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Pdhpe Wiki - Warm Up Games
Pdhpe Wiki - Warm Up Games
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: Musical Animals Stage: Early stage One (ES1)
Explanation:
Musical Animals is game involving dance, movement and listening skills. A boundary in first created with four witches hats in an
undercover area. All students are to create a circle within the boundary. When the music begins to play they have to move around the circle
pretending to be any animal they like, however when the music stops they have to freeze on the spot no matter what position they are in. The
teacher simply uses a CD player to stop and start music. The aim of this game is to increase listings skills as well as explore the ways the
body can be portrayed through movement.
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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)
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• Indicators:
• Stretches and curls the body at levels (high and low).
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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)
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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)
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• Predicts consequences of options in order to make a decision. “e.g. The consequence of trying to free a
farmer”.
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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)
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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)
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• Once both teams have reached the other side of wall or boundary they are asked to sit in their lines quietly.
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)
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• Outcome: PSS3.5, suggests, considers and selects appropriate alternatives when resolving problems.
• Indicator
• Devises a plan for more active uses of the playground. Children learn about various ways in which they can
create their own games in order to make better use of the playground.
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)
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• Students are then instructed to make a circle within the boundary and informed of the rules or structure of the game.
• Teacher blows whistle to indicate game has begun.
• Teacher uses instruction and throws ball to every student providing different instructions for each student.
• Once every student has been provided with a turn a whistle is blown and students are asked to take a seat in the places as the game
has finished.
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
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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
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Equipment:
• Tennis balls
• Hoola Hoops
• Sashes
• whistle
Cues:
• Teacher creates large boundary using cones, and places hoola Hoops and tennis balls in appropriate positions.
• Teacher instructs children to line up along one side of the boundary.
• Teacher provides children with a sash either red or blue and students are to separate into two Teams red up one end of the boundary
and blue at the other.
• On the whistle children are to follow gaming instructions and try to invade the other Teams space by steeling “gold” or tennis balls
for their own hoops.
• After 15 minutes the teacher makes alterations to the game by decreasing the space and moves cones closer to one another.
• Teacher blows whistle again and students begin to play in space that has been minimised.
• On the third whistle students are advised to take a seat where they are and balls are counted to distinguish the winning team.
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
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Explanation :
Children are divided into teams A and B and are distinguished by coloured sashes that they wear across their chests. There is a square
boundary created with cones. This game involves passing the football between the teams in order to make their way up the field to reach
their team “Zone”. Children however are not allowed to score a goal in the “zone” unless all players in their team have had the ball passed
to them, when tagged by another team member must stop and pass the ball. Opposing teams may intercept the ball at any time and head for
their zone.
Why is this game important for this stage?
- GSS3.8, applies movement skills in games and sports that require communication, cooperation, decision making and observation of
rules. This game is important for this stage as children combine a series of skills for use in a game, e.g. run, catch and pass.
Children also learn to develop strategies for effective teamwork.
- IRS3.11, describes roles and responsibilities in developing and maintaining positive relationships. This game is important for this
stage as children learn to identify their roles and responsibilities within groups, e.g. team, friends or class.
- This game is important for this stage as it develops communication skills such as, listening skills, recognising and articulating
feelings as well as supporting others.
What are the PDHPE skills involved in this game? How?
• Outcome: DMS3.2, makes informed decisions and accepts responsibility for consequences.
• Indicator:
• Evaluates personal decisions. Children learn to evaluate their own moves and decisions as they have to work
out which way they decided to pass the ball and to who.
• Accepts responsibility for their decisions. Children learn to accept the decisions they have made, for
example they may have passed the ball to a person and it was captured by the other team. This child then takes
responsibility for their decision.
• Outcome: INS3.3, acts in ways that enhance the contribution of self and others in a range of cooperative ways.
• Indicator:
• Expresses and acts appropriately on concern for others. This can be seen when children learn to work as a
team as every student in each team must touch the ball before a goal can be scored.
