Kindergarten Physical Education Terms 1 and 2, 2013

Kindergarten students will participate in Physical Education lessons of 40 minutes each week. The classes will rotate through the skills of locomotion, ball control, hitting, kicking, throwing and tracking/trapping. The lessons this term will build on skills practiced in earlier terms, as well as introducing new areas. Each group will spend two weeks on each skill component. Outcomes:
GSES1.8 Demonstrates fundamental movement skills while playing with and sharing equipment. MOES1.4 Demonstrates a general awareness of how basic movement skills apply in play and other introductory movement experiences. V5 Willingly participates in regular physical activity.

Skill Development Start with feet close together, side by side Locomotion: jumping/landing, Bend knees and swing both arms behind body Spring upwards and swing arms up to give extra movement balance Locomotion: running Ball control: bouncing and catching a large ball Throwing: underarm, two hands Hitting: striking an object, stationary/ moving
Keep head up, and eyes in front or on target Land with both feet together, balanced Arms/legs move in opposition Slight forward lean of the body High knee lift Arms drive forward in a relaxed style, elbows bent Stand with feet stationary, shoulder width apart and holding the ball at waist height, with hands on either side of the ball Push the ball straight down with both hands Keep eyes on the ball Catch the ball with fingers spread and pull the ball into the body Eyes on target while throwing Face direction of throw, legs slightly apart Hold ball with two hands Swing ball/arm down and then forward towards the target WITH EQUIPMENT WITHOUT EQUIPMENT Stand with feet apart, one in front of the Stand next to or beneath the object, with other. Front foot should be opposite to feet apart, one in front of the other. Front main arm and placed near object. Back foot should be opposite to main arm. foot it turned to 45 degrees, used for Have shoulders/body square to object balance Have palms flat, fingers outstretched, Turn body to 45 degrees from object slightly cupped towards the object Hold the bat with both hands, with main Arms are bent at the elbow hand further from the body Keep eyes on target, as object comes Bring the bat up and around the body to within hitting range, push arms/hands should height, holding bat level towards object, hitting it with both hands at the same time. Keep eyes on the target and swing Follow through with bat aiming in the Follow through with hands direction of the target Watch the ball as you run in Hold/use arms outstretched for balance Place supporting foot to the side and behind the ball Bring the foot up underneath the ball, connecting with the inside Follow through with the kicking foot pointing in the direction of the target

Ball control: Kicking

Rotations

Students rotate between 2 stations over the 40 minutes (20 mins per station). Teachers remain at their activity. In the following term, the missed activities are completed by the group.

Week 3 4 5 6 7 8 9

Station 1 Equipment Equipment Equipment Equipment Equipment Equipment Obstacle Course

Station 2 Bouncing Bouncing Bouncing Throwing/ Catching Throwing/ Catching Throwing/ Catching Bin Ball

Station 3 Dribbling Relays Dribbling Relays Dribbling Relays Aiming and Kicking Aiming and Kicking Aiming and Kicking Kick Ball

Station 4 Running Relays Running Relays Running Relays Tunnel Ball Tunnel Ball Tunnel Ball Snake/ Long Jump

Reg.

10

Obstacle Course

Bin Ball

Kick Ball

Snake/ Long Jump

11

Obstacle Course

Bin Ball

Kick Ball

Snake/ Long Jump

Sturt

Phillip

Flinders

Cook

Assessment and Evaluation Resources:

Outcomes will be assessed through teach observation and checklists of the fundamental movement skills mentioned above. Each kindergarten teacher is responsible for setting up for their group. Please see attached activity cards for clarification on how to play and resources required.

LOCOMOTION
Relays
Equipment: baton/bean bag (1 per team) Playing Space: Grass Formation: 2 teams split into 2 groups each. One student is the starter. Instructions: Students run from their group to the other group, passing the baton/object to the person at the front of the line and then going to the end of the line and sitting down. The team with all people sitting down first is the winner.

Variation: Skills can be incorporated by having students skip/hop/jump etc between the groups, rather than running.
Student formation

LOCOMOTION
Snake
Equipment: 1 long skipping rope, tied to a pole or other stationary object Playing Space: Grass Formation: 2 teams in a line behind their leader, facing the skipping rope. Teacher holds untied end of the rope. Instructions: Teacher holds untied end of the rope low to
Game Formation

the ground and wiggles the rope so that it curves along the ground like a snake. One at a time, students from each team run up and jump over the moving rope, landing on the other side. They then run around the teacher and back to the end of their team.

