HPE Lesson Plan

Sophagna PECH 9:00-9:45 AM

NAME: TIME: DATE:  22 /June/2022
fundamental movement skills (FMS) and rhythmic
ACTIVITY: and expressive movement activities (RE) CLASS / YEAR Foundation Year

20x Picture books

EQUIPMENT: 1x Song ‘‘Do You Remember’ by Jarryd James + computer and speaker
4x pictures of underwater animals
1x whistle

Strand: Moving and Physical Activity Student learning Outcomes for Teacher outcomes:
the lesson: The teacher will: 
Sub-strand:  (Evidence of learning – physical,
Moving our body social, cognitive, affective) 
 Practise fundamental movement skills and     Facilitate students’ exploration
movement sequences using different body parts The students will: of body movements to
(ACPMP008) (ACARA 2015) represent how things are
 Practice minding their safety moving underwater
space while moving around
Understanding movement the class
 Explore how regular physical activity keeps  Facilitate discussions that aim
individuals healthy and well (ACPMP010) to clarify students’
(ACARA 2015)  Work individually or understandings and increase
collaboratively in creating their awareness of ways
their movements by using people move around the
 Identify and describe how their body moves in different body parts to space.
relation to effort, space, time, objects and people represent animals in the
(ACPMP011) (ACARA 2015) ocean
 Teach students about minding
their personal space while
Learning through movement  Identify and describe how moving around so that safety
 Cooperate with others when participating in their body moves to imitate is ensured.
physical activities (ACPMP012) (ACARA 2015) things underwater
  Test possible solutions to movement challenges
through trial and error (ACPMP013) (ACARA
2015)

 Follow rules when participating in physical

activities (ACPMP014) (ACARA 2015)

General Capabilities:

 Literacy: Students read and view texts using

applied topic knowledge, vocabulary, word and
visual knowledge. They listen and respond to
text, including listening for information, listening
to carry out tasks and listening as part of
participating in classroom activities and
discussions (ACARA 2015).

 Critical and Creative Thinking: students have

to think creatively or imaginatively possibilities
and connect ideas through considering
alternatives, seeking solutions and putting ideas
into action (ACARA 2015).

 Personal and Social Capability: students work

independently and show initiative, work
collaboratively, and make decisions (ACARA
2015).

Cross Curriculum Links:

English:
 Read a text with their teacher (ACELY1649)
(ACARA 2015)
  Respond to texts, identifying favourite stories,
authors and illustrators (ACELT1577) (ACARA
2015)
 Identify some features of texts including events
and characters and retell events from a text
(ACELT1578) (ACARA 2015)
 Deliver short oral presentations to peers
(ACELY1647) (ACARA 2015)

The Arts:
 Explore role and dramatic action in dramatic play,
improvisation and process drama (ACADRM027)
 Use voice, facial expression, movement and
space to imagine and establish role and situation
(ACADRM028) (ACARA 2015)

Science:
 Engage in discussions about observations and
represent ideas (ACSIS233) (ACARA 2015)
 Share observations and ideas (ACSIS012)
(ACARA 2015)
 Focus Shape
ACTIVITY (& Methods) TEACHING POINTS -Key cues/ your voice CLASS TIME
ORGANISATION
I Reading Aloud  The teacher informs students that they are Students sit in front 10
N going to read a story book about the ocean. of the teacher and mins
T  Reading a book called ‘Commotion In The enjoy reading aloud
R Ocean’ by Giles Andreae (2015) to The teacher introduces the book’s title and its and discussion.
O introduce students to the topic of underwaterauthor. 
D life. 
U The teacher asks students questions to
C https://www.youtube.com/watch?v=9pRhgZ8Jffs engage them with the book. For example,
T
I
O 1. What do you know about the ocean?
N 2. What is in there? Why do you know
that?
3. What do you think this story is about?

After a short discussion, the teacher reads the

book and students listen to the story.

Once the story finishes, the teacher engage in

a further classroom discussion by asking
questions:

1. What animals did you see in the story? 

2. What do you know about those
animals?
3. How do the animals move? How do you
know that?
Minding your own space  The teacher asks students to stand up and find Students standing 10
their own space in the class. The students and moving around mins
 Introducing students how to move safely have to stand away from their classmates the classroom
around the class. This prepares them for the allowing space between them. together.
following activities.
The teacher explains to the students that they
 are going to move around the class by walking,
sliding, skipping, hopping and so on according
to the teacher's instructions. The teacher
models these movements in front of the
students.

The teacher uses a whistle as a signal for the

students to freeze. 

When everything is set, the teacher plays a

song ‘Do You Remember’ by Jarryd James as
a background music, and invites students to
move around the class, first by walking, in any
directions they want, but they have to make
sure that they will not bump into another
person.

While the students are moving, the teacher

blows a whistle as a signal for them to freeze,
and instructs them to move by skipping. The
teacher keeps changing the movements so
that students can practice their fundamental
movement skills while minding their personal
and others’ space.

After a few minutes, the teacher asks the

students to stop and take a quick break for 10
seconds before introducing the next activity.
Exploding atom  The teacher set up 4 stations, one at each Students are 10
corner of the class. Each station will display divided into 4 mins
 Students learn to create movements to one picture of a living thing from the story. groups and
represent living things underwater, which stationed at
D they need before the next activity. The teacher then divides students into four different corners of
E groups and asks them to select their own the class. Then they
V station and study the picture provided.  move as a group
E towards the centre
L The teacher informs each group that they are and explode back to
O going to have to make movements of their the corner. 
P
M body to represent the living thing shown in the
E picture. The students can choose to do it
N individually or they can perform as a team.
T
The teacher will demonstrate by modelling a
movement in front of the class with the
underwater music. For example, the teacher
shows the students by using our hands and
body to move like a coral reef in the sea. 

The teacher further explains that each group

has to move together towards the centre of the
class by keeping their movements alive based
on the music being played. When they reach
the centre, they pretend like they are an
exploding atom ‘BOOM’, and then travelling to
a new station in a clockwise direction.

Once they reach the new station, they have to

Underwater Life
 Students combine all movements together to
create a group of living and non-living things
underwater.
look at the picture there and follow the same
process. Each group moves until they visit all
stations.
Now the teacher informs the class that they are 10
going to perform an underwater life together. mins
The teacher asks them to imagine themselves
as living or non-living things in the ocean. They
can choose to be any things they like, but
make sure that they have their body parts
moving to represent that. 

For example, if they choose to be a shark, they

have to make movements like what a real
shark does. 

First the teacher will ask the class to sit in a big
circle. The teacher plays the underwater music,
and invites a few volunteers to come in the
middle to start the performance. Each student
 is free to choose animals they like or things
that exist underwater. 

After that, the teacher invites more students to

join in the group. They can be anything, but
they have to keep moving their body. The
students can communicate with other students
as if they are real fish or other animals in the
water. 

The activity finishes when everyone joins in.

C Class discussion  The teacher asks students to sit in a big circle Seated in a big 5 mins
L and invites them to answer the questions: circle in the class
O  Reflect on movements they did in today's
S class so that they can take home some
U ideas about the fundamental movement 1. Can you tell me how you feel after doing
R skills. the movement activities earlier? Why do
E you think that?

2. Did anyone fail to do it the first time and

tried it again? Can you talk about or
show us how you changed your
movement?

E What worked well? Why?  What did not go to plan? Why? What will you
V change for future
A practice? 
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