HPE Year 1 Unit 2 .docx - The Curriculum Place - General ... · Web viewExamine the list of behaviours in the LDC chart and make connections to friendly/unfriendly behaviours and

Health and Physical Education Year 1 Term 4

Unit Title:

How can I show value for myself and others?Emot-iconsHere we go do see do

Achievement Standard

By the end of Year 2 students describe changes that occur as they grow older.They recognise diversity and how it contributes to identities. They recognise how emotional responses impact on others feelings. They examine messages related to health decisions and describe actions that keep themselves and others healthy, safe and physically active. They identify areas where they can be active and how their body reacts to different physical activities.

Students demonstrate positive ways to interact with others. They select and apply strategies to keep themselves healthy and safe and are able to help with tasks or problems. They demonstrate fundamental movement skills in different movement situations and test alternatives to solve movement challenges. They perform movement sequences that incorporate the elements of movement.

HPE Strands Content Descriptions Assessment (A)

Personal, social and community health

Personal, social and community healthBeing healthy, safe and active

Assessment For Learning: Diagnostic

Being healthy, safe and activeCommunicating and

interacting for health and well being Contributing to healthy and active communities

Movement and Physical ActivityMoving our bodyUnderstanding movementLearning through movement

● Describe their own strengths and achievements and those of others, and identify how these contribute to personal identities (ACPPS015)

● Practise strategies they can use when they need help with a task, problem or situation (ACPPS017)

Communicating and interacting for health and wellbeing● Identify and practise emotional responses that account for own and others’

feelings (ACPPS020)

Movement and Physical ActivityMoving our body

● Perform fundamental movement skills in different movement situations. (ACPMP025)

● Construct and perform imaginative and original movement sequences in response to stimuli (ACPMP026)

Understanding movement● Discuss the body’s reactions to participating in physical activities

(ACPMP028)● Incorporate elements of effort, space, time, objects and people in performing

simple movement sequences (ACPMP029)

Elicit prior knowledge through● star chart of talents

Assessment As Learning: Formative

● Venn Diagram

Assessment Of Learning: SummativeTASK 1: Students write independently to complete the sentence starter “I am unique because…”, expressing their ideas about their uniqueness.TASK 2: In small groups create a performance as a role play to present to the class. Encourage development of positive script showing friendly ways to react to different situations.

Focus Areas HPE

Alcohol and other drugs (AD)Food and nutrition (FN)Health benefits of physical activity (HBPA)

Active play and minor games (AP)Challenge and adventure activities (CA)Fundamental movement skills (FMS)

Mental health and wellbeing (MH)Relationships and sexuality (RS)Safety (S)

Games and sports (GS)Lifelong physical activities (LLPA)Rhythmic and expressive activities (RE)

Learning Framework Community ContributorLeader and Collaborator

Active InvestigatorEffective Communicator

Designer and CreatorQuality Producer

Cross Curricula Priorities

Catholic EthosAboriginal and Torres Strait Islander

Histories and Cultures

Social Emotional Learning Asia and Australia’s Engagement with

Asia

Inclusive EducationSustainability Education

General Capabilities LiteracyCritical and Creative Thinking Intercultural Understanding

NumeracyEthical Understanding

ICTPersonal and Social Capability

Links to other LA’s Links to other Learning Areas: Australian Curriculum: HPEPerforming Arts: Drama, Dance, Music

SELLiteracyReligion

Learning and Teaching StrategiesWeek 1 2 3 4 5 6 7 8 9 10

Cross Curricular Priorities CE, SEL, IE

General Capabilities LIT, CCT,ICT, PSC

Engage ⇒ Explore ⇒ Explain ⇒ Elaborate ⇒ Evaluate

Engage Resources

PERSONAL, SOCIAL AND COMMUNITY HEALTH (60 minutes)● Pose inquiry question: What are my strengths, talents and gifts?● Lesson focus: to identify personal strengths, talents and gifts?● OPTIONAL ACTIVITY: throughout the term, focus on a ‘Star Student’ each day: Take a photograph and allow each student to

be ‘interviewed’ to share interesting details about themselves. Write this up as a personal statement and display as a ‘Hall of Fame’ in the classroom (consider: birthday, eye/hair colour, family, friends, talents and hobbies).

● Seat students in a circle, with one less chair than number of students present. Explain the game to the students: I am going to make a statement. If the statement is true for you, stand and move SAFELY to an empty chair. One person will be without a chair and needs to stand in the middle and make up a statement about what people may look like or may or may not like to do to continue the game [adaptation of musical chairs].

Possible statements include: My hair is brown. My eyes are green. I am tall. My favourite food is spaghetti. My favourite play area is the oval. My family has more than four people in it. I am wearing shorts. My shoes are black. I have a blue water-bottle.I like to

Teacher Resources- Smiling Mind app (session 1)- popsticks with each student’s name written on it- John Burland’s “I’m So Special” or Monica Brown’s “Just Little Ole Me” or “A Blessing Song”.- quiet music for reflection - “A Really Super Hero” by Charlotte Lance OR “Whoever You Are” by

sing. I am good at catching a ball. I can speak a different language. I have a pet at home. etc...

● Ask: Did everyone move at the same time each time a statement was made? Why/why not?● Draw student’s attention to the fact that we are all different; being different is good, as it makes everyone so interesting.● Students participate in “The Bubble Journey” meditation session 1 on Smiling Mind app to focus on themselves and relax.● Invite students to find a partner by selecting half of the students to choose a named popstick as a ‘lucky dip’.● Take turns with a partner to share 3 things about themselves that the partner may not know (eg things that they like to do in

their spare time, favourite sports/games they like to play etc..). The partner needs to show active listening by repeating these things and reporting back to the class.