Variation: The game can be made more difficult by having the teacher wave the rope in a vertical (rather than horizontal) pattern, though this is more dangerous for less experienced students.

LOCOMOTION
Long Jump
Equipment: 10-20 flat tiles/markers that can be jumped on Playing Space: Grass Formation: Set up the course with only 10 tiles increasing distances apart, with the last tile being the long jump. Students are in 1 line behind the starting tile. Instructions: Student steps onto first tile and proceeds to jump along the tiles, showing correct/effective jumping stance. The aim is to build up the jumps til the long jump at the end. Students explore how to make themselves jump further by using their arms, legs and body to help. After completing the course, students rejoin the line. Teacher may decide to have several students on the course at once, rather than waiting for each child.

Variations: Game can be broken into 2 courses with teams competing. Points may be awarded for each tile or just the long jump tile.
Activity formation

LOCOMOTION
Rob the Nest
Equipment: 6 hoops, 20 bean bags, stopwatch/timer, whistle/bell Playing Space: Grass Formation: 5 hoops are space out equidistance from the centre 6th hoop. All bean bags are placed in the centre hoop/nest. Students are divided into 5 teams and assigned one of the 5 hoops as their nest.
Activity formation Bean Bags Hoop nests

Instructions: Students are given 5 mins to be the group with the most bean bag eggs. Only one student per nest may move at a time. First, students steal the bean bags from the centre nest, taking turns to leave their nest. Then, students may steal from others nests but again only one person per team may leave the nest at a time. When timer goes off, groups count their eggs and the group with the most wins.

LOCOMOTION
Obstacle Course
Equipment: 10 bean bags, 5 hoops, 1 skipping rope, 6 flat tiles/cones, 10 witches hats Playing Space: Grass Formation: Set up the Obstacle Course as per the diagram.
Beanbags Skipping Rope Sprinting Space Hoop

Jumping Tiles Hoops

START

Witches Hats

Instructions: Students begin by jumping from hoop to hoop. They then pick up a beanbag and place it on their head. They balance walking along the skipping rope and then sprint to the next hoop (students may hold the beanbag), where they leave their beanbag. They then jump along the tiles and perform a long jump to the last tile. They then run weaving around the witches hats, and come back to the starting point. Note: teacher will need to monitor the beanbags, moving them from the drop zone back to the initial point.

BALL CONTROL
Bin Ball
Equipment: 5 containers, 5 balls Playing Space: Asphalt Formation: Students are divided into 5 groups with 1 ball per group. They stand in a line about 1-2 metres (depending on skill level) from their container or bin. Instructions: Students bounce the ball around the bin, come back to the start of the line, and shoot the ball into the bin. If they miss they must go and get it, and return it to the next person in line. If they get it in, they get one point for their team. Variation: put a time or turn limit on the game.

KICKING
Tunnel Ball (2)
Equipment: 2-4 balls Playing Space: Asphalt Formation: Students are divided into groups of 6-10. They form a line with their legs apart. Instructions: The player at the front has the ball and faces their group, about a metre in front of the line. The student kicks the ball through the legs of their team mates and runs to the end of the line to get the ball. They join the end of the line. The team then passes the ball back over their heads to the first person, who repeats the process. If the ball gets stuck in the tunnel, players may assist it to the end of the tunnel. Variation: put a time or turn limit on the game.

BALL CONTROL
Keep Away
Equipment: 1 large, soft, bouncy ball; coloured sashes for one team Playing Space: Asphalt Formation: Students are divided into 2 teams of equal skill Instructions: Students keep the ball away from the other team by bouncing it to their team mates. The ball must be bounced, not thrown, in order to focus on skills. Players from the other team may intercept the ball at any time. Encourage calling and teamwork Variation: Goals and points may be introduced to increase competition.

