Health and Physical Education Prep (Foundation) Term 2
How to Keep My Changing Body Healthy
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Unit Title:
Achievement
Standard
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Why is it important to keep our bodies healthy when it is changing?
HEALTH UNIT: Students explore how their bodies are growing and developing and the actions that will keep them healthy,
such as diet, hygiene and physical activity.
PHYSICAL UNIT: Students develop the object control skills of rolling, catching, bouncing, throwing, and kicking through active
participation in activities, games and movement. challenges. They will use personal and social skills to follow rules and
cooperate with others.
By the end of Foundation Year, students recognise how they are growing and changing. They identify and describe the
different emotions people experience. They recognise actions that help them be healthy, safe and physically active. They
identify different settings where they can be active and how to move and play safely. They describe how their body responds
to movement.
Students use personal and social skills to include others in a range of activities. They demonstrate, with guidance, practices
and protective behaviours to keep them safe and healthy in different activities. They perform fundamental movement skills
and solve movement challenges.
Students will be given the opportunity to engage in movement and physical activity. Students will be aware of the
importance of physical activity in daily life.
HPE Strands
Health
Personal, social and community
health
Being healthy, safe and active
Communicating and interacting
for health and wellbeing
Content Descriptions
Knowledge and Understandings
Being healthy, safe and active - Name parts of the body and
describe how their body is growing and changing (ACPPS002)
Contributing to healthy and active communities - Identify
actions that promote health, safety and wellbeing
(ACPPS006)
Assessment (A)
Assessment For Learning
Assessment As Learning
Contributing to healthy and active
communities
Physical
Movement and Physical Activity
Moving our body
Understanding movement
Learning through movement
Moving our body - Practise fundamental movement skills and
Assessment Of Learning
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)
Focus Areas HPE
Alcohol and other drugs (AD)
Food and nutrition (FN)
Health benefits of physical activity (HBPA)
Mental health and wellbeing (MH)
Relationships and sexuality (RS)
Safety (S)
Learning Framework
Cross Curricula
Priorities
Community Contributor
Leader and Collaborator
Catholic Ethos
Aboriginal and Torres Strait Islander
Histories and Cultures
Active play and minor games (AP)
Challenge and adventure activities (CA)
Fundamental movement skills (FMS)
Games and sports (GS)
Lifelong physical activities (LLPA)
Rhythmic and expressive activities (RE)
Active Investigator
Effective Communicator
Social Emotional Learning
Asia and Australia’s Engagement with
Asia
Designer and Creator
Quality Producer
Inclusive Education
Sustainability Education
General Capabilities
Literacy
Critical and Creative Thinking
Intercultural Understanding
Numeracy
Ethical Understanding
ICT
Personal and Social Capability
Links to other Learning Areas: Australian Curriculum: HPE
Links to other LA’s
Religion, Circle Time and Sel
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
The PE and Health activities listed below are a guide to support achievement standards and the Content Descriptors.
Learning and Teaching Strategies
Week 1
1 Engage
2
3
4
5
6
7
Cross Curricular Priorities
Sustainability
General Capabilities
Literacy, Critical Thinking, Personal and Social Capability and Ethical Understanding
8
9
10
Engage ⇒
Explore ⇒
Explain ⇒
Elaborate ⇒
Engage
Lesson 1 / Physical - Time 60 mins - Throughout this PE unit, it is important to take notes and observe children’s participation, effort
and general skills over time.
This clip will assist teachers with their understand how to bounce pass a ball to a partner.
https://www.youtube.com/watch?v=EqJe5XuEUMo
Rules and Expectation
Outside rules and expectations will need to be discussed. E.g. safety, sportsmanship, encouragement, taking turns
resilience, patience and encouragement.
How to bounce to a partner/off a wall (if you have sufficient space to do this).
Warm up: Animal walks
1 DONKEY KICK: squat down, then rock forward on to both hands and kicks backwards with both feel (like a donkey kicking).
2 BUNNY HOP: squat with both hands placed flat on the floor and knees together between the arms. Reach forward with hands and
then jump feet up to hands. Note: hands move first, followed by feet.
3 SEAL SLIDE: lie face down, with hands palms down under the shoulders. Straighten arms to lift the upper body off the ground. Walk
the hands forwards. Weight is taken through the arms with legs dragging on the ground. Try not to sag too much in the lower back.
4 BEAR WALK: start with weight on all fours (hands and feet). Move one side of the body, then the other. Nite: hand and foot on one
side of the body work as a unit, lifting from the floor and moving together.
5 KANGAROO JUMPS: jump off the ground using a take-off from two feet. Have hands in front of the body to imitate a kangaroo’s
paws.
Lesson:
Equipment (preferred): spikey balls (enough with one for each child, or one between two)
1. Once warmed up, ask children to sit in front of you and run through safety rules. Expectations will need to be discussed before
every PE lesson. e.g. safety, sportsmanship, encouragement, taking turns, resilience and patience. Ask students how we can
play safely, eg hands and feet to ourselves, use kind words to each other.
2. Distribute balls between children. If you only have enough for half the class, have the other half of the class sit be the audience. Today
we will be bouncing balls! What does ‘bouncing’ mean? Ask a child to demonstrate a bounce. Process: Begin bounces sitting down for
easier control. Progress to knees and then finally standing. Stand with feet stationary, shoulder width apart holding the ball at waist
Evaluate
Resources
Health Template 1
Spikey balls
CD player/ipod
Hula hoops
https://www.youtube.c
om/watch?v=EqJe5XuEU
Mo
height. Push ball straight down with both hands. Talk about not bouncing too hard or it will be hard to control. Catch bounced ball
with fingers spread and pull the ball into the body.