● Form a circle. Working around the circle, invite students to share what they have learnt about their partner. For example: This is Melanie. Melanie likes to play chasey with her cat, draw pictures and eat strawberries.

● Explain that each person in the entire world is completely unique and an individual; even though they may look similar or like similar things, there is no other person in the world just like us. Every person in the world has something so special about them; a special gift or talent.

● Lead students to an understanding that what we look like, the special gifts that we have and what we like to do, make up our personal identity.

● Share a song about being unique, such as John Burland’s “I’m So Special” or Monica Brown’s “Just Little Ole Me” or “A Blessing Song”.

● Restate how precious we all are in God’s eyes. The Bible tells us when the first man, Adam, was created by God, God made him in the image of God and breathed life into him. We are filled with God’s love and spirit.

● Distribute star template. Students draw an illustration of themselves in the middle of the star.● Encourage students to reflect upon their strengths, talents and gifts. What activities do you really enjoy doing? What are you

really good at doing? Often, these can be the gifts or talents that we may have. If desired, play some quiet music for reflection.

● Students write 5 strengths, talents, gifts or things that they like to do on their star template, at each point of the star.● Digital Technology idea: complete task on iPads using skitch, picCollage or thinglink apps● Read a picture book that highlights individual differences, for example: “A Really Super Hero” by Charlotte Lance OR

“Whoever You Are” by Mem Fox OR “Marty and Mei-Ling” by Phil Cummings OR “The Ugly Duckling”.

Mem Fox OR “Marty and Mei-Ling” by Phil Cummings OR “The Ugly Duckling”.

Student Resources- star sheet (1/student)

● Conclude that we are all ‘superheroes’ with individual differences and different strengths. We are all special and gifted.● Let’s view an Australian lady who followed her dreams to be a sole sailor and took a challenge; she used her strengths and

talents to achieve a goal for herself and has been recognised for her achievements: View Youtube clip: Jessica Watson inspires - This is My Australia

● Jessica speaks about friendly Australian behaviours: smiling, down-to-earth as well as believing in a dream and having the courage and determination to pursue it.

MOVEMENT AND PHYSICAL ACTIVITY - Dance: Simon Says

Warm up: Just Dance:Happy Songhttp://www.youtube.com/watch?v=wyIpbts5Ke0

Students copy dance movements on interactive white board.

Emphasising hands and arms using different levels, directions, positions and rhythmic patterns,have students:– follow the leader to shake hands around the body in a set order and to a set count;– repeat using other hand/arm actions, eg clapping, pinching, thrusting, punching, tapping,rotating wrists; to different rhythmic patterns (even, uneven)

Movement skill:

• swaying• swinging• twisting• turning• moving isolated partsof the body– hand/foot gestures

Activity: Introduce the activity by viewing and playing the Simon says song for children.http://www.youtube.com/watch?v=MLXZV456Or0#t=30Students play Simon says:The teacher calls out: Simon says : sway your armsSimon says: swing your armsSimon says: do the twist! Twist your body.Simon says: turn aroundSimon says move your left footSimon says move your right footSimon says move to the left, and clapSimon says move to the right and clap

Teaching tool for the newer game of Simon Says:http://www.youtube.com/watch?v=RewIoHJ9RdM

Teacher Resource:Interactive white boardtambourine

Warm up: Just Dance:Happy Songhttp://www.youtube.com/watch?v=wyIpbts5Ke0

Note to teacher:Move tables and chairs and create a safe area for movement purposes.

Warming Down: Follow the Simon Says instructions to the Simon says song:http://www.youtube.com/watch?v=MLXZV456Or0

Extension task: – – vary by mirroring a partner.

Leading with different body parts at different levels and in different directions, have students:– crouch down hands on the floor, teacher moves a tambourine up and down away from andback to the floor, students follow the movement with their hands, stopping when thetambourine stops;– repeat using different body parts to lead movement, eg elbow, head, inside of wrist, knee,chest, fist, shoulder, hip, foot and introducing twists and turns;Warming Down: Follow the Simon Says instructions to the Simon says song:http://www.youtube.com/watch?v=MLXZV456Or0

Simon says song:http://www.youtube.com/watch?v=MLXZV456Or0

Health and Physical Education Metalanguage Assessment Opportunities

Warming down, mirroring, twists, thrusting, pumping , rotating, rhythmic patterns, levels, directions, turning, isolated parts, wrist, elbow, knee, chest, shoulder

Diagnostic Assessment: identifying individual talents

Teacher Criteria Sheet for Dance

Anecdotal records: Are students participating?Do they have a sense of

direction?

Reflection

Week 1 2 3 4 5 6 7 8 9 10

Cross Curricular Priorities CE, ATSI, SEL, IE

General Capabilities LIT, CCT, ICT, PSC


Explore Resources

PERSONAL, SOCIAL AND COMMUNITY HEALTH (60 mins)● Students participate in “A Longer Bubble Journey” meditation session 5 on Smiling Mind app.● Review learning from previous lesson, recalling how unique and individual each person in the world is. Allow

students time to reflect on their special strengths, talents and gifts explored through the star template.● Encourage students to join in with singing a song about being unique, such as John Burland’s “I’m So Special” or

Monica Brown’s “Just Little Ole Me” or “A Blessing Song”.● Pose inquiry question: How are we the same? How are we different?● Lesson focus: identifying individual differences● Teacher display Venn Diagram and model how to use the organiser to compare and contrast. Demonstrate how to

Teacher Resources- Smiling Mind app (session 5)- John Burland’s “I’m So Special” or Monica Brown’s “Just Little Ole Me” or “A Blessing Song”.- “Pearl Barley and

record similarities and differences between themselves and another known adult in the school.● Organise students into pairs. Students compare and record similarities and differences between each other using a

Venn Diagram to distinguish personal identities (Students may need to refer to their star charts).● Combine pairs of students to create groups of 4 and report to each other the similarities and differences recorded

on Venn Diagrams.● Ask: Who is the most important person in the world? Is anyone more special than someone else? What about for

someone who makes mistakes? Does this mean that they are less special? Do you think you could be the most important person in the world, as well as everyone else too?