BALL CONTROL
Tunnel Ball (1)
Equipment: 2 large, soft, bouncy balls Playing Space: Asphalt Formation: 2 teams. Students form a line with Student 1 out the front facing the team, approx 2m away. Instructions: Student 1 passes the ball underarm to Student 2, who passes the ball back to Student 1. Student 2 then runs behind Student 1, who throws the ball to the next person. When the last student comes up, Student 1 throws the ball to Student X, then runs behind Student X, who throws the ball to Student 2, and so on. Variation: Goals and points may be introduced to increase competition.
Diagram shows how changeovers work

KICKING
Kick Ball
Equipment: 1 ball, 20 witches hats, Playing Space: Grassed area (pref. marked field) Formation: 2 teams 1 kicking and 1 fielding. Fielding team spreads out within the field and Kicking team lines up. Witches hats are placed according to the diagram. Instructions: On a given signal, Kicking Student kicks
SAFE ZONE
Witches Hats marking the field

Fielders Base Kickers Tee

the ball out into the field, then runs to the Base and back again. Fielders cannot go inside the Safe Zone until after the ball is kicked. Fielders try to get the ball back to the Tee before Kicker gets back. If Kicker makes it, Kicking Team gets 1 point. If he/she doesnt, no points are scored. After all Kicking students have had a turn, swap over. Encourage good team behaviour cheering, supporting etc. Variation: 2 rounds can be played so that students get another chance.

KICKING
Kicking Relay
Equipment: 2 balls, 4 witches hats Playing Space: Grassed area Formation: 2 teams divided into 2 groups, 15m away from each other. A witches hat is placed 5m in front of each group Instructions: On a given signal, Student 1 dribbles the ball up to the witches hat, then kicks it to Student 2. Student 1 runs after the ball and joins the end of the second line. Student 2 traps the ball and then dribbles to their cones, and kicks to Student 3, and so on. Variation: Add a time/turn limit to increase competition.
Student formation

KICKING
Goal Shots
Equipment: 4 mini goals or similar (container, chairs etc) Playing Space: Grassed area Formation: 4 groups, lined up 5-10m from their goal. Student 2 is behind the goal ready to grab any misses. Instructions: On a given signal, Student 1 takes aim and shoots for a goal. Student 2 retrieves the ball and gives it to the next student, then Student 2 joins the end of the line and Student 1 takes the retriever spot. Variation: If change over is too complicated, students can retrieve their own ball.

PDH Early Stage 1 Overview of Unit I am Special Students will learn about their own and others identity through a variety of activities which build their sense of belonging and acceptance. Students then couple this knowledge with a developing understanding of how people grow and change to think creatively about changes they may face in the future. The unit encourages our students to become global citizens by teaching them to embrace the differences in each other and use technology to share and receive information. This unit incorporates a variety of PDHPE outcomes and can be easily linked to Science & Technology, English, HSIE and Mathematics content. Outcomes: - GDES1. 9 Identifies how people grow and change - PHES1.2 Displays basic positive health practices. - COES1.1 Expresses feelings, needs and wants in appropriate ways - INES1.3 Relates well to others in work and play situations - DMES1.2 Identifies some options available when making simple decisions - V1 Refers to a sense of their own worth and dignity - V3 Enjoys a sense of belonging **The following Science & Technology outcome can be met if utilising blog resource: UT ES1.9 Identifies and uses a limited range of equipment, computer-based technology, materials and other resources when undertaking exploration and production. Learning Sequence Overview (see following pages for lesson plans): ** No lesson in Week 1 due to Staff Development Day 1 What makes me special? Sit students in circle. Go around circle and students say one thing about their appearance. Suggestions include I have brown hair, I have freckles etc. In pairs students discuss things that make them special. Regroup and each student shares with the class, saying I am special because... Play a game where a student describes another student by appearance, likes/dislikes, ability etc and the class must guess the identity. Students make an I Poster using photographs brought from home. Students caption it with I like... or I can... or I am... sentences, after a modelled writing session. 2 What is good about me? This lesson, discuss attributes of a good students/person and create a vocabulary wall. Establish Friendship Books which are subsequently used each week. **Technology link: Establish a Blog through the DET server for the Friendship Books, in which students can post their comments. The books are rotated through the class and each week a student writes something nice about that persons behaviour over the week. This activity should be an independent writing activity. Teac her should create a checklist in the front of each book so that no student has the same book twice. 3 Likes and Dislikes Play the Name Game: students sit in a circle and go around. First they say their name, e.g. Tim, then they add an adjective to describe themselves, e.g. Terrific Tim or Smart Tim, then they say something they like or dislike, e.g. Terrific Tim likes Spaghetti. Students create a collage of drawings depicting their likes and dislikes in a variety of categories e.g. food, clothing, colours, drinks, toys, activities/sports. Discuss and display. **Technology link: These collages can be uploaded to each students blog along with their sentence. 4 Keeping our bodies healthy Have an outline of a person prepared with flashcards (picture and word). Label each external body part and discuss its function. As a class, discuss how to look after the body and keep it healthy. Record responses on the IWB. Possible responses include brushing teeth, clipping nails, daily washing etc. Have images to assist. If time, play a game of What Are You Doing. Students form a circle with one in the centre. Centre student mimes an action involved in keeping the body healthy, e.g. brushing teeth. After a minute or 2, class asks What are you doing? and centre student replies with a different action to what is being done, e.g. combing hair (this can be tricky to do). Centre student taps another student to come in, and new centre student takes up the action that was just said (combing hair).