• Outcome: MOS3.4, refines and applies movement skills creatively to a variety of challenging situations.
• Indicator:
• Adapts throwing action to cater for different types of equipment for distance, accuracy and speed. Children
learn through this game how to aim and throw a football in order to reach a target.
• Outcome: PSS3.5, Suggests, considers and selects appropriate alternatives when resolving problems.
• Indicator:
• Selects the most appropriate alternatives when resolving problems. Children learn to make decisions in order
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to solve the “problem” of scoring a goal. They learn to develop strategy as well as use team work.
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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
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• Outcome: MOS3.4, refines and applies movement skills creatively to a variety of challenging situations.
• Indicator:
• Varies running patterns to cater for sprinting, distance running, side stepping, dodging and defensive
marking. Children learn how to run as well as dribble a soccer ball at the same time. Children also learn how
to protect their own space and ball from other students, using defensive marking strategies.
• Outcome: PSS3.5, suggests, considers and selects appropriate alternatives when resolving problems.
• Indicator:
• Selects the most appropriate solution to a given problem. Students learn to devise strategies in order to be
the first person to have three balls in their hoop.
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LESSON: lesson 2/5 “be safe with signs” STAGE: ES1. Kindergarten
Related lesson outcomes (PDHPE & other KLAs):
WES1.9 engages in writing texts with the intention of conveying an idea or message.
TES1.1 Communicates with peers and known adults in informal situations and structured activities dealing briefly with familiar topics.
SLES1.13 demonstrates and emerging awareness of the concepts of safe and unsafe living.
Part & Timing Content (WHAT) Teaching & learning strategies (HOW) Resources
Introduction The purpose of this lesson if for • Orientation- Teacher will be at the front of the class Interactive whiteboard
students to begin to learn about road • Students as a class will discuss road safety writing
10 minutes safety practices and no why it it on the board, and discussing why it is important. 1 large piece of
important to know about road safety. • Students as a class will mind map on cardboard cardboard
what road safety involves placing their hand up
when they have an idea ( for example, wearing a
helmet, looking before crossing the road, or holding
a parents hand when crossing). This cardboard will
be hung on the classroom wall for further reference
for children.
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Body Road safety- Pedestrian and road • Students will form groups of two at their tables and -Cardboard
signs. be given a sheet a butchers paper. They will be
asked to draw every road sign they can think of that -Scissors
they have seen on the road.
• Teacher will then gain student attention by clapping -Coffee tins
three times and as going around the room each
group is to tell the class what road signs they could -Sand
think of or they drew.
30 minutes • Teacher has at this point made cut out of 5 -Coloured pencils and
important signs and stuck them to the board with led pencils
tape however nothing is drawn inside them.
• Teacher discusses with class that each group will be -Hats ( for children
provided with these 5 cut outs and are to draw on encase is used as an
them what the sign looks like and which sign they outdoor activity)
think it is. If students wish to make a different sign
they are provided extra cardboard. -Tape
• Once the signs are drawn and coloured in tape them
in groups onto gift wrap card board tubes using
coffee cans filled with sand to place them into,
( prepared in advance) creating an upright road
sign.
• Place the student’s signs around the classroom or
outside (preferably) and arrange in appropriate
positions, making a road course.
• Practice walking with students around the course
asking and discussing with them what should be
done when each sign is reached.
• Once course if complete children are to be seated in
a group and discuss why it is important that road
signs are used, and why they are a positive for road
safety. Teacher is to encourage class discussion as
next lesson these signs will be used to learn how to
cross the road safely using “stop look and listen”.
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Conclusion Start thinking about why these road • Students are to head back to their desks where - Teacher
signs are important. individually they will work on a handout. prepared a
• The teacher will hand out a worksheet called “What worksheet “what
5 Minutes road signs did I learn about today”, this worksheet road signs did I
will have pictures of all the signs learnt with a learn about
blank line next to them where students are to fill out today”
what the sign is.