3. Game: Bounce Ball Freeze
Equipment: 1 ball and 1 hoop per child, CD player/ipod with music with a beat or pop song.
Process: Area to do activity (cement). Children stand by a hoop with a ball and bounce the ball in their hoop until the music stops, then
run to bounce the ball in a different hoop.
Variations: bounce to a beat, bounce to counting, bounce to a nursery rhyme.
Warm down:
Standing balances: stand on one leg like a bird, stand on one leg and swing the other like a pendulum. Stand on tiptoe, stand on both
feet with eyes open then shut. Stand on one foot with eyes open, then shut, bend your head from side to side. Twist while standing on
the spot.
Lesson 1/ Health - Time 60 mins
A healthy person / How do we change as we grow?
What does a healthy person look like/do?
Children explain what a healthy person looks like or does that make them healthy. Label a body outline (Buddy) and group
suggestions. What does your family do to keep healthy? Create a word wall of ideas. How have we grown/changed since we were
babies? We are now old enough to make choices about food, water and exercise.
HEALTH TEMPLATE 1: How I keep healthy. Children draw an example eg dancing, soccer, swimming etc. and complete
sentence I keep healthy by: ______________.
Health and Physical Education Metalanguage
growing, changing, safety, wellbeing, movement, skills, games, equipment, sequence, fundamental, cooperation, trial & error, test,
solution, rules, healthy, judgement, rolling, kicking, bouncing, throwing,diet, hygiene, catching and bodies.
Reflection
Whole Class Discussion
Explain what a healthy person may look like.
During our physical lesson explain three things which worked well and one thing we need to improve on for next lesson.
Assessment
Opportunities
Week 2
1
2 Explore
3
4
5
6
7
Cross Curricular Priorities
Sustainability
General Capabilities
Literacy, Critical Thinking, Personal and Social Capability and Ethical Understanding
Engage ⇒
Explore ⇒
Explain ⇒
8
Elaborate ⇒
Explore
Lesson 2 / Physical - Time 60 mins
This clip will assist teachers with their understand how to dribble a ball to a partner. https://www.youtube.com/watch?v=HmlJjskzjuo
Rules and Expectation
Outside rules and expectations will need to be discussed. E.g. safety, sportsmanship, encouragement, taking turns
resilience, patience and encouragement.
Preparation (make sure balls are well inflated for this lesson)
Warm up: Animal walks
1 DONKEY KICK: squat down, then rock forward on to both hands and kicks backwards with both feel (like a donkey kicking).
2 BUNNY HOP: squat with both hands placed flat on the floor and knees together between the arms. Reach forward with hands and
then jump feet up to hands. Note: hands move first, followed by feet.
3 SEAL SLIDE: lie face down, with hands palms down under the shoulders. Straighten arms to lift the upper body off the ground. Walk
the hands forwards. Weight is taken through the arms with legs dragging on the ground. Try not to sag too much in the lower back.
4 BEAR WALK: start with weight on all fours (hands and feet). Move one side of the body, then the other. Nite: hand and foot on one
side of the body work as a unit, lifting from the floor and moving together.
9
10
Evaluate
Resources
Health template 2
Basketballs/spikey balls
hula hoops (one
between two)
tennis balls (optional)
https://www.youtube.c
om/watch?v=HmlJjskzju
o
5 KANGAROO JUMPS: jump off the ground using a take-off from two feet. Have hands in front of the body to imitate a kangaroo’s
paws.
Lesson: Dribbling
What does this look like? Dribbling is continuous bouncing and then moving whilst bouncing.
Distribute spiky balls and if necessary ask some children to be an audience for the other group (if there are not enough balls).
Demonstrate how to dribble (what does this look like?) as well as (what it should not look like).
Give children the opportunity to do the following:
Try dribbling the ball whilst standing still.
Now try it while walking around. Which is more difficult?
Now try it while walking around and looking where you are going. Which is more difficult?
Try dribbling the ball with a flat hand, with your fingers, and slapping it, and pushing down.
Which works best for you? Why?
Ask children to demonstrate to the rest of the group - ‘good dribbling!’ You might like to try tennis balls as well with one hand (this is
tricky!)
Game: Find a hoop!
You will need a whistle for this one!
Use in an open flat area with students and hula hoops randomly spaced within the area. Students bounce the ball in a restricted area
of the open space. When the teacher blows the whistle, students run to a hoop (one pair per hoop) and bounce the ball a designated
number of times. Change leaders frequently.
Warm down:
Body movements: Children lie on their backs, feet out and arms by their sides. Ask them to move right arm and left leg together. Pat
forehead with right hand and kick left leg. Make a circle in the air with the right foot (or any foot if they don’t know left/right yet!)
Deep breathing with eyes closed to the count of ten.
Lesson 2/ Health - Time 60 mins
Relationships, Caring For Others
Relationships – love, care, belonging.
Children can bring a photo of themselves with their family or as a baby for this lesson to use for class discussion.
Read “John Brown, Rose and the Midnight Cat” or similar story about caring for a pet or family. Discuss how we care for others,
perhaps younger siblings or pets, our garden at school etc. What do our parents or older siblings do for us? Is it different from
when we were a baby and couldn’t do many things by ourselves? Children will then draw a picture of who cares for them and who
they care for, in a large heart. HEALTH TEMPLATE 2.
