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PDHPE GAMES AND LESSONS

Chris McLaren 16987917

PART A
All games were an original creation adapted from similar games already known. The only reference used was the PDHPE K-6 Syllabus provided for the unit

PDHPE GAMES AND LESSONS

Chris McLaren 16987917

Name of the game: Teacher Says

Stage: Early stage 1

Explanation: Similar to simon says. The students must be moving around in a set area, starting with walking. The teacher will then shout another form of movement and the students must do that movement whilst moving around in the set area. E.g students are walking then the teacher says WAVE ARMS so now students must walk around waving arms in the air, then the teacher might say STOP WAVING AND HOP ON ONE FOOT so students must now hop on one foot.

Why I think this game is important for this stage: 1. This warm up game keeps all children active at all times so there is no individual missing out. 2. The game promotes a group mentality as well as individual performance. 3. The game develops the use of locomotor skills within the children and can be used for an extended period of time as it is easily modified and kept interesting.

What are the PDHPE skills involved in this game: DMES1.2 Identifies some options available when making simple decisions: - Chooses between safe and unsafe situations (students must effectively watch out and dodge one another when moving) INES1.3 - Relates well to others in work and play situations - Learns to share workspace (whilst moving in a set area they must share) - Uses self control to deal with excitement (when teacher gives a new instruction students must control themselves) MOES1.4 - Demonstrates a general awareness of how basic movement skills apply in play and other introductory movement experiences. - Demonstrates balance (whilst completing the multiple physical activities). - Walks, runs, slides at different tempos and speeds. Equipment and teaching Cues: - Stereo / music - Set area / Boundaries

PDHPE GAMES AND LESSONS

Chris McLaren 16987917

Name of the game: Musical Friends

Stage: Stage 1

Explanation: Music is playing. The students are to move around in a set area in the way that the teacher has specified (hopping, jumping, similar to previous game). When the music stops the students must listen for the teachers instructions which will be a number and a characteristic, e.g. 4 and hair colour. The students must then get into groups of 4 of the same hair colour. Music starts again and teacher specifies movement and game continues. The game can be modified to use only characteristics or only numbers or both as the previous example says. Why I think this game is important for this stage: 1. The children are all physically active using a combination of locomotor skills as well as decision-making, problem-solving, communicating, interacting, and moving. 2. The game promotes positive peer interaction and group work as well as an individual goal (to find a group that the individual fits into) 3. The game is easily modified and diverse, creating a spatial awareness as well as awareness in the changes within the game

What are the PDHPE skills involved in this game: DMS1.2 Recalls past experiences in making decisions: - Predicts consequences of options in order to make a decision (students must successfully select the correct group of students to join with) INS1.3 Develops positive relationships with peers and other people: - Displays cooperation in group activities. (cooperates with the other students in forming groups and moving around) - Listens and responds to others. (listens for other students that are looking for the same characteristic) - Interacts with other students. (interacts successfully with the other students) MOS1.4 - Demonstrates a maturing performance of basic movement and compositional skills in a variety of predictable situations. - Uses a range of different movements. Equipment and teaching Cues: - Stereo / music - Set area / Boundaries

PDHPE GAMES AND LESSONS

Chris McLaren 16987917

Name of the game: Snake Stage: Stage 2 Explanation: The game is similar to bull rush in that there is a set area where the children are allowed to play and they have to make it from one safe zone to another whilst dodging the children that are in the middle. The difference is there are four children in the middle in two groups of two. The group of two hold a single hand with each other. Each time they tip someone that person is eaten and adds to the snakes body (creating a group of 3, 4, 5 and so on until all students are in). Why I think this game is important for this stage: 1. This warm up game keeps all children active at all times so there is no individual missing out. 2. The game promotes team work, communication, interaction, as well as individual input and thinking skills. 3. The game is generally fun based and can be played for an extended period of time (easily 10-15 minutes of fun physical activity when playing with a class of 25+) What are the PDHPE skills involved in this game: COS2.1 Uses a variety of ways to communicate with and within groups Makes complaints, states a problem or disagrees in an acceptable way (the student must work with his team, being the snake, to catch the other players and must communicate appropriately) DMS2.2 - Makes decisions as an individual and as a group member - Discuss advantages and disadvantages with friends when making decisions (must make team based decision when catching other players) - Assist the group to achieve consensus in group goal setting (help the group choose who to catch first) PSS2.5 Uses a range of problem solving strategies. - Analyses problem situations. (as the individual, analysis the field in front of them) - Performs a simple movement sequence given particular limitations. (the snake limits the individuals movements, the individual must use simple running and dodging to successfully get to the safe zone) - Identifies what needs to be done to achieve a goal. Equipment and teaching Cues: - Set area / Boundaries