● Discuss the importance of valuing ALL individuals, despite mistakes individuals make and their differences and remind students that: it is what makes us different that makes us all unique and precious.

● Organise students into a circle, seated beside their original partner.● Place two colourful hoops in the middle of the circle. Invite students in pairs to come into the middle and sit inside

one hoop each.● Students take turns to make a positive statement about their partner, focusing on a particular strength or positive

character trait, for example: Michael uses friendly words and gentle hands. He is good at singing and making us laugh.

● Model how to make an appropriate response to express appreciation: “Thank you for your kind words” or similar.● Read a picture book on valuing differences such as: “Pearl Barley and Charlie Parsley” by Aaron Blabey OR “Round

Fish Square Bowl” by Tom Skinner and Minnie Goss and discuss.● Students draw a secret partner using the named popsticks (NOTE: Teacher record to ensure everyone has a secret

partner).● Model how to write a positive message for their secret partner using the sentence starter: “I like you because…”

or “I like the way you…”.● Students write their unsigned positive message, which can be made into a card, if desired and ‘posted’ out in an

envelope from a classroom mail box.● Digital Technology idea: create the positive message using iPads. Print and/or send out.● Reflect on the positive feelings generated after participating in activities. How do you feel to receive a compliment?

How do you feel to give a compliment? Do you know of someone special to you that you could give a compliment

Charlie Parsley” by Aaron Blabey or “round Fish Square Bowl” by Tom Skinner and Minnie Goss.

Student Resources- Venn Diagram (one A3 page/ pair)- pens- notepaper/card

to? If we shared compliments more often, what would our classroom feel like?● Ask: Do people experience the same feelings and emotions even if they are different?● Let’s view an Australian Aboriginal man who followed his dreams to be an AFL player and took a challenge; he used

his strengths and talents to achieve a goal for himself and has been recognised for his achievements: View Youtube clip: Adam Goodes inspires - This is My Australia

● Discuss Adam’s expression when an unfriendly comment was made to him during a match (see 30 seconds into the clip). Reinforce Adam Goodes’ message that we have to stand up for what we believe in, be proud of who we are and work together to celebrate differences in our community.

MOVEMENT AND PHYSICAL ACTIVITY - Dance:Students create, follow, repeat and alter movement sequences in response to changes in the music tempo and rhythm, music or words.Watch and learn a traditional island song. This activity will teach children a very common Torres Strait Islander sit down dance Called ‘Taba Naba’. This dance is from the Eastern Islands in theTorres Strait and is sung in Meriam Mir language. The dance is about going down to the reef.

Warm up:http://www.youtube.com/watch?v=rNBXXxpKtDQ The Wiggles and Christine AnuThe Wiggles: Taba Naba

Adapted from the

Step 2: Dance actions• Show children the dance moves using the instruction video as a tool.Taba naba naba noremMove hands horizontally: one towards you the other away from body, palms brushing as they passTugei pe neiser mi, dinghy ge nabatreRight hand to floor at left, then to left shoulder, left hand to floor at right, then to right shoulder

Step 3:Put together the performance along with the song lyrics and dance moves.

Optional: The teacher may want to record the dance and have the class view it as a

Teacher Resource:

Tabe Naba song:http://www.youtube.com/

State Library of Queenslandhttp://ck.slq.qld.gov.au/The Corner Sings. Let’s Taba Naba.pdf

Movement skill: Activity StepsStep 1: Lyrics• Sit around a circle/semi circle crossing your legs.• Go through each of the five verses explaining what the English meaning is for each verse.Taba naba | naba norem, (DMaj | Gmaj)Come let us go to the reefTugei pe neiser mi | dinghy ge nabatre (Amaj7 | Dmaj)While morning low tide, let us go in the dinghyMi ko kei |serer em nebewem (Dmaj | Gmaj)Let us wade to the edge of the reefTaba naba | norem (Amaj | Dmaj)Come let us go to the reef(Dmaj (1 bar break between verses)Style S. T. Y. L. E

Reflection:Strategic Questions:What things can you find in a reef? Eg.

Mi ko kei serer em nebewemRight hand to floor at left, then to left shoulder, left hand to floor at right, then to right shoulderTaba naba naba noremBoth hands up high, then on shouldersStyle S. T. Y. L. EHands on waist and sway)

Reflection:o What other songs do you know that have actions just like Taba Naba? Eg. twinkle littlestar, incy wincy spider and row, row, row your boat.

Tips:• Have the instructional video playing while you sing along so that children can follow thedance moves and associate them with the language words.

Optional: The teacher may want to record the dance and have the class view it as a reflection.

Where can we improve? What did we do well?

reflection.

Where can we improve? What did we do well?

watch?v=rNB

Lyrics:State Library of Queenslandhttp://ck.slq.qld.gov.au/The Corner Sings. Let’s Taba Naba.pdf

coral, sea animals


Taba naba | naba norem, (DMaj | Gmaj)Come let us go to the reefTugei pe neiser mi | dinghy ge nabatre (Amaj7 | Dmaj)While morning low tide, let us go in the dinghyMi ko kei |serer em nebewem (Dmaj | Gmaj)Let us wade to the edge of the reefTaba naba | norem (Amaj | Dmaj)Come let us go to the reefTugei pe neiser mi, dinghy ge nabatreRight hand to floor at left, then to left shoulder, left hand to floor at right, then to right shoulderMi ko kei serer em nebewemRight hand to floor at left, then to left shoulder, left hand to floor at right, then to right shoulderTaba naba naba noremBoth hands up high, then on shouldersStyle S. T. Y. L. EHands on waist and sway)

Formative Assessment: Venn Diagram to recognise diversity/ differences

Reflection

Optional: Video the students doing the Taba Naga movements . Two stars and a wish. ** two stars = two things they liked most about the dance movements -a wish= something we can work towards.