Health and Physical Education Metalanguage
Assessment
Opportunities
growing, changing, safety, wellbeing, movement, skills, games, equipment, sequence, fundamental, cooperation, trial & error, test,
solution, rules, healthy, judgement, rolling, kicking, bouncing, throwing,diet, hygiene, catching and bodies.
Reflection
Whole Class Discussion
Explain why it is healthy to build good loving relationships
During our physical lesson explain three things which worked well and one thing we need to improve on for next lesson.
Week 3
1
2
3 Explore
4
5
6
7
Cross Curricular Priorities
Sustainability
General Capabilities
Literacy, Critical Thinking, Personal and Social Capability and Ethical Understanding
Engage ⇒
Explore ⇒
Explain ⇒
Explore
Lesson 3 / Physical - Time 60 mins
This clip will assist teachers with their understanding how to throw and catch to a partner.
Elaborate ⇒
8
9
10
Evaluate
Resources
Physical
https://www.youtube.co
https://www.youtube.com/watch?v=Eclsfy94tDE
Rules and Expectation
m/watch?v=Eclsfy94tDE
Outside rules and expectations will need to be discussed. E.g. safety, sportsmanship, encouragement, taking turns
resilience, patience and encouragement.
Health template 3
https://www.youtube.co
m/watch?v=gdCNTqukm
WM
Throwing at a target (hoops and baskets) and throwing to a partner (catching for ball game practice in preparation for sports day)
Warm up: Have a quick stretch first, legs, arms, jog on the spot to the count of ten. Then play a game of: What’s the time Mr Wolf?
Have children line up at one end of a large grassy area. Have one child (or the teacher) stand at the other end of the field with their
back facing the group. Children call out: “What’s the time Mr Wolf?” The “Wolf” (teacher) then calls out a time eg “10 o’clock”.
Children count and take that number of strides towards the “wolf”. Continue until the wolf is ready to call out ‘dinner time’ in which
children then run back to the start without being caught for dinner!
Lesson: Throwing/catching and chest passing (This would be a good lesson for buddies (older children) to model to Preps).
Distribute spikey balls and if necessary ask some children to be an audience for the other group (if there are not enough balls).
Using either a school officer or a student, demonstrate how to throw and catch appropriately. Talk about how we aim to throw from
the chest and to the other person’s chest.
Put children into pairs and give each pair a ball. They can revise dribbling from the previous week and then swap with their partner
for 5 mins.
Skills:
Try throwing the ball with your feet together.
Now throw and step forward with the same leg as your throwing arm.
Now throw and step forward with the opposite foot.
Which way was best? Why?
Stop and ask children to take a seat while discussing catching skills.
What should your arms do when you catch a ball?
Should they stay straight?
Should they stay bent?
Should they be straight at first and then bend?
Which is the best way?
Why do our arms bend as we catch a ball?
What happens to your arms as you catch the ball? Is there a difference?
Give children more time to practice throwing to each other, then try swapping partners to mix up pairs.
Game:
Balls used for ball game
practice
Hula hoops
Baskets (laundry
baskets or plastic
containers are fine)
Now put all these skills into practice!
Ball game practice for sports day: Corner spry or Leader/Captain ball.
Corner spry: Divide your class into groups of 4 – 6 players (more involves too much standing around in our opinion.)
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If you have a multipurpose court, painted square / rectangle or even just a square marked out by cones, have each team move to a corner.
One player stands in the corner with the others fanning around in a semi-circle, approximately 2m from the player in the corner.
Using a ball of your choice or beanbag, the player in the corner throws the ball to the player on the far left hand side.
The recipient of the ball/beanbag throws it back (the throw and catch must be completed or it must be repeated.)
This sequence is repeated to every player until the player on the far right hand side is reached.
When this player receives the ball/beanbag they replace the player in the corner and as everyone rotates in a clock-wise direction, the
process starts again.
Once every player has had a turn in the corner and the player who started in the corner is back there, everyone sits down to indicate that
they have finished.
(image courtesy of http://teachersinsport.wordpress.com)
Leader ball/captain ball:
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Have two teams lined up with the captain of each team standing one metre away from the first person on the team.
To start the game, the captain throws the ball to the first player in the line who then throws the ball back and sits down.
The captain throws the ball to the next player, who throws the ball back and sits down.
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The
The
The
The
player continues in this way until all players have had a turn.
last player catches the ball and runs to the captain to replace him.
new captain now repeats the throwing of the ball to each player.
first team to complete have every player be the captain wins the game.
Warm down:
Catch up ball: Children stand in a circle close to each other. Three balls are given to three children. The children receive and pass
each ball around the circle. Try to catch up to the ball in front. Take time to stretch once finished, drink and deep breathing to ten.
Lesson 3/ Health - Time 60 mins
Hygiene at home and school
Hygiene – what do I need to do to keep myself clean? Create a large word wall or concept map of examples such as: Bath/shower
daily, clean teeth, clean hair, clean nails, and keep the environment clean. What happens if we don’t do all these things?
Why do we need to wash? Read “The Pirate Who Wouldn’t Wash” by Michael Salmon or similar story. Cut and paste activity, things
we use to keep clean. HEALTH TEMPLATE 3.
Watch youtube video (Sesame street) https://www.youtube.com/watch?v=gdCNTqukmWM
(Bert sings: I gotta be clean)
Health and Physical Education Metalanguage
growing, changing, safety, wellbeing, movement, skills, games, equipment, sequence, fundamental, cooperation, trial & error, test,
solution, rules, healthy, judgement, rolling, kicking, bouncing, throwing,diet, hygiene, catching and bodies.