Students who are tipping student who has been tipped Snake gets larger

PDHPE GAMES AND LESSONS

Chris McLaren 16987917

Name of the game: Obstacle course Stage: Stage 3 Explanation: The teacher is to set up a number of activities next to each other using hoops, cones, skipping ropes, (can be used/repeated 2-3 times throughout the course. The children complete the course in groups of 2 or 3 and when the first group moves through the first section of the course then the next group begins. Obstacles include; - Jumping in and out of hoops - lying skipping ropes out straight and the children have to commando crawl along the lanes (arms only) - hoping from one cone to the other - walking backwards from one cone to another - Students weave in and out of cones. Game can be modified so that the group of 2 or 3 must hold hands (besides when crawling) to add a group/team mentality to the game. Also could add a timed round where each team is timed. If when hopping they stumble they must start that section again (applies for all sections if they fall/use incorrect action) Why I think this game is important for this stage: 1. The game will provide a diverse range of physical actions for warm up with adequate recovery. Although there is a line, the courses sections are completed quite quick and so once the first group finished the hopping second group begins and so forth allowing some rest time before completing the course again. 2. The modified group version will provide for an added team work factor which will change the game all together (especially when jumping and weaving together students will have to weave the same direction at the same time. 3. The game and obstacles are modifiable making it a reusable source of fun and physical activity What are the PDHPE skills involved in this game: COS3.1 Communicates confidently in a variety of situations: Uses negotiation skills in group activities (if in teams the student successfully negotiates how to complete course) DMS3.2 - Makes informed decisions and accepts responsibility for consequences. - Evaluates personal decisions (how they completed the obstacle course the first time) - Accepts responsibility for the decisions(how they completed the obstacle course the first time) - Predicts consequences of choices (whether to jump faster, run faster backwards, hop faster but less balance etc) - Finds and analyses information upon which to make an informed decision. (watches other students and uses that to advance their performance). PSS3.5 Suggests considers and selects appropriate alternatives when resolving problems. - Selects the most appropriate solution to a given problem. (completes the obstacle course as efficiently as possible) - Reflects on outcomes of chosen solution (assesses how they could better their performance Equipment and teaching Cues: - Set area / Boundaries Cones/witches hats - Hoops - Skipping ropes

Hoppin g

Jumpin

Crawlin

Weavin

Jogging backwar

PDHPE GAMES AND LESSONS

Chris McLaren 16987917

PART B
All games were an original creation adapted from similar games already known. The only reference used was the PDHPE K-6 Syllabus provided for the unit

PDHPE GAMES AND LESSONS

Chris McLaren 16987917

Name of the game: Pass, Jump, Score Stage: Stage 3 Explanation: The game can be played in any set area with a oval ball (rugby, so as its more difficult to catch). It involves 6 hula hoops, 3 in each half of the field as shown below. The closest hoop to the middle is worth one point whilst the other two are worth two. The class is to be split in to two teams. An allocated team starts with the ball in the centre and must pass to begin the game. When any player receives the ball they can only take one step/jump/leap with the ball and then have to release it within 3 seconds on moving. To score the player must receive the ball outside of the hoop and then jump/step/leap into the hoop successfully (seen below as the lighter blue player has the ball), then the opposing team starts the game again from the middle. The only way the ball can change between teams is through an intercepted pass. The game is played for 25 minutes (10 minute halves with 4 minute half time) Why I think this game is important for this stage: 1. The game will provide a diverse range of physical actions for the children to complete. The game uses sensory motor skills at a high level, making the students read, assess, and react to the situation at hand. 2. The students must work in a team to be successful within the game, building relationships with peers and team work skills. 3. The students must also use strategy and planning together and as an individual so as to choose where best to score, when and where to move, and who to pass to. What are the PDHPE skills involved in this game: COS3.1 Communicates confidently in a variety of situations: Uses negotiation skills in group activities (students must negotiate the best attacking plan/ what hoop to attack and how) DMS3.2 - Makes informed decisions and accepts responsibility for consequences. - Evaluates personal decisions (evaluate whether their individual performance (a pass) was the best they could do) - Accepts responsibility for the decisions (accepts that if the pass went bad that it was a bad decision) - Predicts consequences of choices (predicting whether the pass will be intercepted or successful)