Reflection:o What other songs do you know that have actions just like Taba Naba? Eg. twinkle littlestar, incy wincy spider and row, row, row your boat.

Week 1 2 3 4 5 6 7 8 9 10

Cross Curricular Priorities SEL, AAEA, IE



Explain Resources

PERSONAL, SOCIAL AND COMMUNITY HEALTH (60 minutes)● Let’s view an Australian man who was originally from China who followed his dreams to be a ballet dancer and took a

challenge; he used his strengths and talents to achieve a goal for himself and has been recognised for his achievements: View Youtube clip: Li Cunxin inspires - This is My Australia

● These three Australians: Jessica Watson, Adam Goodes and Li Cunxin are examples of people who were able to recognise their strengths and worked tough to persist with achieving their goals.

● Pose inquiry question: What makes me unique?

Teacher Resources- Smiling mind app (session 7)

Student Resources- TASK 1 assessment page

● Lesson focus: identifying what makes me unique.● Students participate in “The Wish Tree” meditation session 7 on Smiling Mind app.● Following the meditation, encourage students to reflect once again on their strengths and talents (consider their own ideas as

well as the opinions of friends and family).● What wish do you have for yourself to achieve? How can you use your strengths, gifts and talents to make this wish a reality or

an achievement? What special achievements have you already made in your lives?● Model how to use an organiser such as Ralph Pirozzo’s “Thinking Clouds” template, to record some significant personal

achievements in their lives: Write your name/draw a picture of themselves in the middle ‘cloud’, then fill ‘clouds’ around the central cloud with achievements.

● Offer some suggestions to stimulate thinking, for example: receiving an SEL award, playing the soccer season with my team, performing a dance on stage, running my fastest in the running race, playing a song on the piano all the way through without a mistake, giving a speech without worrying about it, tying up my shoelaces on my own etc…

● Lead students to an understanding that our personal achievements are an important part of who we are, or our identity. We are all individual and completely unique, since we all have our different strengths. There is no other person in the world who is exactly like me or you; not even twins are exactly alike.

● Teacher model how to complete the following sentence starter at the bottom of the star template: “I am unique because…”● TASK 1: Students write independently to complete the sentence starter “I am unique because…”, expressing their ideas about

their uniqueness.● Digital Technology idea: Capture a photograph of each student. Import student’s own photo into ‘Thinglink’ or ‘Skitch’ app.

Label/add captions/record voice to express their ideas about their uniqueness.● Optional: If desired, view Youtube clip: Ita Buttrose inspires - This is My Australia● Ita speaks of freedom and opportunity within Australia and making the most of what we have to achieve our best.

MOVEMENT AND PHYSICAL ACTIVITY - Dance: Locomotor Movement in Dance (Moving from Place to Place by repeating and altering movement sequences in response to rhythm, music or words.)

Warming up: The Hokey Pokey DanceWarm up 1:http://

Teacher Note: To promote an understanding of personal space, students could hold a hooparound their waist as they move, ensuring that no one infringes this space. To

Responding to ImageryHave students explore locomotor movements through:playing ‘Let’s pretend to …’:– keep a balloon in the air;

he Hokey Pokey Dancehttp://www.youtube.com/watch?v=Hespe0SB7gM

www.youtube.com/watch?v=Hespe0SB7gMWarm up 2:Activity:http://www.youtube.com/watch?v=DkDff87CR9AHave students:perform a variety of locomotor skills using different levels:– explore ways of travelling across the room remaining upright, eg on toes, heels, running, hopping;– ‘walk’ across the room on different parts at a medium level, eg on bottom and heels, hands and feet;– try different ways of moving across the room on back at a low level, front, sides;while maintaining personal space:– walk on the spot in time to a beat; and– walk freely around the room, in time to beat and

reinforce thisconcept, always encourage students to find a ‘big space’ if too close to others when stopping.using different directions, place both hands on:– front of body and walk forwards;– back of body and walk backwards;– right side of body and walk sideways to the right;– left side of body and walk sideways to the left;walk freely in the room, in time to beat, and lead with the front, back, R or L side as directed bythe teacher. Repeat the activity using different locomotor skills and alongside a partner; Teacher Note: Explain directions by referring to the body parts leading the movement.play ‘Copy Me’:– follow the teacher to perform a variety of locomotor movements. Practise on the spot firstbefore moving from place to place. Have students continue the activity working in pairs

– walk in mud;– explore the inside of a bubble;– play ‘tug-of-war’;– toss and catch a ball;– rollerskate/rollerblade;– move like an animal, eg a cat, kangaroo, frog, insect;– move like different people, eg a baby, soldier, giant;– move like the wind, clouds; a bouncing ball; smoke;Teacher Note: Imagery is best introduced after students have developed some movementvocabulary so that they are better equipped to respond. This activity provides a context forexploring and discussing the quality of movement.

Warming down: From Yoga to Dance for kidshttp://www.youtube.com/watch?v=9iQjHL-fEkM

avoiding contact with other students; stopwhen the beat stops;


locomotor skill, movements, quality, exploring, forwards, backwards, low-level, medium-level, high-level, personal space, yoga, avoiding contact, imagery, infringes, alongside a partner, side-ways, forwards, backwards

Summative Assessment Students complete sentence starter “I am unique because…”

Reflection

Week 1 2 3 4 5 6 7 8 9 10

Cross Curricular Priorities SEL



Explain Resources

PERSONAL, SOCIAL AND COMMUNITY HEALTH (60 minutes)● Pose inquiry question: What emotions can my body feel?