Reflection
Whole Class Discussion
Explain what good and bad hygiene looks like
During our physical lesson explain three things which worked well and one thing we need to improve on for next lesson.
Assessment
Opportunities
Week 4
1
2
3
4 Explain
5
6
7
Cross Curricular Priorities
Sustainability
General Capabilities
Literacy, Critical Thinking, Personal and Social Capability and Ethical Understanding
Engage ⇒
Explore ⇒
Explain ⇒
8
Elaborate ⇒
Explore
Lesson 4 / Physical - Time 60 mins
This clip will assist teachers with their understanding of how to kick a soccer ball https://www.youtube.com/watch?v=17ZrGdbGdIQ
Rules and Expectation
Outside rules and expectations will need to be discussed. E.g. safety, sportsmanship, encouragement, taking turns
resilience, patience and encouragement.
Warm up
Have a quick stretch first, legs, arms, jog on the spot to the count of ten. Then play a game of TRAFFIC LIGHTS. The leader calls either
GREEN (move freely within the space), ORANGE (jog, skip, jump on the spot) or RED (stop/freeze!).
Kicking: Explain that this involves using force with your foot or leg, it is a striking action executed with the feet.
Kicking skills: watch the ball, keep the ball close to the feet, walk and give short pushes with the inside of the foot, lean the body
towards the ball.
● We aim to keep the ball in front of your body.
● Control the ball before trying to move at speed
9
10
Evaluate
Resources
Physical
3 Soccer Kicks You Must
Know https://www.youtube.c
om/watch?v=17ZrGdbG
dIQ
Soccer balls
Markers
Health template 4
https://www.youtube.c
● use alternate feet to push the ball from the inside of the foot
● use appropriate sized balls for Prep aged children
● Encourage kicking with the non-preferred foot after technique has been mastered with the preferred foot.
Lesson:
Distribute soccer balls and if necessary ask some children to be an audience for the other group (if there are not enough balls).
Using either a school officer or a student, demonstrate how to kick to another person. Talk about how we try to kick with aim for the
other persons feet or to a target area.
Ask children to push or tap the ball around the space. They should keep the ball close to their feet at all times. Whistle freeze: Teacher
will blow a whistle as the signal to stop the ball by placing a foot on the ball. Try changing direction when the whistle blows or dribble
along a line. Dribble (small kicks - explain the difference when we use our feet) the ball around a circle or in and out of a line of well
spaced markers.
Target kicking: line up all children in a line (one behind the other) give each child a chance to kick as far as they can down the field.
Who has kicked the furthest? Now try kicking to a marker (set up 3, one near, one in the middle and one far away). Children can try to
kick to the furthest marker to get the most points (eg. the furthest marker could be 20 points, middle marker 10 and closest 5 points).
Game: (if time!)
Ducks and cows: 1 ball per child in a grassy area. Form two teams - students close their eyes - the teacher taps some students on the
shoulder who are now “ducks”. The remaining students will be “cows”. On the teacher’s signal (whistle or other) students open their
eyes and dribble the ball quacking or mooing until they find all their other teammates until there is one group of ducks and one group
of cows. Variations: choose other animal noises or transport etc.
Warm down:
Animal walks: TURTLE WALK: hands and feet on the ground spaced widely apart. Move with small steps.
PENGUIN WALK: Feet together, legs stiff. Have arms at side with hands out. Shuffle along.
Drink and stretch to finish lesson.
Lesson 4/ Health - Time 60 mins
Illness & safety / Who helps us?
What happens when we are unhealthy? Health problems – What can go wrong with us?
Everyone gets sick sometimes, even animals. List some examples: Colds, flu, nits, accidents, cuts, scrapes, broken bones, childhood
illnesses - chicken pox etc.
om/watch?v=HEIZWBDa
xCU
What can we do to prevent us getting sick/hurt? (injections, play safely, washing hands after toileting etc, disposing of tissues,
covering mouth when cough etc.) Who can I go to if I am not well? Brainstorm sources of help within school and community (Dr,
dentist, optometrist). Watch youtube video about people that keep us healthy: THE DENTIST
https://www.youtube.com/watch?v=HEIZWBDaxCU (A child’s first dentist visit).
What products do you have at home that keep you healthy/safe? Who decides what products you use at home? (Mum, Dad?)
HEALTH TEMPLATE 4: Children can draw an example of something that helps keep them healthy/safe. Eg toothpaste, soap,
multivitamin, seatbelt in the car, car seat, security screens, fire alarms etc.
Health and Physical Education Metalanguage
Assessment
Opportunities
growing, changing, safety, wellbeing, movement, skills, games, equipment, sequence, fundamental, cooperation, trial & error, test,
solution, rules, healthy, judgement, rolling, kicking, bouncing, throwing,diet, hygiene, catching and bodies.
Reflection
Whole Class Discussion
Discuss with a partner a time when you felt unhealthy… Who helped with your medication?
During our physical lesson explain three things which worked well and one thing we need to improve on for next lesson.
Week 5
1
2
3
4
5 Explain
6
7
Cross Curricular Priorities
Sustainability
General Capabilities
Literacy, Critical Thinking, Personal and Social Capability and Ethical Understanding
Engage ⇒
Explore ⇒
Explain ⇒
Elaborate ⇒
8
9
10
Evaluate
Explore
Resources
Lesson 5 / Physical - Time 60 mins
This clip will assist teachers with their understanding of how to play Tunnel Ball - https://www.youtube.com/watch?v=9UuhXSueqmI
Rules and Expectation
Outside rules and expectations will need to be discussed. E.g. safety, sportsmanship, encouragement, taking turns
resilience, patience and encouragement.