PDHPE GAMES AND LESSONS -

Chris McLaren 16987917

Finds and analyses information upon which to make an informed decision. (assess how the other team is playing and change the way they play to best defeat the opponent) PSS3.5 Suggests considers and selects appropriate alternatives when resolving problems. - Selects the most appropriate solution to a given problem. - Reflects on outcomes of chosen solution Equipment and teaching Cues: - Set area / Boundaries - Hoops - ball

2 points 1 point

Name of the game: Double Trouble Stage: Stage 2 Explanation: The game is played in a set area, with an up turned desk or bench at each end (or you could improvise with another object). The game includes 2 round balls (soccer/netball/etc) in play at one time. The class is split into two teams, and each team has a goal keeper who starts with the ball (goal keeper should be regularly rotated for some in field play). When a player receives the ball he/she cannot move but must pass the ball to move it up the field. To score the ball must be rolled at the table/bench and must successfully bounce off its surface. As each team begins with a ball, each team must attack and defend at one time. When one team scores the opposition goal keeper starts play with that ball (meaning one team may have 2 balls at one time). Either team can be in possession of one ball or both balls at any time. The game is played for 25 minutes (10 minute halves with 4 minute half time). Why I think this game is important for this stage: 1. Once again the game will provide a diverse range of physical actions for the children to complete. The game uses sensory motor skills at a high level, making the students read, assess, and react to the situation at hand. 2. The students must work in a team to be successful within the game, building relationships with peers and team work skills. 3. The students must also use a more advanced level of decision making, movement, communication, interaction and problem solving skills because of the use of two balls. What are the PDHPE skills involved in this game: COS2.1 Uses a variety of ways to communicate with and within groups Makes complaints, states a problem or disagrees in an acceptable way (the student must work with his/her team, and must communicate appropriately) DMS2.2 - Makes decisions as an individual and as a group member - Discuss advantages and disadvantages with friends when making decisions (must make team based decision so as to be most successful)

PDHPE GAMES AND LESSONS -

Chris McLaren 16987917

Assist the group to achieve consensus in group goal setting (help the group choose how they will approach the game) PSS2.5 Uses a range of problem solving strategies. - Analyses problem situations. (as the individual, analysis the field in front of them) - Performs a simple movement sequence given particular limitations. (Successfully evade players and pass.) - Identifies what needs to be done to achieve a goal. Equipment and teaching Cues: - Set area / Boundaries Desks - Ball

PART C

PDHPE GAMES AND LESSONS

Chris McLaren 16987917

References: the PDHPE K-6 Syllabus provided for the unit

PDHPE GAMES AND LESSONS


Lesson: 2/4 on Road Safety Related lesson outcomes / Evidence of learning:

Chris McLaren 16987917


Stage: Stage 1, year 2

V4 Increasingly accepts the responsibility for personal and community health - Almost all indicators found under this outcome relate to the lesson and what is being learnt. SLS1. 13 Recognises that their safety depends on the environment and the behaviour of themselves and others. Compares the characteristics of places where students feel safe and unsafe - Role plays - Describes what is needed to travel to and from school safely - Describes dangerous things they can see touch and ways of dealing with them IRS1. 11 Identifies the ways in which they communicate, co-operate and care for others. - Explains why different people are important to them. - Demonstrates actions they can take when they feel frightened, lost, upset or bullied and identifies who can help them. PSS1. 5 Draws on past experiences to solve familiar problems. - When appropriate identifies problem situations. - Follows basic safety procedures. INS1.3 Develops positive relationships with peers and other people - (All of Indicator dot points found under this outcome relates to the lesson and what is being learnt) DMS1.2 Recalls past experiences in making decisions. - Predicts consequences of options in order to make a decision Part and timing Introduction 15 Minutes Subject Matter (what) The purpose of this lesson is to build on the basics of road safety (learnt in 1/4 road safety) and put this basic road safety knowledge into real life situations that include personal safety. Teaching and learning strategies (how) Teacher is at the front of the class with the white/black board. The teacher and class as a whole are to recap on the last road safety lesson and brainstorm some of the basic responsibilities of road safety. E.g. look right, left, right... cross at crossing... hold an adults hand... dont run across the road... etc. Students can also write this mind map in their books. The teacher will then briefly go into some real life situation such as a soccer game where a ball goes onto the road, when a bus drops someone at school what they should do (walk in front/behind, etc). How to safely walk Resources White / black board Books and pencils.