Teacher Resources- cardboard labels

● Lesson focus: Exploring feelings and how they are expressed.● Play a mirroring game, where the teacher shows an emotion using facial expression and body movements and students copy.● Brainstorm known feelings/emotions. As each is suggested, write on a cardboard label (for example: happy, sad, surprised,

angry, worried, embarrassed, nervous, disappointed, proud, afraid, brave, lonely, bored, hurt, brave etc…)● Distribute paper plates/paper bags (1/pair) to create a face showing a particular feeling/emotion. Use collage materials,

magazines, pens and glue to create faces. Label with the cards. If desired, add a popstick to make the face into a puppet.● Students sit in a circle, with their partner and their puppet.● Describe situations and have students identify the feeling/emotion that may be experienced. For example: a cuddle from

Mum or Dad (happy), receiving an SEL award (proud, surprised), having no one to play with at lunch time (sad, lonely, hurt), going to a new school (nervous, worried, lonely, brave), making a new friend (happy), losing a special toy (sad, worried), receiving some good, unexpected news (surprised), calling your teacher ‘Mummy/Daddy’ (embarrassed, happy) etc...

● Ask students to consider which emotions feel good and which do NOT feel good.● Holding puppets, students sort themselves into two groups (feel good and NOT feel good emotions).● Explain that sometimes we can all feel sad, hurt, lonely, disappointed, bored, angry or worried. Knowing ways to ‘turn your

frown upside down’ is important to manage these emotions that do not feel good.● Students participate in “My Internal Weather” meditation session 6 on Smiling Mind app.● Distribute small post-it notes to students. Students write about something that cheers them up when they are unhappy. Stick

onto a rainbow poster and share strategies to make us ‘turn our frowns upside down’.● Teacher share story “King Pig” by Nick Bland or “Martha Doesn’t Say Sorry” by Samantha Berger (see Youtube clip: LPL

Storytube #24: Martha doesn’t Say Sorry) or similar.● Discuss the character’s actions/behaviours and the consequences or impact of these behaviours on that character as well as

others.● Lead students to the understanding that friendly behaviours and caring words make happy, strong friendships, such as: Do you

want to eat lunch with us? Do you want to join our game? Do you want to play with us? Will you work with me? Well done! Great job!

MOVEMENT AND PHYSICAL ACTIVITY - Dance: Sequencing Skills

Warming up: :http://www.youtube.com/watch?v=seUzASB8sxU

combine moving from place to place with movement on the spot to explore the space around the

- paper plates/paper bags- collage materials, magazines etc...- Smiling Mind app (session 6)- image of rainbow as an A4 poster- post-it notes- King Pig by Nick Bland or Youtube clip

Student Resources

Activity:Composition

Sequencing SkillsProvide opportunities for students to:play ‘Copy Cats’ to perform teacher-led body part sequences, eg a ‘hand’ dance http://www.youtube.com/watch?v=hSz5JOrycMk(view Just Dance Hand Dance) and copy movements)

, a ‘foot’ dance,http://www.youtube.com/watch?v=20O8_XXiWFY

an ‘elbow’ (or any combination of parts);make a ‘shape’ dance. Follow the teacher to sequence 3 shapes, eg a wide shape, a thin shapeand a small shape; hold each shape for 4 counts;with a partner, combine unusual ways of travelling together, varying from very high to very low;http://www.youtube.com/watch?v=EFZ85FXKoE0

room and around the body, eg:– run using all the space until a given signal then stop and move on the spot, eg by reaching outin all directions at all levels; and– vary by asking the students to watch the teacher; if the teacher moves on the spot contrast andmove from place to place.

Imaginary IdeasHave students develop simple compositions that:combine ways of moving on the spot with moving from place to place to portray various images, eg:– animals: a horse, snake, puppy;– toys: a soldier, rag doll;– carrying a heavy/light object;combine ways of moving in response to simple combinations of improvised sound, eg:– a sudden loud sound followed by a gentle flowing sound;– a crescendo of sound followed by a fading away of sound.Warming Down activity: Sid the Shufflerhttp://www.youtube.com/watch?v=uMuJxd2Gpxo

Teacher Resource:Warm up activity::http://www.youtube.com/watch?v=seUzASB8sxU

http://www.youtube.com/watch?v=hSz5JOrycMk(view Just Dance Hand Dance)


crescendo, flowing, improvised, contrast, combination , sequences, wide shape, thin shape, hand dance, elbow dance, feet dances, ribbon dance, tempo, composition, crescendo sound, flowing sound, heavy and light, travelling together

Diagnostic Assessment:Brainstorm knowledge of different feelings/ emotions and show understanding in creation of puppets.

Reflection

Have you used all the space? Were you able to vary your movements from very high to very low? Did you use any medium level movements?

Week 1 2 3 4 5 6 7 8 9 10

Cross Curricular Priorities

General Capabilities


Explain Resources

PERSONAL, SOCIAL AND COMMUNITY HEALTH● Pose inquiry question: What can I do when I need some help?● Lesson focus: identify and rehearse strategies to use when they need help.● Teacher share a personal story with the class about asking for assistance: I remember a time when...and I had to ask …. for

some help. Even though I felt a little uncomfortable asking for help, I tried hard to speak nicely, smile and use my best manners by saying please and thank you. I also know how much I am happy to help other people when they ask me to help them with something, so this made me feel more confident with asking.