Warm up
Stretch arms, legs etc. Activity: Make a group - Players jog around the inside of a square or rectangle space (like a basketball court).
The teacher calls a number and the players quickly form groups of that size.
Rolling – roll to a partner, ten pin bowling, ball games (practice in preparation for sports day - TUNNEL BALL)
Lesson: Use questioning: What does rolling look like? Demonstrate with another child or school officer. How can you make the ball
roll straight? How can you stop the ball bouncing before it rolls? How can you make the ball roll quickly?
Skills: Eyes on target while rolling. Face the direction of the roll. Hold the ball with your fingers not in your palms. The ball should not
bounce when it rolls.
Ask children to try holding the ball:
● between their knees
● using only their elbows
● with just their wrists
● with fewer and fewer fingers
● up high and down low with their right then left hand
Pair children and ask them to sit facing each other with their legs out wide to make a diamond shape (feet touch partners feet) now
gently roll the ball from one partner to the other. Try to push ball back with two hands to see if it can reach their hands correctly.
Line up skittles along a line (horizontal) and see if children can knock down ONE pin.
Game
TUNNEL BALL
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Divide players into two teams and have them line up in a straight line facing the same direction with their legs standing apart
to form a tunnel.
The player at the end of the line turns to face the other way and stands with their knees bent and their head down looking
for the ball as it comes through the legs.
Health template 5
https://www.youtube.c
om/watch?v=FpReboLZF
x8
Use larger heavier balls
such as a soccer
ball/basket ball.
Skittles (pins)
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The two players at the front of each line rolls the ball through the team member's legs at the same time.
Once the ball has reached the end, that player picks up the ball and runs to the start of the line and starts to roll the ball
through the tunnel of legs again.
The game continues until all players have had a turn and the fastest team wins.
Warm down:
Mirror Movements: Children mirror slow motion movements made by the teacher. Big circle arms like an elephant, small slow steps
like an astronaut, waving arms like a river etc. Stretch and drink to finish.
Lesson 5/ Health - Time 60 mins
Fitness Being Active
Why do we need to be fit? What does fit mean? What does a ‘fit’ person do every day? It is not just about lots of exercise, but
eating right too!
Prior preparation: collect several examples through google images or similar to demonstrate examples of “active/inactive”
people. Explain what active and inactive mean. Once children have seen every picture, ask them to now look closely again to
see if they can identify ‘active’ people.
Ask children to run on the spot and time them for 20 seconds. How do we feel? Now let’s try 30 seconds, how do we feel
now? Do we need a rest?
Stress the importance of rest and the importance of getting enough sleep. What happens if we do not sleep? Pair off children and
ask them to ‘think and share’ their ideas about what would happen if we don’t get enough sleep? Is this unsafe? Why?
Students can create in their pair group a picture and perhaps a caption of why we need to be active or why we need to get rest.
Model this before children begin.
At the end of the lesson, children can share their pictures and then watch Youtube video: “Everybody sleeps” (Sesame Street)
https://www.youtube.com/watch?v=FpReboLZFx8
Health and Physical Education Metalanguage
growing, changing, safety, wellbeing, movement, skills, games, equipment, sequence, fundamental, cooperation, trial & error, test,
solution, rules, healthy, judgement, rolling, kicking, bouncing, throwing,diet, hygiene, catching and bodies.
Assessment
Opportunities
Reflection
Whole Class Discussion
In groups of 6 draw and discuss what an unhealthy person would look like.
During our physical lesson explain three things which worked well and one thing we need to improve on for next lesson.
Week 6
1
2
3
4
5
6 Explain
7
Cross Curricular Priorities
Sustainability
General Capabilities
Literacy, Critical Thinking, Personal and Social Capability and Ethical Understanding
Engage ⇒
Explore ⇒
Explain ⇒
8
9
Elaborate ⇒
Explore
Lesson 6 / Physical - Time 60 mins
Warm up
Musical hoops - Spread different coloured hoops around the ground. Maybe run a quick girls game and a quick boys game or play with
the whole class. Children move around the space (run, skip, crawl etc.) until teacher shouts "hoop". The teacher covers their eyes and
counts slowly to 3. Children have this time to run to a hoop. The teacher says the colour of one hoop. Everyone in this hoop is out.
Repeat until you have a winner. Variation: Children who are out or who are unable to participate can close their eyes and select the
hoop colour. (Music is optional for this game!)
Rules and Expectation
Outside rules and expectations will need to be discussed. E.g. safety, sportsmanship, encouragement, taking turns
resilience, patience and encouragement.
This lesson will be a combination of skills, stations set up (ten pin bowling, target toss, bouncing with basketballs, ball game station)
10
Evaluate
Resources
Health template 5
Equipment from
previous lessons: spikey
balls, hula hoops, soccer
balls, basketballs, ten
pin bowling set or
similar.
This lesson will combine previous lessons to revise all skills learned throughout the unit. (throwing/catching, bouncing, dribbling,
kicking, rolling).
You will need at least one school officer for this activity, or perhaps some parent volunteers.
Set up stations either before the lesson or have the school officer to set up while you are getting children to warm up during the
musical hoop game.