• Homework: Students will be asked for next lesson
to bring in 5 pictures of road signs that are different
from the ones we used today as next lesson we will
be briefly discussing other signs that may be
encountered on the road, followed by learning
about how to cross a road safely as pedestrians.
Lesson Evaluation:
- Did every student have the opportunity to participate and discuss or voice their opinions? How could this be enhanced for next lesson?
- Were their enough resources for the whole class, did anyone miss out on cut outs or other equipment? It is a good idea to prepare prior to
the lesson? How could this be improved for next lesson?
- Did the students work well together in groups of two in their tables? Should groups be made larger, How effective was this strategy?
- Were the cut outs a successful activity, were students able to distinguish between road signs? How much help was needed per group?
how could this be made more time effective?
- Will students remember to bring 5 road signs that are different for next lesson? If not how could this be improved so they do remember?
- Was the movement from group work to performing the road sign activity as a class smooth was their much chaos? How could this be
improved for the next class activity?
- Has this learning experience overall provided the students with a better understanding of the different road signs they may encounter and
how to respond to them? Has this improved their safety knowledge? how could this be further enhanced for next class?
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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)
TS1.1 Communicates with an increasing range of people for a variety of purposes on both familiar and introduced topics in
spontaneous and structured classroom activities
GDS1.9 Describes the characteristics that make them both similar to others and unique.
WS1.9 Plans, reviews and produces a small range of simple literary and factual texts for a variety of purposes on familiar topics
For known readers.
IRS1.11 identifies the ways in which they communicate, cooperate and care for others.
Part & Timing Content (WHAT) Teaching & learning strategies (HOW) Resources
Introduction The purpose of this lesson is to build - Orientation- teacher will be at the front of the class. - Book: “I need a
upon peer relationships creating a - The teacher will read a friendship story by Sherry friend” by
classroom community that is caring Kafka “I need a friend”. sherry Kafka.
as well as enforcing the importance - After the story is complete the teacher will discuss
10 mins of social skills and why it is the importance of friendship and getting to no other
important to relate well toward one people. Asking the class questions such as “why do
another. you like having friends?”.
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Body Peer relationships- getting to know • Students will form groups of 5 and discuss different - Book: “my
each other places that we can meet friends. The teacher friend and I” by
provides each group with a piece of butcher’s paper Lisa Jahn
where they will write down all their ideas as a Clough.
group. - Butchers paper
• With the students in groups, each group is to have a (pencils).
30 min volunteer that will speak on behalf of their group - Worksheet
sharing their ideas of different places that we can “Getting to no
meet friends. you”.
• Teacher will then discuss that school is a great
location to meet new friends, discussing why
friends are important and how we can keep
friendships, as well as different ways we can get to
know each other.
• Teacher asks students to move quietly to their desks
where a sheet is provided called “Getting to know
you”. Students are to fill in this sheet that has 6
questions such as where do I like to play with my
friends. What do me and my friends both like, as
well as questions such as why they like to have
friends. Children also get to draw a picture of
themselves in the box provided.
• The teacher then invites students once they have
completed their paper to come back into the middle
of the floor quietly and asks for volunteers who
would like to share their information with the class,
volunteers gets to sit on the teachers chair and read
their ideas.
• After 2 of the children have shared their
information the teacher discusses the things the
children had in common with one another and how
friendships may be formed. Teacher discusses the
idea that we are all equal although we may like
different things. Teacher then discusses the idea
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Conclusion Start thinking about who we how we • Teacher discusses the idea that although we may
are all different but may share like different things we all have something in
similarities. common and should show care toward one another.
5 minutes • Homework:
• Students are to make a cut out of bodies at home on
cardboard and make it look like themselves and
their friends and something they like to do together
using different materials such as fabric or yarn.
They are to bring this in for next lesson as we will
be discussing and explaining why different types of
people are important and the different types of
things we like to do together.
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Lesson Evaluation:
• Did all students have the opportunity to relate themselves to another person and what they have in common? If not how can we improve
this for next lesson in order to ensure positive friendships are being developed?
