with, why do we have
Whiteboard markers
them etc. At each meaningful suggestion, the teacher will
briefly discuss the topic. After brainstorming, the teacher will
discuss peer relationships and why they are important. Also, the
lessons activity will be stated i.e. role play
Students will be divided into groups and given a scenario. Each
group must discuss the scenario and what they would do in the
situation. After they have decided what is the safe/appropriate
action, students will create and perform a role play for their
scenario.
Once they complete their role play, students are to discuss who
could help them in their scenario e.g. teacher, police, parents,
friends etc.
Scenarios (to act out)
1. Your friend wants
you to steal from
the local shop,
but you don’t
want to. They are
your best friend
and you don’t
want anyone to
get in trouble.
What do you do?
2. You are being
bullied at school,
but you are afraid
to tell a teacher.
Who can you
speak to?
3. Your friend is
being pressured
by a year 6
student to not go
to class for the
day. You don’t
agree with this
situation and
want to stop it
from happening.
What can you
do?
Conclusion
5 minutes
Who can help?
Teacher will lead discussion while children are seated in their
groups of who could help in each scenario. Students are asked
to express their group ideas at this point with another brain
storming activity. Any further clarification may also be
addressed during the conclusion of the lesson.
White board
White board markers
Lesson Evaluation
Is each group working effectively? If not, move on to a class role play instead.
Did students enjoy the activity and learn about peer relationships? Ask questions during the activity and in conclusion of the lesson. Does more work need
to be done in future lessons?
Can students now express feelings to the correct person if needed? If not, assist them with ideas of who they can speak to about issues in and out of school.
K-6 PDHPE BLANK LESSON PLAN PROFORMA – Part C Assignment 1 (students are to use one part C proforma for each of the four lessons to be
planned)
LESSON: Personal Identity 1/6
Related lesson outcomes (PDHPE & other KLAs):
GDS3.9, IRS3.11, WS3.12
Part & Timing
Content (WHAT)
Introduction
What is identity?
10 minutes
Body
45 minutes
Who am I?
Personal Identity
Personal Goals
Computer skills
STAGE: 3, year 6
Teaching & learning strategies (HOW)
Class will sit on the carpet and brainstorm the
question ‘what is identity?’ and discuss
suggestions; e.g. why are they important aspects
of identity, does everyone have the same
identity?
After brainstorm, teacher will deliver instructions
for the class activity and students will return to
their seats.
Students are required to watch a video that
shows people from different nationalities singing
about diversity. After watching, students will
briefly link the video to the introduction of the
lesson by discussing personal identity as a group.
They will then use a computer to write a short
profile of themselves that will be made into a
class book. Each student will write about their
name (and the meaning, if they know it), age,
heritage (where they were born, what their
nationality is, etc), personal goals (short and long
term), and their favourite characteristics of
themself. Once their narrative is complete, the
teacher will print the story and students may add
pictures and further information to the book in
future lessons.
Resources
(Interactive) White board
White board markers
White board eraser
Computers
A4 Paper
Coloured pencils
Lead pencils
Sharpener
Eraser
Stapler
Printer/ink
Internet access/Interactive white board
Video found at:
http://www.youtube.com/watch?v=_BBEJYpumLU
Conclusion
5 minutes
Why is personal identity
important?
What makes you, you?
Class discussion regarding personal identity and
its importance will occur. The teacher’s job here
is to prompt answers from children by asking e.g.
what does personal identities mean to you, why
is personal identity important, why are we all
different, etc. Various answers will be written on
colour board (by teacher or student) and
displayed in the classroom to promote self
awareness and self confidence within the
students as they establish an understanding of
personal identity.
Colour board
Blutac
Wall space to display boards
Textas
Lesson Evaluation
Are all students comfortable expressing their personal identity with the class? If not, is there a reason?
Are there any fragile issues that need to be addressed by the teacher e.g. triggers of past experience, home life, etc for students?
Question students about personal goals and offer support if applicable.
If computers are not available, have students hand write their story; one page each.
Do students enjoy their work being published into a book? Ask students if they think it is or is not okay. Why/ why not? Teacher should try to boost
confidence of all children’s work so they feel happy about being published in future lessons.