Station 1: Ten pin bowling (or knock em downs)
Station 2: Target toss (hula hoops and either bean bags (if you have a shortage of balls for all activities) or spikey/soccer balls
Station 3: Bouncing/dribbling (basketballs)
Station 4: Ball game (will need supervision) - either leader ball, corner spry or tunnel ball
Station 5: Soccer dribbling relay (markers and soccer balls)
Station time for each activity will be approx 10 mins. Use a timer or similar to keep track of time!
Objective at each station:
Station 1: Ten pin bowling procedure: Children line up and take a turn at rolling ball to knock down pins. Once they have had their turn
they go to the end of their line for another turn. In this time frame of 10 mins children should get approx 2 turns each after taking the
time to set up the pins for the next player.
Station 2: Target toss procedure: Simply set up hula hoops in a row (horizontally 5 o 6) and then have children take turns throwing into
each hula hoop. Once they have collected their ball/bean bag they can hand them to the next child for their turn.
Station 3: Bouncing/dribbling procedure: (Supervision will be required for this activity). This will need to be set up on a cement area so
that children can bounce properly. Make sure balls are well inflated before the lesson! Set up some markers as a boundary for children
to stay inside during this station. Children can count to 10 for different drills - 1. Bounce with one hand 2. bounce with the other hand.
3. Bounce with two hands. 4. Bounce and walk in a circle. 5. Bounce with one hand then the other. 6. Bounce and catch. 7. Bounce
with one hand behind your back. 8. Bounce with the other hand behind your back. 9. Bounce and clap before catching! (tricky!) 10.
Bounce and count to 20!
Station 4: Ball game procedure: (see previous lessons regarding ball games if unsure of setup) Supervision is required for this station. If
timed correctly you should be able to get through one game before moving to a new station.
Station 5: Soccer dribbling procedure: set up markers for two teams (one if you are short on numbers) and run just like a regular relay
race with children zig zagging between markers dribbling the soccer ball with their feet.
Warm down:
Do these stretches slowly – never to the point of discomfort. Hold each stretch for six to eight slow, deep breaths. Imagine
releasing muscle tension with each exhale. Begin each stretch standing up, and feel free to rest one hand on something for
balance if necessary.
● Calf and hip stretch. Take a giant step forward with your left foot. Bend your left knee (but don't push it beyond your foot); keep your right heel
on the ground and your right leg straight behind you. Keep your abdominal muscles gently contracted so there's no excess arch in your back.
You should feel the stretch in both your right calf and hip. Hold for several deep breaths. Then switch legs and repeat.
●
Back and hamstring stretch. Stand with your feet together and your knees slightly bent. Lean forward from the waist and let your arms and
head hang loosely toward the ground. Don't necessarily try to touch your toes – just let your body hang under its own weight and ease into the
stretch with each deep exhale. Slowly stand up (to avoid light-headedness) and repeat.
●
Shin and thigh stretch. Grasp your right toes with your right hand, and gently pull your foot up behind you, keeping your right knee pointed
toward the ground. Your heel doesn't have to reach your buttocks – just pull to the point of feeling a gentle stretch in the front of the thigh, hip,
and shin. Hold for several deep breaths. Then switch legs and repeat.
Lesson 6 / Health - Time 60 mins
Food As fuel – Healthy food pyramid (most, moderate, least)
FOOD as fuel (MOST, MODERATE, LEAST)
This lesson will be exposure to the healthy food pyramid. What is the healthy food pyramid? Go to:
http://www.nutritionaustralia.org/national/resource/healthy-living-pyramid for a good example to show the class.
Discuss foods in each section of the pyramid. Talk about what the words MOST, MODERATE and LEAST mean.
If possible, get some non-fiction titles (prior to the lesson) from the library as a selection of materials to refer to throughout the lesson
or to read to the class.
Talk about the foods we should eat most, moderately, and least of. Have children colour pictures and stick them into each of the
areas of the pyramid. HEALTH TEMPLATE 5. What health problems can we have (what happens to our body?) if we eat too much
from the least group or not enough from the most group?
Share answers with the class and talk through types of food we should be eating most. What do we have in our lunchboxes today?
How many “most of” foods do you have in your lunchbox?
Maths integration: In my lunchbox – Have children look at what is in their lunchbox and draw a picture. Compare and contrast to the
food pyramid. What are the most popular foods in lunchboxes? – create a picture graph to reflect findings.
Health and Physical Education Metalanguage
growing, changing, safety, wellbeing, movement, skills, games, equipment, sequence, fundamental, cooperation, trial & error, test,
Assessment
Opportunities
solution, rules, healthy, judgement, rolling, kicking, bouncing, throwing,diet, hygiene, catching and bodies.
Reflection
Whole Class Discussion
Explain why people may eat unhealthy foods, when they know unhealthy foods are bad for their bodies.
During our physical lesson explain three things which worked well and one thing we need to improve on for next lesson.
Week 7
1
2
3
4
5
6
7 Elaborate
Cross Curricular Priorities
Sustainability
General Capabilities
Literacy, Critical Thinking, Personal and Social Capability and Ethical Understanding
Engage ⇒
Explore ⇒
Explain ⇒
8
9
Elaborate ⇒
Explore
Lesson 7 / Physical - Time 60 mins
Rules and Expectation
The last two weeks will be for assessment purposes. Checklist all children over the two weeks whether children have mastered each of
10
Evaluate
Resources
You will need a school
officer to set up
the skills demonstrated throughout the unit. Adapt the checklist for children with special needs or impairments. Continue PE lesson as
normal with a warm up and a warm down routine.
Warm up: Get children to jog on the spot for the count of 10, stretch legs/arms and then play a ball game (choose one that you
haven’t already used in the previous lesson stations) Options that you will have worked on are: corner spry (throwing/catching),
tunnel ball (rolling), leader ball (throwing/catching).