PDHPE GAMES AND LESSONS

Chris McLaren 16987917

Body 30 minutes

Road and personal safety role play

Conclusion 5 minutes

Brief talk on travelling to school safely.

to school. Students are to break off into small groups of 4-5 where the teacher will give them a card with a real life situation on it and tell them what it says and that they have to act it out in front of the class, providing them with a few ideas of how to act to help stimulation. The students have a small amount of time to practice (510 minutes) before they have to present their play on road safety to the class (e.g could be crossing the road safely, when a ball is kicked onto the road). The students will then reflect on each role play after it happens suggesting the good things that happened and the bad things that happened/could have happened and why they need to be safe. Students brainstorm the many ways in which they could travel to school. Then the teacher asks the class to raise their hand if they travelled by, bus, car, walking, bike... etc and takes a tally on the board. Students go home and ask their parents how they travelled to school when they were young and must write it in their books so as the teacher can tally that up next lesson.

Situation cards

White / black board

Evaluation:

Were the resources available and ready? Did all the students contribute evenly to the class discussions? How could this be improved in future lessons? Did the students work well together with each other and all contribute? Was the group work effective When brainstorming about road safety was their equal input? Will students complete the assigned homework? Did students have an understanding of how serious road safety is and the different methods of safe travelling? Was the transition from group to individual work smooth, how could this be improved? Has the learning experiences allowed students to develop a greater acceptance of responsibility for their road safety?

PDHPE GAMES AND LESSONS

Chris McLaren 16987917

Lesson: 1/5 on Relationships Related lesson outcomes / Evidence of learning:

Stage: Early Stage 1, Kindergarten

V1 Refers to a sense of their own worth and dignity - Almost all indicators found under this outcome relate to the lesson and what is being learnt. V2 Respects the rights of others to hold different values and attitudes from their own. - Almost all indicators found under this outcome relate to the lesson and what is being learnt. COES1.1 Expresses feelings, needs and wants in appropriate ways - Responds to simple instructions. - Makes simple requests INES1.3 Relates well to others in work and play situations - Identifies the people and things that are special to them - Works happily with peers GDES1.9 Identifies how people grow and change. - Identifies and describes their personal characteristics and abilities

Part and timing Introduction 10 Minutes

Subject Matter (what) The purpose of this lesson is allow the students to realise their own personal characteristics and appearances and then see how other students may have the similar / different ones.

Teaching and learning strategies (how)

Resources Nothing needed

Teacher is at the front of the class. The teacher asks the class why do we like our friends, and proceeds to stimulate by asking questions such as do we like our friends because they like the same things as us? And waits for a response from the class, helping them to realise why we like certain people. The teacher asks the class to raise their hand if their favourite colour is black, blue, yellow, red, green, etc... After each time the teacher asks the students to look around the room at the other people who like the same colour. (repeat with physical appearances e.g. brown hair, blue eyes and so on). So the students realise

PDHPE GAMES AND LESSONS

Chris McLaren 16987917

Body 30 minutes

Finding similarities/ forming relationships

Conclusion 5 minutes Evaluation:

Brief talk on friendship and difference.

personal characteristics and the ones that are similar with others Students are asked to stand up within the class room. The teacher will then play some music and the students are to walk around the allocated area. When the teacher stops the music he/she gives an instruction such as find a partner with the same colour hair or find a partner who likes the same sport as you or find someone who has the same pet as you and the students do so. This will help form a sense of self and a sense of relationship with their peers. Students are then asked to go to their tables and draw something they really like. Students then return to the group area where they each get up and present their drawing before the teacher asks raise your hand if you really like this item/thing that so and so has drawn and the student up the front can see who else likes what they do. The teacher then explains that when we make friends that we like be with, they are often someone who like the same things as we do and also that all people are different and might like different things.

Stereo / music Pencils and paper.

White / black board

Were the resources available and ready? Did all the students contribute evenly to the class discussions? How could this be improved in future lessons? Did the students work well together with each other and cooperate? When asked about what they like was their equal input? Did students have an understanding of how there fellow students can like the same things as them? Did the students gain a better sense of self and relationships? Was the transition from group to individual work smooth, how could this be improved? Has the learning experiences allowed students to realise the diversity within the classroom?