• Were resources sufficient for this activity? Did all students have the opportunity to participate in the “getting to know you activity”?
• Did students cooperate and work with one another during this lesson in order to learn more about one another? How can we enhance
these social skills further for the following lesson?
• Was the choice of activities affective? Did children learn effectively about how to build and maintain friendships?
• Did students have a clear understanding of what a friendship or peer relationship was?
• Is the homework relevant to this topic, will this assist students in self identity in order to form friendships? What alternatives could have
been used?
• Has this overall learning experience allowed children to grasp the concept of peer relationships and how they are important?
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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)
TS2.1 Communicates in informal and formal classroom activities in school and social situations for an increasing range of purposes on a variety
of topics across the curriculum.
TS2.2 Interacts effectively in groups and pairs, adopting a range of roles, uses a variety of media and uses various listening strategies for
Different situations.
Part & Timing Content (WHAT) Teaching & learning strategies (HOW) Resources
Introduction The purpose of this lesson is to allow • Orientation- teacher will be at the front of the class. - Interactive
children to understand value and • Students will discuss as a class why it is ok to be whiteboard
explain that individuals develop different, and how as people we all grow and
differently as well as value their own develop in a variety of ways both physically and
10 minutes unique abilities and respects those of emotionally.
others. • Teacher will discuss the appearance of people and
how we all have different body parts (such as noses,
ears or hair).
• Teacher encourages discussion as to how we are
different, asking for ideas and writing them on the
board as students answer. (Brainstorm).
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Body Personal identity- Who am I and who • Students will form 3 groups and quickly discuss - Scissors
are the people around me. how they as a group share different interests as well - Head outlines
as how they are different physically. - pencils
• Teacher will distribute between groups a head - glue
outline to each student informing the children that
they are going to play the “funny face activity”. All
head outlines have been divided with lines
horizontally into three sections.
• The teacher should then demonstrate how to draw
the funny face they want on their head outline by
placing the “eyes” above the top line, nose in the
middle of the two lines, and mouth below the
bottom line.
• Students are informed they can draw any face they
please as well as add other things such as ears or
hair is they want.
• After these drawings have been finished have each
child cut along the horizontal lines creating 3
pieces.
• Inform each group that they are to separate these
three pieces into piles, the first pile being eyes, the
second, noses and the last mouths.
• Children as a group then randomly take a piece
from pile one, two and three placing them together
on a piece of butcher’s paper provided and gluing
them in order to make a completely new funny face.
• After children share their funny faces with each
other teacher discusses the idea that every
individual has a personal identity and that students
have made multiple personal identities as we speak.
– No one should be judged on their personal
identity.
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Conclusion Start thinking about our similarities. • Children are asked to have a look around the room
and see if they can find a person or multiple people
that may have some personal identity that is the
5 minutes same, e.g. same hair colour or same eye colour.
Children are asked to quietly form small groups of
these similarities.
• While children are in these groups the teacher
discusses that although we may have many
differences we also have things in common as can
be seen by these groups. No one should be teased or
bullied because of their personal identity.
• Homework: Children are provided with a worksheet
that asks questions such as “what colour are your
eyes”, what colour is your hair are you a boy or girl
etc”. – This helps children identify their own
personal identity and will be used in the next lesson
as the idea of valuing own unique abilities and traits
will be discussed.
Lesson Evaluation:
• Did all students have the opportunity to participate in the group work activity? How can this be enhanced for further class activities?
• Was there a sufficient amount of resources available for all students to participate, is preparing earlier an effective strategy?
• Did the groups work well together and accept the opinions about their faces from other peers?
• Has this learning experience informed students that every individual has a different personal identity and it’s ok to be different from
others?
• Did students gain a solid understanding of what personal identity was?
• Will students complete homework, how can this be encouraged for further lessons?
• Were students paying attention at all times? Were they disruptive and unsettled or was the activity affective?
• Have students learned to accept who they are as a person from this activity?