Checklist: An easy way to checklist children is to perhaps write their names in alphabetical order when grouping them so that you can
easily track them on your marking sheet. Set up an obstacle course so that each skill is included. Mark each child as they move through
the obstacle course and complete each activity. Don’t worry if you don’t get each child completed on your checklist as they will get
another chance in the following week.
Obstacle course set up:
1. Bounce the ball 3 times with one hand then the other. (checking for control of the ball, how hard children bounce etc)
2. Roll the ball from one marker to the other (checking for accuracy, use of arm movement to control direction etc)
3. Kicking a soccer ball (dribbling) between 5 markers set up in a zig zag fashion.
4. Throwing a ball into a bucket/plastic container (less than 2m away). (target toss, checking for accuracy of aim and use of two
handed chest pass)
5. Catching (spikey ball or similar) use a school officer or other adult for this activity. You could also get the previous child from each
turn to take place throwing if you do not have spare activity.
Checklist children one at a time. The rest of the class can either watch so they can be ready for their turn or you can give them a
worksheet or similar to complete if supervision is an issue. Worksheet can be found here.
Warm down: Do these stretches slowly – never to the point of discomfort. Hold each stretch for six to eight slow, deep breaths.
Imagine releasing muscle tension with each exhale. Begin each stretch standing up, and feel free to rest one hand on something for
balance if necessary.
● Calf and hip stretch. Take a giant step forward with your left foot. Bend your left knee (but don't push it beyond your foot);
keep your right heel on the ground and your right leg straight behind you. Keep your abdominal muscles gently contracted so
there's no excess arch in your back. You should feel the stretch in both your right calf and hip. Hold for several deep breaths.
Then switch legs and repeat.
●
Back and hamstring stretch. Stand with your feet together and your knees slightly bent. Lean forward from the waist and let
your arms and head hang loosely toward the ground. Don't necessarily try to touch your toes – just let your body hang under
equipment for this
activity if possible and to
help with supervision
while you complete the
checklist.
its own weight and ease into the stretch with each deep exhale. Slowly stand up (to avoid light-headedness) and repeat.
●
Shin and thigh stretch. Grasp your right toes with your right hand, and gently pull your foot up behind you, keeping your right
knee pointed toward the ground. Your heel doesn't have to reach your buttocks – just pull to the point of feeling a gentle
stretch in the front of the thigh, hip, and shin. Hold for several deep breaths. Then switch legs and repeat.
Lesson 7 / Health - Time 60 mins
Celebration foods (multicultural/family events) Planning an event!
Celebration food – Talk about the different celebrations we have during the year and talk about the different foods eaten. (Birthdays
and parties, Easter, Christmas etc) This might be a good lesson to involve different cultures within the class and their national foods or
traditional dishes. Discuss the concept of moderation and enjoying celebration food only at celebrations. Why can’t we eat party food
every day? Discuss what makes these meals different to the ones we eat every day and at school. e.g. breakfast foods, take-away etc.
Plan a celebration for school – a ‘healthy lunch’. Put into practice all that they have learned throughout the health unit. Healthy
lunch – hold a healthy lunch at the school. Children are involved in writing the menu, writing the shopping list, shopping,
preparing food, writing invitations to principal and deputy. Have parents come up and help with the serving if possible, or an
older buddy class.
Health and Physical Education Metalanguage
growing, changing, safety, wellbeing, movement, skills, games, equipment, sequence, fundamental, cooperation, trial & error, test,
solution, rules, healthy, judgement, rolling, kicking, bouncing, throwing,diet, hygiene, catching and bodies.
Reflection
Whole Class Discussion
With a partner share a time when you experience a special celebration.
During our physical lesson explain three things which worked well and one thing we need to improve on for next lesson.
Assessment
Opportunities
Week 7
1
2
3
4
5
6
7
Cross Curricular Priorities
Sustainability
General Capabilities
Literacy, Critical Thinking, Personal and Social Capability and Ethical Understanding
Engage ⇒
Explore ⇒
Explain ⇒
8 Evaluate
Elaborate ⇒
Explore
Lesson 8 / Physical - Time 60 mins
Rules and Expectation
This will be the last week for assessment and will be a good opportunity to assess children that may have been away in the previous
lesson or children you would like to see again to see if they can improve on their past attempt. The checklist will determine whether
children have mastered each of the skills demonstrated throughout the unit. Adapt the checklist for children with special needs or
impairments. Continue PE lesson as normal with a warm up and a warm down routine.
Warm up: Get children to jog on the spot for the count of 10, stretch legs/arms and then play a ball game (choose one that
you haven’t already used in the previous lesson stations) Options that you will have worked on are: corner spry
(throwing/catching), tunnel ball (rolling), leader ball (throwing/catching).
Checklist: An easy way to checklist children is to perhaps write their names in alphabetical order when grouping them so
that you can easily track them on your marking sheet. Set up an obstacle course so that each skill is included. Mark each
child as they move through the obstacle course and complete each activity.
Obstacle course set up:
1. Bounce the ball 3 times with one hand then the other. (checking for control of the ball, how hard children bounce etc)
2. Roll the ball from one marker to the other (checking for accuracy, use of arm movement to control direction etc)
3. Kicking a soccer ball (dribbling) between 5 markers set up in a zig zag fashion.
4. Throwing a ball into a bucket/plastic container (less than 2m away). (target toss, checking for accuracy of aim and use of
two handed chest pass)
5. Catching (spikey ball or similar) use a school officer or other adult for this activity. You could also get the previous child
from each turn to take place throwing if you do not have spare activity.