● Can you think of a time recently when you may have asked a friend or your family for some help?● Select some students to share experiences.● Explain role-play task. Teacher read out a scenario. Students reflect of the scenario and share their ideas about the variety of

ways that we could respond to the scenario, both positive and negative. Discuss if the problem is solved and how the people

Teacher Resources- Scenarios- Smiling Mind app (session 8)

Student Resources:

may be feeling in each instance.● Organise students into small groups of students.● Present each group with a scenario to role-play where people require assistance, such as: crossing the road, finding their

brother/sister, tying shoe-laces, forgotten their lunch, dropped pencil case which has spilled, class has gone from classroom, running late for school, finding a friend to play with, falling over on the concrete, lost a pair of scissors.

● Allow the groups 5 minutes to problem-solve and rehearse a solution.● Groups present their role-plays to the class. Examine alternative ideas by using a “Forum Theatre Strategy: The small group

acts out the scene while the rest of the class watches them. Class members work as directors of the group in role by asking them to ask or speak in a different way, suggesting that a character might behave differently, questioning the characters in role or suggesting an alternative interpretation for what is happening (for example: this time, say please OR when you say hello, say it nicely - don’t just nod OR now use an angry voice)

● Offer any feedback to assist/improve role-play presentations (eg. I like how you used expression in your voice and spoke clearly so we could hear, those actions looked effective, next time you may like to try to use more space so the audience can see you more clearly etc…)

● Reflect on the impact of various responses and invite students to predict how the other person may feel in that situation. Draw attention to facial expressions and body language observed.

● Teacher use reflections to complete a ‘Like, Dislike, Challenges’ organiser chart, for example:

Like Dislike Challenges

● friendly words● kind smile● helping a friend● greeting - hello

● nasty words● scowling face● ignoring a friend● mean actions

● to stop and help when we want to play

● to do something that our friends don’t want to do

● Examine the list of behaviours in the LDC chart and make connections to friendly/unfriendly behaviours and how they impact on others people’s feelings.

● Students participate in “The Wish Tree Revisited” meditation session 8 on Smiling Mind app.

MOVEMENT AND PHYSICAL ACTIVITY - Dance: Ribbon DanceTeacher Resource:http://www.youtube.com/watch?v=BbyVBhXOggI

Warming up Activity:http://www.youtube.com/watch?v=5DgZxBHCp-s

Moving Isolated Body Parts and using a ribbonHave students:make shapes with your arm and wave the ribbon to the tempo and rhythm of the music.– explore twists, curves, bends of the back; diagonals through tilting the neck; and making anglesat elbows, knees and angles;perform specific body part isolations to music such as:– head: left, right, forward, back;– arm ripples: shoulder – elbow – wrist;– shoulder shrugs: together, alternately;– knee bends;– ankle flexions;– combine isolations in sequences and repeat varying tempo, eg in double time;– practise isolations in front of a mirror or facing a partner.

Students view the ribbon dance demonstrated by children on You Tube:Children doing ribbon dances:http://www.youtube.com/watch?v=ky12iZ2kEhY

Activity:

Have an assortment of different colour ribbons children could use when dancing and combining their own movements using their arms.

The teacher plays music focussing on tempo: fast, slow movements

Students form big and small circular movements using their ribbon and sing: “make the circle big, big, big big, big, big. big, big, big, Move your ribbon. Now, make the circle small, small, small. small, small, small Move your ribbon.”Sing to the tune of London Bridge is falling down.

Play soft, calm and peaceful music for students to freely dance with their ribbons.Warming Down:Students form a circle and as the music plays the students blow a feather from one person to the next.

(This is a calming down activity)

Colour ribbons

http://www.youtube.com/watch?v=ky12iZ2kEhY


twists, turns, curves, tilting, calming down, ankle flexions, shoulder shrugs, tempo and rhythm, diagonals, circular movements, freely dance

Formative assessment:-strategies to interact in a positive manner-feedback on role-plays

Reflection

Week 1 2 3 4 5 6 7 8 9 10




Explain Resources

PERSONAL, SOCIAL AND COMMUNITY HEALTH (up to 60 mins)● Pose inquiry question: How can I solve problems in a friendly way?● Lesson focus: identify positive ways to react● Organise students into small groups and assist with determining roles to act out, as well as movement on ‘stage’ and

expression once students have selected a scenario.● TASK 2: Create a performance as a role play to present to the class. Encourage development of positive script showing

friendly ways to react to different situations. Allow props if necessary. (Note: These role-plays may be a continuation from previous week’s role-plays.)

● Invite students to make judgements about their roleplays: What do you think about..? How would you feel if…? Can you

Teacher Resources- Smiling Mind app(session 2)

Student Resources

predict what would happen if…?● Students participate in “Belly Breathing” meditation session 2 on Smiling Mind app.

MOVEMENT AND PHYSICAL ACTIVITY - Dance Styles

Warm up:

Warming up: Let’s pretend we are moving through puddles(drama/music movement)

Encourage students to use imaginary ideas:Have students develop compositions that:combine travelling movements to portray, eg:– avoiding puddles, paper blown by the wind;– similar and different animals travelling in groups;combine movements on the spot to portray, eg:– the flames of a fire;– a seed growing and reaching for the sun;– a jagged piece of glass;– a swing in pairs;combine movements on the spot with travelling movements to portray, eg:– a ball bouncing;– trying to catch a butterfly;– a long silk scarf;– being cold;

Activity:Dance Styles:Provide opportunities for students to:introduce dances that are related to cultures represented in the school community;practise and perform a range of more challenging bush and social dances in which there isemphasis on style characteristics

Students view different cultural folk dances: Teacher and Student Resource:

An Aboriginal Folk dance:http://www.youtube.com/results?search_query=aboriginal+folk+dance

An Italian Folk dance:http://www.youtube.com/watch?v=CwSaic4mv2w

Encourage students to view many different styles of dancing:As a Brain break students can copy the following Charlston dance steps:http://www.youtube.com/watch?v=hS_EGWJAT94

Free Creative Dance Movement to encourage freedom of expression:

Activity: Encourage students to work with a partner experiment with ways of varying set steps;

As the teacher plays different types of song choices e.g Waltzing Matilda,Charleston music, modern music the students freely work together to create movements.