PDHPE GAMES AND LESSONS

Chris McLaren 16987917

Lesson: 1/3 Personal Identity Related lesson outcomes / Evidence of learning:

Stage: Stage 2, year 3

V1 Refers to a sense of their own worth and dignity - Almost all indicators found under this outcome relate to the lesson and what is being learnt. V2 Respects the rights of others to hold different values and attitudes from their own. - Almost all indicators found under this outcome relate to the lesson and what is being learnt. COS2.1 Uses a variety of ways to communicate with and within groups Shares ides, feelings and opinions with others. INS2.3 Makes positive contributions in group activities - Works independently or in a group. - Displays tolerance in relation to individual difference GDS2.9 describes life changes and associated feelings. - Values their own unique abilities Part and timing Introduction 10 Minutes Subject Matter (what) The purpose of this lesson is to allow students to gain a better sense of self and how they are individual and may have some similarities but no one is exactly the same as them. Uniqueness and identification through groups of similarity. Teaching and learning strategies (how) Resources White / black board

Teacher is at the front of the class with the white/black board. Students are to brainstorm and list all the things that they can identify themselves with (teacher could begin this by saying, where we live is one example). Students are to go to their desks, get out their books and pencils and write down 3 things that they have at home (could be a pet, computer, bike), 3 things that they enjoy

Body 30 minutes

Books and pencils.

PDHPE GAMES AND LESSONS

Chris McLaren 16987917

Conclusion 5 minutes Evaluation:

Explanation of homework task.

doing (riding a bike, watching tv, listening to music) and 3 things that they like to eat or drink. (cheese, peanut butter sandwich, water) and one sport they like to play. EACH THING MUST BE ON A NEW LINE IN THEIR BOOK. The students must then attempt to find someone who likes and has written down at least 3 of the 10 things that they have listed (can be pushed down to only 2 things similar if students are finding it difficult). The teacher will then ask each group of two how many things they had the same. The teacher will again briefly explain that we identify ourselves with many things and the things we like are included. That we are all unique but can be placed in certain groups that enjoy the same things as they just found. Students homework is to go home and list 5 things they have in common with their mum or dad or sibling and 5 things that are different.

Students need to take book home

Were the resources available and ready? Did all the students contribute evenly to the class discussions? How could this be improved in future lessons? Did the students work well together with each other and all contribute? Was the group work effective? Was the lesson to hard / easy? When brainstorming about the ways in which we identify ourselves was their equal input? Will students complete the assigned homework? Did students have an understanding of their own uniqueness? And did they realise that although unique as a whole, parts of themselves are similar to others? Was the transition from group to individual work smooth, how could this be improved? Has the learning experiences allowed students to develop a greater sense of personal identity?

PDHPE GAMES AND LESSONS

Chris McLaren 16987917

Lesson: 2/3 Nutrition/health Related lesson outcomes / Evidence of learning:

Stage: Stage 3, year 6

V1 Refers to a sense of their own worth and dignity - Almost all indicators found under this outcome relate to the lesson and what is being learnt. V2 Respects the rights of others to hold different values and attitudes from their own. - Almost all indicators found under this outcome relate to the lesson and what is being learnt. COS2.1 Uses a variety of ways to communicate with and within groups Shares ides, feelings and opinions with others. INS2.3 Makes positive contributions in group activities - Works independently or in a group. - Displays tolerance in relation to individual difference GDS2.9 describes life changes and associated feelings. - Values their own unique abilities Part and timing Introduction 20 Minutes Subject Matter (what) The purpose of this lesson is to allow students to gain a better knowledge of healthy foods, and how to read/use food labels. Teaching and learning strategies (how) Teacher is at the front of the class with the white/black board. The teacher will use a PowerPoint presentation or hand outs to explain the use of a food labels, including information on how to find serving size, serving per container, recommended daily allowance, ingredients and best before, used by dates. Resources White / black board Computer/ projector OR hand out sheets pre prepared

PDHPE GAMES AND LESSONS


Body 20 minutes Taking control of their health, diet and lifestyle -

Chris McLaren 16987917


Pre prepared work sheets.

The teacher now discusses with the class why this information is important and why is it needed. Ask the students why it is important to know how to find this information. Before handing out a pre prepared worksheet with questions on it The questions could include What is the used by/best before date of this item, what is the serving size, what is the percentage of the daily recommended vitamin C intake does this item contain. The students practice finding this information on the food labels and recording it on the sheets. Teacher and class then checks with some of the students work to make sure they are correct. Students homework is to go home with a few hand outs provided and fill them out with some food items around the house.

Conclusion 10 minutes

Explanation of homework task.

Students need to take worksheets home

Evaluation:

Were the resources available and ready? Did all the students contribute evenly to the class discussions? How could this be improved in future lessons? Did the students work well and all contribute? Was the lesson to hard / easy... effective / ineffective? Will students complete the assigned homework? Did students have a better understanding of how to read food labels? And did they realise do so correctly? Has the learning experiences allowed students to develop a greater idea of the importance of food labels and nutrition?