**Technology link: Students can post on the blog with a sentence (or 2) linking to this lessons content, such as I stay healthy by brushing my teeth. Needs and Wants As a class, discuss what is a need? and what is a want? Discuss the basic needs, e.g. food, water, shelter. Abstract ideas such as love, parents etc. may be introduced, so teacher should be aware of any student situations which require sensitivity, e.g. divorce. Think-Pair-Share: in pairs, students think of things they want. Share and record on the IWB. Repeat for needs. Watch this video to consolidate: http://www.brainpopjr.com/socialstudies/economics/needsandwants/(5 mins) **Technology link: Students can continue this on their blog at home/in computers, listing things they can see/they have but they dont need. How have I changed? Encourage students to bring in baby photos (newborn, 2 years, 4 years) and a current photo. Discuss the physical changes since the photos were taken (this can be a News activity/topic). Stick the photos to a page titled My Changes (teacher can do to save time). Modelled writing: Write short captions to go on the My Changes page describing the changes, e.g. I have grown bigger, I have lost teeth etc. Students caption their page. This can be done in Computers to link to ICT. **Technology link: Students photos can be uploaded to the blog and student can write 1 or 2 sentences describing their changes, and other students can comment on other things they notice. Learning, growing, changing and feelings Have students create a picture showing things they can do now that they are at school. Compare their abilities to what they could/couldnt do when they were younger. Talk about changes that will happen as they continue to grow. What do they think will happen, physically and emotionally? Talk about feelings: what feelings do we have, how can we express them? Role Play some situations where students depict emotions and must work out how to express them, e.g. Bob called John a mean name at recess time. What should John do? **Technology link: Students work samples can be uploaded to the blog and student can caption it. You are not alone Call out a list of things that students have/use/like etc. Students must talk to each other to work out who has the same response as them, and then stand with them. Can be open or closed categories, e.g. Find someone who likes the same TV show as you, or Is your favourite colour red? Discuss likes and dislikes, and why some people might like the things you dislike. Talk about differences being ok, and what to do about differences (i.e. dont argue or fight). **Technology &Maths link: create a graph in MS Word to show responses. Create a poll on the blog which students can respond to, and which can then be discussed as a class. Friendship and Personal Identity Conclude the unit by sharing the Friendship Books/Blogs. Students may read something they wrote about someone. Discuss the general ideas students wrote about (being nice, sharing, being funny, helping, learning well, paying attention etc.). Link back to being an individual and students sense of personal identity.

PDH

Early Stage 1

Week 1

I Am Special What makes me special?

Outcomes: - COES1.1 Expresses feelings, needs and wants in appropriate ways - INES1.3 Relates well to others in work and play situations - V1 Refers to a sense of their own worth and dignity - V3 Enjoys a sense of belonging Assessment: Resources: I Poster Photograph of student (brought from home) Glue Pencils, colours IWB Can students identify aspects that make them an individual? Do students refer to these aspects positively? Do students work cooperatively and supportively in groups? Do students write or talk confidently about an aspect of their personal identity?