Warm down:http://www.youtube.com/watch?v=DP9jd1Ug2y4A Cosmic Kids Yoga session: The Polar Bear

An Aboriginal Folk dance:http://www.youtube.com/results?search_query=aboriginal+folk+dance

An Italian Folk dance:http://www.youtube.com/watch?v=CwSaic4mv2w

Encourage students to view many different styles of dancing:As a Brain break students can copy the following Charlston dance steps:http://www.youtube.com/watch?v=hS_EGWJAT94


Yoga, style, culture,dancing styles, cultural folk dance, folk dance, traditional dance, varying step, cultural folk dances

Reflection

Week 1 2 3 4 5 6 7 8 9 10




Explain Resources

PERSONAL, SOCIAL AND COMMUNITY HEALTH● Complete role-plays for assessment.● Students participate in “Exploring Sounds” meditation session 3 on Smiling Mind app.

MOVEMENT AND PHYSICAL ACTIVITY -

The Dinosaur Dance:Warm up:

● Get students to stand in a circle.● Warm up stretching, reach to the sky (Up to the Pterodactyls), down to the ground (touch the baby T-Rex).● Talk about safe dancing. They need to stand an arm span away from each other. Also ensure students aren’t

stomping too hard or waving their arms in a manner that could cause injury to themselves or others.● Play a quick game of duck, duck, T- Rex. Have students pull their arms in and stomp when running.

Activity:● Students stand in a circle.● Question students: What are the things dinosaurs normally do? (Eating, stomping, chasing, flying).● Teacher/student demonstrates and students copy. (Making the noise is great)● Talk about how to do the action. Stomp = hard. Fly = soft.● Using the movements suggested students ‘follow the leader’ copying the movement. Once a student has had a

turn in front, rotate, so all students take a turn. Students are able to copy the movements of the person they took over as the ability to copy the movements is what matters, not the improvising, Teacher may want to

Teacher Resources- Smiling Mind app (session 3)Student Resources

The Dinosaur dance:a song to dance to:http://www.youtube.com/watch?v=XqE-tkd6DOI

suggest movements or be the ‘leader’ as well.Cool down:

● Cool down stretch (same as warm up).


movements, copyingthe movement, leader, stomping, flying, action, stomp=hard, fly=soft,

Reflection

What was your favorite movement? Why? What body part did they move when stomping/flying?

Week 1 2 3 4 5 6 7 8 9 10




Elaborate Resources

PERSONAL, SOCIAL AND COMMUNITY HEALTH● Pose inquiry question: How do we feel when we value each other and treat others kindly?● Lesson focus: friendly behaviours make others feel good about being with us.● As a whole class, brainstorm ideas to construct an X Chart on Friendly Behaviours (I see, I feel, I hear, I think…)

Teacher Resources- X chart- Youtube clip “The Boundin”

● Explain that there are times when we need to show confidence and resilience to ‘bounce back’ when things go wrong.● Students view YouTube clip: The Boundin’● Students participate in “Exploring Tastes” meditation session 4 on Smiling Mind app.

Adapted from :http://www.curriculumsupport.education.nsw.gov.au/primary/creativearts/assets/dance/pdf/s1splish.pdfMOVEMENT AND PHYSICAL ACTIVITY - Dance:The Bubble Dance(Science link)

Warm up activity: My personal space activity:A good way of exploring personal space is to use lengths of elastic (around 2 metres, ends tied to make a band). Ask selected studentsto explore the shapes they can make usingthe elastic, stretching it with hands,feet,head and other body parts.

Activity:Using a mixture of water and detergent (orcommercially made bubble preparation), students experiment with bubble blowing. They observe theshapes made and watch for the change in dynamics from forming through floating to popping.Students find their own space. Have them stand withtheir feet apart. Ask them to reach above their head,in front and behind as far as they can without leaving their spot. Tell them that this is their own personalbubble of space, and that they must try to keep the bubble around them at all times during this activity.Have them explore their bubble while standing still,and then while moving about the room. Remind them to keep within their own space, and not move into anyone else’s space. Develop a simple movement sequence which can be repeated e.g. form the bubble (4 counts), float (4 counts), turn slowly (4 counts), pop and freeze (4 counts), form the

Warm Down: Balloon Activity Students find their own space. Have them stand withtheir feet apart. Ask them to reach above their head,in front and behind as far as they can without leavingtheir spot. Tell them that this is their own personalbubble of space, and that they must try to keep thebubble around them at all times during this activity

This activity needs perseverance and is best done indoors. Once the students are able to coordinate movements so that the balloon moves around the circle, then introduce the sounds to accompany the movement.

Students may be seated in a circle on the floor for discussion and reflection.

- Smiling Mind app (session 4)

Student Resources

http://www.curriculumsupport.education.nsw.gov.au/primary/creativearts/assets/dance/pdf/s1splish.pdf

balloons, detergent and glycerine to make bubbles

Pipe cleaners

bubble (4 counts), float (4 counts), turn (4 counts).Perform this sequence as a class, with teacher counting out loud at first. Once the pattern is established, introduce quiet music.


Personal space, floating, popping, simple movement, sequence, co-ordinate, pattern in dance

Reflection

Reflection:• How did it feel to float?• How did the movements change from forming, floating and popping?• What colours are there in bubbles?• Can you think of a costume for a bubble dance?