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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)
INS3.3 acts in ways that enhance the contribution of self and others in a range of cooperative situations.
ALS3.6 shows how to maintain and improve the quality of an active lifestyle.
GDS3.9 explains and demonstrates strategies for dealing with life changes.
TS3.1 Communicates effectively for a range of purposes and with a variety of audiences to express well developed, well organised ideas dealing
with more challenging topic.
TS3.2 Interacts productively and with autonomy in pairs and groups of various sizes and composition, uses effective oral presentation skills and
strategies and listens attentively.
Part & Timing Content (WHAT) Teaching & learning strategies (HOW) Resources
Introduction The purpose of this lesson is to • Orientation: teacher stands at the front of the class. - 1 sheet of
analyse personal food intake to • Students will discuss as a class what “making a butchers paper
identify the balance of choice made. healthy choice” is in regards to eating healthy. E.g.
Children learn to identify the affects choosing between a packet of chips or an apple.
10 minutes of their decisions. • Teacher makes a mind map with healthy eating
placed in the centre. Children are asked to put their
hands up and name all the foods which they think
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Body Nutrition: Making healthy choices. • Students will make 4 groups and discuss the - 30 papers plates
factors that they think influence the health choices
they make, e.g. family, friends, siblings etc. (this - 4 pieces of
follows on from the previous lesson in regards to butcher’s paper
how other people influence body image and food
intake. - Variation of
• As a group, answers are placed on a piece of food magazines,
butcher’s paper and when asked one student from or old recipe
30 minutes each group is to volunteer their group answers. magazines.
• Teacher discusses these group answers and suggests
ways that we can make these healthy choices - scissors
ourselves without being influenced by others and
choosing healthy foods to consume. - glue
• Teacher shows students on interactive whiteboard
the healthy food pie chart explaining why there are - Interactive
a range of categories that foods may be placed into. whiteboard.
• Teacher provides every student with a paper plate
and in their groups students are to make their own
healthy food pie chart using food magazines and
cutting out pictures of their favourite foods and
sticking them on their plates in their correct food
pie chart sections.
• Once this activity is complete teacher then discuses
the importance of each food group, and what a
healthy food choice would be.
• Teacher then discusses the nutrients that are apart
of these food groups. E.g. calcium. Teacher
discusses the importance of eating from each food
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group.
Conclusion Analyses personal food intake- lunch - While children are still in groups teacher asks them - Pre made
boxes daily for a weak. to share their pie chart with the person sitting next worksheet
to them and compare foods they both placed in “active lifestyle”
5 minutes category. Teacher then discusses why eating these
foods helps to develop on active lifestyle.
- Homework: Students are provided with a worksheet
“Active lifestyle” where they are to write at home
activities they like doing as well as sports they may
currently do. Next lesson we will be comparing
activities people do to stay fit and why they choose
them.
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Lesson Evaluation
- Did all students understand the concept of health eating and making healthy choices in order to maintain a balanced diet? How can this be
further enhanced in the next lesson?
- Did students cooperate and work well in a group?
- Did students get to express their opinions and ideas?
- Was brainstorming on butcher’s paper effective? Did all students get to participate? How could this be improved?
- Did students understand what the “healthy food pie chart” was? How could this be further discussed next lesson?
- Has this learning experience allowed students to learn about healthy eating and making healthy decisions?
- Was their sufficient resources? Should all students have been handed a healthy pie chart to take home?
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APPENDIX
References:
- Board of studies New South Whales. (2001). Personal development, health and physical education k-6 syllabus. Retrieved April
2nd, 2011, from http://www.boardofstudies.nsw.edu.au.
Teacher
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Cones
ld
Teacher
Cones
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Teacher
Hoola Hoops
Team 2
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Stage 2, Game 2.
Mouse run
Children creating line and forming tunnel with legs.
Teacher
Stage 3, Game 1:
Instruction
Teacher
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Stage 3, Game 2
What next.
Teacher
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