Cross-curriculum Issues: Multicultural education Aboriginal education Gender equity Technology education

Teaching/Learning: Sit students in a circle. Going around the circle, students say one thing about their appearance. Suggestions include I have brown hair, I have freckles etc. In pairs students discuss things that make each other special. Regroup and each student shares with the class, saying I am special because... Play a game where a student describes another student by appearance, likes/dislikes, ability etc and the class must guess the identity. Brainstorm things that students like/can do. Students make an I Poster using photographs brought from home. Students caption it with I like... or I can... or I am... sentences. Evaluation:

PDH

Early Stage 1

Week 2

I Am Special What is good about me?

Outcomes: - COES1.1 Expresses feelings, needs and wants in appropriate ways - INES1.3 Relates well to others in work and play situations - V1 Refers to a sense of their own worth and dignity - V3 Enjoys a sense of belonging Resources: Friendship Books, prepared with list of names in the front cover OR Blog for Friendship Sentences which each student has access to and can post to each others feeds. Cardboard strips to make vocab wall Black marker Pencils, colours IWB Computers & Blog (can be done later) Assessment: Do students work cooperatively and supportively in groups? Do students write or talk confidently about an aspect of their personal identity? Can students write a complete sentence describing another person?

Cross-curriculum Issues: Multicultural education Aboriginal education Gender equity Technology education

Teaching/Learning: As a class, brainstorm and discuss attributes of a good person (tries hard, friendly, helpful etc.). Create a vocabulary wall from the suggestions. Going around the class, students say something nice and positive about a classmate using the word-wall words. Establish the Friendship Books and have the first (guided) writing session. Friendship Books are used each week and rotated through the class. No student should have the same book twice, so having a list in the front cover to check off students is ideal. Students write 1 or 2 sentences about the student, describing their good behaviour or something about their appearance or personality that they like. It is used as a way of boosting self esteem and acceptance, and having students recognise the differences and strengths of each other. PREFERABLY students should use the Friendship Blog and post their sentences on each others page each week. Teacher can keep a checklist to ensure each student has posted on each other students blog. The blogs would be maintained in each computers lesson. Evaluation:

PDH

Early Stage 1

Week 3

I Am Special Likes and Dislikes

Outcomes: - COES1.1 Expresses feelings, needs and wants in appropriate ways - INES1.3 Relates well to others in work and play situations - V1 Refers to a sense of their own worth and dignity - V3 Enjoys a sense of belonging Resources: Likes/Dislikes person stencil - cut out Pencils, colours IWB Blog & Computers (can be done later) Assessment: Do students work cooperatively and supportively in groups? Do students write or talk confidently about an aspect of their personal identity? Do recognise and support the differences between each others likes/dislikes?

Cross-curriculum Issues: Multicultural education Aboriginal education Gender equity Technology education

Teaching/Learning: Play the Name Game: students sit in a circle and go around. Students repeat what was said by the person next to them, and then say their own suggestion. So it may go Bob, Bob Jess, Jess Kim, Kim Matt etc. First round they say their name, e.g. Tim, then they add an adjective to describe themselves, e.g. Terrific Tim, then they say something they like or dislike, e.g. Terrific Tim likes Spaghetti. Students are given a person stencil. On the stencil they create a collage of drawings depicting their likes and dislikes in a variety of categories e.g. food, clothing, colours, drinks, toys, activities/sports. Discuss, and display with the heading This is me. Students collages can be uploaded to the blog and captioned with the students initial Terrific Tim Likes Spaghetti sentence. This can then be commented on by the class. Evaluation:

PDH

Early Stage 1

Week 4

I Am Special Keeping your body healthy

Outcomes: - PHES1.2 Displays basic positive health practices - COES1.1 Expresses feelings, needs and wants in appropriate ways - INES1.3 Relates well to others in work and play situations - DMES1.2 Identifies some options available when making simple decisions - V1 Refers to a sense of their own worth and dignity - V3 Enjoys a sense of belonging Resources: Large outline of person OR small laminated boards (1 per group of 2) Blu tac Flashcards of words + pictures (1 per group) Pencils, colours IWB Blog & Computers (can be done later) Assessment: Do students work cooperatively and supportively in groups? Do students correctly identify parts of the body? Do students identify actions/processes for keeping the body clean and healthy?