Week 1 2 3 4 5 6 7 8 9 10




Evaluate Resources

PERSONAL, SOCIAL AND COMMUNITY HEALTH (30- minutes)● Cut out a jigsaw piece for each class member to decorate, representing something special about their personal identity.● As a whole class, reconstruct the jigsaw and display in the classroom with a title, for example: ‘individuals creating

communities’ or similar.● Students participate in “A Longer Bubble Journey” meditation session 5 on Smiling Mind app.● Organise students into a circle. Invite them to share their reflections on what they have learnt over the unit about themselves

and relating to others.

MOVEMENT AND PHYSICAL ACTIVITY - Dance: (Assessment)The students create a movement sequence using 2D and 3D shapes.Students perform their dance to the class.Creates a dance using dance elements:

· Actions· Direction· Level· Shape· Repetition

Prior to this lesson: Teacher takes the children on a Shape walk.Have students use a feely bag during their Maths lesson. As a circle activity encourage the students to feel the shapes in the mystery bag, describe it and then create a shapy with their body, trace the shape on their partner’s back, paint the shapes .Additional ideas to inspire the children:· Describe shapes and objects.· Write poems, rhymes and instructions about shapes and objects.· Create movement phrases using poems, rhymes and instructions.· Physically construct shapes or objects in space using ropes, ribbons and the body.

Teacher Resources- class jigsaw- Smiling Mind app (session 5)

Student Resources- coloured pencils/ crayons

http://www.youtube.com/watch?v=BbyVBhXOggI

Shape Dance: Wam up: http://www.youtube.com/watch?v=6QR567gHWPc#t=38Allow students to view the link above of a shape dance.

Moving Isolated Body PartsHave students:make shapes with body parts:– explore twists, curves, bends of the back; diagonals through tilting the neck; and making anglesat elbows, knees and angles;– join with a partner to make shapes with nominated body parts as designated by the teacher;perform specific body part isolations to music such as:– head: left, right, forward, back;– arm ripples: shoulder – elbow – wrist;– shoulder shrugs: together, alternately;

Moving the Whole BodyStudents view the following film clip and then form the shapes using their whole body:http://www.youtube.com/watch?v=BbyVBhXOggI

Have students:make body shapes in relation to others:– explore the concept of ‘over’, ‘under’, ‘around’ to make partner sculptures, eg A makes a shapeat a level called by the teacher, B then moulds a shape to fit chosen concept; change roles;

Create a movement sequence using 2D and 3D shapes.Perform your dance to the class.

If possible, record the performance and work in progress on video so that students can watch themselves as a form of feedback. Digital photographs could also be taken during the creative process to highlight shapes created, or even provide stimulus for further ideas

Students respond to own shape dance by identifying, describing and expressing opinions about the use of dance elements.

Students complete a self-assessment form after their performance.

http://www.youtube.com/watch?v=6QR567gHWPc#t=38Allow students to view the link above of a shape

– in small groups create a group frieze in a line, circle, or triangle using contrasting and matchingshapes and levels;– introduce turning and twisting movements as students move from one shape to another.Include forward and backward rolls where appropriate

Conduct a “shape walk” around the class and school, identifying shapes and objects in the local environment. Respond in movement to visual illustrations of shapes and objects. Experiment with and use 2D and 3D mathematical shapes to inspire dance elements (direction, level, shape). Experiment with locomotor or travelling movements (e.g. walk, run, skip, hop) to link sections of movement


Strong, fast, controlled, powerful, gentle, smooth, fast, slow, energetic, high-level, low-level, side-ways, angular, zig-zag, sharp, long, curved, open, triangle, rectangle, square, circle, cylinder, star

Peer Assessment

Planning for Differently Abled Students

Student/s Different Ability Australian Curriculum Content Descriptions

being addressed

Learning and Teaching Strategies Assessment Strategies

Year One Term 4 Health and Physical Education Criteria Sheet Name: __________ Shape Dance Unit

Task Very High High Sound Developing Support required

The student demonstrates evidence of:

Knowledge and Understanding Creating:Creates a dance using dance elements:

· Actions· Direction· Level· Shape· Repetition

Independently and skilfully creates a linked dance with visual impact, and that uses a variety of dance elements.

Competently and skilfully creates a linked dance with visual impact, and that uses a variety of dance elements.

With occasional teacher prompts,creates a linked dance with visual impact, and that uses some dance elements.

With verbal direction,creates a linked dance with visual impact, and that uses a limited number of dance elements.

With significant support,creates a linked dance with visual impact, and that uses a very limited number of dance elements.

Knowledge and Understanding Responding:Responds to own shape dance by identifying, describing and expressing opinions about the use of dance elements

Independently identifies, describes and expresses opinions about the use of dance elements in their own dance.

Competently identifies, describes and expresses opinions about the use of dance elements in their own dance.

With directed teacher support identifies, describes and expresses opinions about the use of dance elements in their own dance.

With verbal direction identifies, describes and expresses opinions about the use of dance elements in their own dance.

With significant support, describes and expresses opinions about the use of dance elements in their own dance.

Assessment Task 1: I am unique Name: _________________ Date: _________

I am unique because _________________________________________________________________

________________________________________________________________________________help scenari

Name: _______________ Peer Assessment Checklist Year 1 Term 4 ☺ ☺ ☺ ☺☺ ☺

Read the question and tick your answer in the appropriate box. Excellent Good Well tried

Did the group use their space and area well?

Did the group dance without stopping?

Did the group use facial expressions during the performance?

Did the group move in different in different directions?

Documents

HPE Year 1 Unit 2 .docx - The Curriculum Place - General ... · Web viewExamine the list of behaviours in the LDC chart and make connections to friendly/unfriendly behaviours and