9
10
Evaluate
Resources
Health template 6
You will need a school
officer to set up
equipment for this
activity if possible and to
help with supervision
while you complete the
checklist.
Worksheet (PE)
Checklist children one at a time. The rest of the class can either watch so they can be ready for their turn or you can give
them a worksheet or similar to complete if supervision is an issue. Worksheet can be found with resources.
Warm down: Do these stretches slowly – never to the point of discomfort. Hold each stretch for six to eight slow, deep
breaths. Imagine releasing muscle tension with each exhale. Begin each stretch standing up, and feel free to rest one hand
on something for balance if necessary.
● Calf and hip stretch. Take a giant step forward with your left foot. Bend your left knee (but don't push it beyond your foot); keep your right heel
on the ground and your right leg straight behind you. Keep your abdominal muscles gently contracted so there's no excess arch in your back.
You should feel the stretch in both your right calf and hip. Hold for several deep breaths. Then switch legs and repeat.
●
Back and hamstring stretch. Stand with your feet together and your knees slightly bent. Lean forward from the waist and let your arms and
head hang loosely toward the ground. Don't necessarily try to touch your toes – just let your body hang under its own weight and ease into the
stretch with each deep exhale. Slowly stand up (to avoid light-headedness) and repeat.
●
Shin and thigh stretch. Grasp your right toes with your right hand, and gently pull your foot up behind you, keeping your right knee pointed
toward the ground. Your heel doesn't have to reach your buttocks – just pull to the point of feeling a gentle stretch in the front of the thigh, hip,
and shin. Hold for several deep breaths. Then switch legs and repeat.
Lesson 8 / Health - Time 60 mins
Assessment
Healthy lunch day! Written Assessment based on previous lessons. HEALTH TEMPLATE 6
Health and Physical Education Metalanguage
growing, changing, safety, wellbeing, movement, skills, games, equipment, sequence, fundamental, cooperation, trial & error, test,
solution, rules, healthy, judgement, rolling, kicking, bouncing, throwing,diet, hygiene, catching and bodies.
Assessment
Opportunities
Healthy lunch day!
Refer to Health
Template 6
Reflection
Teacher reflection
Explain five things which work well in this program and two things which could be change for next time. (Time constraints/length of activities/resources)
Planning for Differently Abled Students
PHYSICAL EDUCATION
RESOURCES
Worksheet (if you need during assessment weeks!)
Checklist – (assessment weeks 7 and 8)
Name: ______________________
Prep Checklist
How to Keep My Changing Body Healthy
Why is it important to keep our bodies healthy when it is changing?
Skills
The student typically demonstrates the following
Bounce
Student is able to Bounce the ball 3 times with one hand
then the other.
Check for control of the ball, how hard the children
bounce the ball.
Rolling
Student is able to roll the ball from one marker to the
other.
Check for accuracy, use of arm movement to control
direction.
Kicking
Student is able to Kicking a soccer ball and dribble
between five markers set up in a zigzag format.
Throwing
Student is able to throw a ball into a bucket less than
2m away.
Target toss, checking for accuracy of aim and correct use
of arm movement.
Catching
Student is able to catch a medium size ball, places hands
in the W position and keeps their eye on the ball.
Very High
The students is able to apply skills
independently in a wide range of contexts
Sound
The student demonstrates skills at the required
standard and is able to apply them in context
Support Required
The student requires significant support to
develop skills ands understanding
HEALTH RESOURCES
HEALTH SHEET 1 – I am healthy
HEALTH SHEET 2 – Caring for others
HEALTH SHEET 3 – How I can keep clean
HEALTH SHEET 4 – What keeps my safe
HEALTH SHEET 5 – The healthy food pyramid
ASSESSMENT (WRITTEN)
Name: _____________
Healthy Habits!
I keep healthy by:________________
_____________________________.
Caring for others
Who cares for me?
Who can I care for?
Things we use to keep clean!
Cut out the pictures below that help us to keep clean.
We can use these things to help us keep clean!
------------------------------------------------------------------------------------------------
What keeps me safe?
We have lots of things that keep us safe at school, in the car and at
home. 1. Draw something that keeps you safe. 2. Write how it keeps
you safe?
This keeps me safe by
______________________________________________________.
The Healthy Food Pyramid
Cut and paste foods into the correct part of the pyramid – MOST, MODERATE, LEAST.
--------------------------------------------------------------------------------------------------------------------------
PREP HEALTH TERM 2 ASSESSMENT
Name:_________________________
1. Circle two things that help to keep us clean.
2. Circle TRUE or FALSE: When we ride in the car, we do NOT need to wear a seatbelt.
TRUE
FALSE
3. Colour all the pictures that show ‘CARING’ for someone.
4. Circle all the MOST foods we would find on the food pyramid.
5. Circle all the MODERATE foods we would find on the food pyramid.
6. Circle all the LEAST foods we would find on the food pyramid.
7. Draw a line under the correct answer to this question. What is one thing we have at home to keep us
safe?
Chocolate
Fire alarms
Toys
8. Draw a line under the correct answer to this question. Why do we need sleep?
a) Because Mum and Dad said so!
B) To keep our body healthy
c) So we can have dreams.
9. Draw a picture of someone who is ACTIVE. What might they be doing?
10. What should we drink lots of every day and after exercise? Circle the correct answer.
WATER
JUICE
MILK