Cross-curriculum Issues: Multicultural education Aboriginal education Gender equity Technology education

Teaching/Learning: EITHER: Divide students into groups of 2 or 3 and they work together to match the flashcards to the parts on the body outline. Afterwards regroup and discuss each body parts function... OR: Display the person outline on the IWB and as a class label each external body part using the flashcards, and discuss its function. As a class, discuss how to look after the body and keep it healthy. Record responses on the IWB. Possible responses include brushing teeth, clipping nails, daily washing etc. Have images of actions to assist. If time, play a game of What Are You Doing. Students form a circle with one in the centre. Centre student mimes an action involved in keeping the body healthy, e.g. brushing teeth. After a minute or 2, class asks What are you doing? and centre student replies with a different action to what is being done, e.g. combing hair (this can be tricky to do). Centre student taps another student to come in, and new centre student takes up the action that was just said (combing hair). Students can then post on the blog with a sentence (or 2) linking to this lessons content, such as I stay healthy by brushing my teeth or I wash my hair to keep it healthy. Other students might like to comment with me too etc. to show their involvement. Evaluation:

PDH

Early Stage 1

Week 5

I Am Special Needs and Wants

Outcomes: - COES1.1 Expresses feelings, needs and wants in appropriate ways - INES1.3 Relates well to others in work and play situations - DMES1.2 Identifies some options available when making simple decisions Assessment: Do students work cooperatively and supportively in groups? Are students able to distinguish between needs and wants? Can students analyse information and make decisions?

Resources: IWB Video: http://www.brainpopjr.com/ socialstudies/economics/needsandwants/ (5 mins) Flashcards/pictures of needs and wants (shelter, food, water, clothing, family, Gameboy, computer, guitar, bed, pillow, pencil, book, etc.) Blu tac Computers & Blog (can be done later)

Cross-curriculum Issues: Multicultural education Aboriginal education Gender equity Technology education Environmental education

Teaching/Learning: As a class, discuss what is a need? and what is a want?, using the flashcards/pictures as stimuli. Sort the flashcards/pictures into the two categories. Discuss the basic needs, e.g. food, water, shelter. Concepts such as family, parents etc. may be introduced, so teacher should be aware of any student situations, e.g. divorce, which require sensitivity. Think-Pair-Share: in pairs, students think of things they want. Share and record on the IWB. Repeat for needs. Watch video to consolidate, pausing at intervals to link student knowledge to the video content. **Technology link: Students can continue their learning about Needs vs Wants on their blog at home/in computers, listing things they can see/they have but they dont need. Evaluation:

PDH

Early Stage 1

Week 6

I Am Special How have I changed?

Outcomes: - GDES1. 9 Identifies how people grow and change - COES1.1 Expresses feelings, needs and wants in appropriate ways - INES1.3 Relates well to others in work and play situations - DMES1.2 Identifies some options available when making simple decisions - V1 Refers to a sense of their own worth and dignity - V3 Enjoys a sense of belonging Resources: Students baby photos brought from home How I Have Changed sheet (A3) Glue Pencils Computers & Blog (can be done later) Assessment: Do students work cooperatively and supportively in groups? Are students able to recognise and describe changes that have occurred in themselves and others over time? Are students able to write about these changes, using pictures as stimulus?

Cross-curriculum Issues: Multicultural education Aboriginal education Gender equity Technology education Environmental education

Teaching/Learning: Encourage students to bring in baby photos (newborn, 2 years, 4 years) and a current photo. Discuss the physical changes since the photos were taken. Stick the photos to a page titled How I Have Changed. Modelled writing: Write short captions to go on the My Changes page describing the changes, e.g. I have grown bigger, I have lost teeth etc. Students caption their page. **Technology link: Students photos can be uploaded to the blog and student can write 1 or 2 sentences describing their changes, and other students can comment on other things they notice. Alternatively, students can just type a sentence to go with their photos in MS Word. Evaluation:

PDH

Early Stage 1

Week 7

I Am Special Learning, growing, changing and feelings

Outcomes: - GDES1. 9 Identifies how people grow and change - COES1.1 Expresses feelings, needs and wants in appropriate ways - INES1.3 Relates well to others in work and play situations - DMES1.2 Identifies some options available when making simple decisions - V1 Refers to a sense of their own worth and dignity - V3 Enjoys a sense of belonging Resources: Students baby photos brought from home How I Have Changed sheet (A3) Glue Pencils Computers & Blog (can be done later) Assessment: Do students work cooperatively and supportively in groups? Are students able to recognise and describe changes that have occurred in themselves and others over time? Are students able to write about these changes, using pictures as stimulus?

Cross-curriculum Issues: Multicultural education Aboriginal education Gender equity Technology education Environmental education

Teaching/Learning: As a class or in pairs, discuss things that students can do now that they couldnt do when they were younger. After discussing, students create a picture depicting one or more of the skills they have developed over time. Talk about changes that will happen as they continue to grow. What do they think will happen, physically and emotionally? Talk about feelings: what feelings do we have, how can we express them? Role Play several situations where students depict emotions and must work out how to express them, e.g. Bob called John a mean name at recess time. What should John do? Consolidate by discussing each scenario e.g. why might Bob be calling John a name? **Technology link: Students work samples can be uploaded to the blog and student can caption it with a sentence or 2 describing the change(s) that they think will happen to them. Evaluation:

PDH

Early Stage 1

Week 8

I Am Special You are not alone

Outcomes: - GDES1. 9 Identifies how people grow and change - COES1.1 Expresses feelings, needs and wants in appropriate ways - INES1.3 Relates well to others in work and play situations - DMES1.2 Identifies some options available when making simple decisions - V1 Refers to a sense of their own worth and dignity - V3 Enjoys a sense of belonging Assessment: Do students work cooperatively and supportively in groups? Do students show an understanding of the impact of culture/religion/gender/nationality on likes/dislikes and identity? Do students show an understanding of stereotypes? Do students show acceptance of others likes/dislikes and points of view?

Resources: Printed (or drawn) pictures of students favourite foods, colours, drinks, sports. String Role Play scenarios Pencils Computers & Blog (can be done later)

Cross-curriculum Issues: Multicultural education Aboriginal education Gender equity Technology education Environmental education

Teaching/Learning: Students are standing and move about the room. Teacher calls out a list of things that students have/use/like etc. Students must talk to each other to work out who has the same response as them, and then stand with that person/those people. The questions/categories can be open or closed categories, e.g. Find someone who likes the same TV show as you, or Is your favourite colour red? Discuss likes and dislikes, and why some people might like the things you dislike. Lightly introduce the concepts of culture, religion, nationality and gender. Discuss the impacts these concepts might have on a persons likes/dislikes, and lightly link to stereotypes will a girl always like the colour pink? etc. Talk about differences being ok, and what to do about differences (i.e. dont argue or fight). As a class, create a graph showing class responses. This can be done in MS Word to link in technology. Discuss the results and what this shows about our class. **Technology link: Create a poll on the blog which students can respond to, and which can then be discussed as a class. Evaluation:

PDH

Early Stage 1

Week 9

I Am Special Friendship and Personal Identity

Outcomes: - GDES1. 9 Identifies how people grow and change - COES1.1 Expresses feelings, needs and wants in appropriate ways - INES1.3 Relates well to others in work and play situations - DMES1.2 Identifies some options available when making simple decisions - V1 Refers to a sense of their own worth and dignity - V3 Enjoys a sense of belonging Resources: A4 paper Glue Pencils and colours Friendship Books/Blogs IWB Computers & Blog (can be done later) Assessment: Do students work cooperatively and supportively in groups? Are students able to imagine and describe changes that may occur to them in the future? Do students read clearly something they have written in the Friendship Book? Are students able to explain the reasons behind their writing and ideas?

Cross-curriculum Issues: Multicultural education Aboriginal education Gender equity Technology education Environmental education

Teaching/Learning: As a class, discuss students hopes for their future: what job do they want to do, what will they be like? How can they get to be this person? (work hard, be nice to others, etc.) Students draw an image representing the person they want to be, captioning it with descriptions such as happy, friendly, fireman etc. Conclude the unit by sharing the Friendship Books/Blogs. Students may read something they wrote about someone. Discuss the general ideas students wrote about (being nice, sharing, being funny, helping, learning well, paying attention etc.). Link back to being an individual and students sense of personal identity. Evaluation:

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Parts of the Body Flashcards/Game Tiles Retrieved from figure8.net