1Part A - WARM UP GAMES – PROFORMA – PDHPE (students are to use one part A proforma for each of the 8 games,

one page for each one)

Name of the Game Animal Walking Stage:ES1

Explanation:
In this game the entire class will be divided into groups of 5/6. Each group will try to imitate the way an animal moves. For example,
if a group decides to walk like a cat they would walk on their knees and palms; at the same time they are to make cat sounds.
Teacher will pose questions like this: “if you were my pet dog how would you walk towards me?” or “If you were a gold fish in the jar
how would you move around? The teacher won’t dictate the students to move like certain animals, each group will make their own
decision. Teacher can only intervene if two groups came up with the same animal to imitate. In this case the teacher can draw a
lottery to decide which group should imitate which animal. After all the groups have their chance to act, the entire class can perform
short act together to make it more enjoyable.

Why is this game important for this stage?

This game is important for this stage because:
 At this early stage of learning children learn better through playing. Maria Montessori once noted “play is children’s
work”. ( Woolfolk and Margetts; p,47).
 This game allows them to sense and create the movements from within.
 Because this kind of game enriches students’ informative knowledge about animals.

What are the PDHPE skills involved in this game? How?

1. DMES1.2 Identifies some options available when making simple decisions). Students learn how to make their own
decision. Here students as a group taking a decision about choosing an animal to imitate. Thus, they are being able to take
a simple decision.

2. COES1.1 Uses correct vocabulary for body movements, eg run, slide, skip, stretch, reach). While discussing they are
communicating with group members.

3. MOES1.4 Demonstrates a general awareness of how basic movement skills apply in play and other introductory
movement experiences.) While imitating they are moving almost all their body parts.

Equipment and Teaching cues

 Classroom floor should be checked for any stapler pin, stick pins or any other bits and pieces of stationary before the students
start to crawl or kneel down on the floor.
 Since students are performing inside the classroom they should move around cautiously to prevent themselves from hitting
against the desk, chair or so on.
  While playing students should keep in mind that there are ongoing classes, therefore , the sound they produce should be at its
minimum level.

Part A - WARM UP GAMES – PROFORMA – PDHPE (students are to use one part A proforma for each of the 8 games, one page for each one)

Name of the Game: Going on a bear hunt Stage: ES1

Explanation :
The teacher introduces the famous story ‘Going on a bear hunt’. Then the teacher instructs the students to pretend that they are
going on a bear hunt and facing various obstacles as the characters of the book. For example, running into animals that they need to
get away from or walking through the long tall grasses etc. The teacher may give command as follows:
- climb on a tree to hide from the bear
- jump over a log
-walk through a puddle
-duck down to avoid lower brunches
-tip toe past a snake.
-walk through the long tall grass
The students in groups of two will carry out suitable actions accordingly. Those who like to imitate an animal rather than
playing may have the freedom to act as a wolf or bear.

Why is this game important for this stage?

This game is important for this stage because:
 These adventurous activities really get their heart pumping before going out to play.
 The connection with literacy makes them eager to play.
 This game gives the students the options to act or play, therefore involves all of them.
What are the PDHPE skills involved in this game? How?
COES1.1 Responds to simple instructions and rules. (while playing they are following teachers prompt)

INES1.3 Works happily with class peers. (They are engaged in a group activity)

MOES1.4 Climbs up, through, under, over apparatus, eg benches. (They are pretending to climb on a tree, duck down under a
branch, going up and down the mountains etc.

Equipment and Teaching cues

 Teacher always guide the students to be careful while using the apparatus to prevent any kind of injury.
 The teacher reminds them to make the sound accordingly(eg. When they are pretending to cross long tall grass they are to make
‘swish’ ‘swash’ sounds.

Part A - WARM UP GAMES – PROFORMA – PDHPE (students are to use one part A proforma for each of the 8 games, one page for each one)

Name of the Game : Creating Shapes Stage:1

Explanation
Students play this game in groups of 3 or 4 by choosing the group members themselves. The teacher draws a shape on the chalk
board; group members of each group will compose that shape by moving their bodies. Groups may attempt together if needed. For
example, if there is a hexagon on the chalkboard two groups of three students have to work together. Teacher gives the necessary
instructions in this regard.

Why is this game important for this stage?

 This game is directly related to the stage one mathematical content; therefore, it adds on to their geometrical
knowledge.
 Students are involved in this game; hence the interaction among the students increases.
 It enhances students’ cooperative nature by playing in groups.
What are the PDHPE skills involved in this game? How?
MOS1.4 Demonstrates maturing performance of basic movement and compositional skills in a variety of predictable
situations.

Students are composing shapes by applying accurate movement skills which reveals that they can maturely perform basic
instruction following teacher’s direction.

INS1.3 Displays cooperation in group activities, eg taking turns.

Students are playing as members of their own group as well as grouping up with other teams when require.

DMS1.2 Chooses the friends they play with.

Since they have the opportunity to pick friends to form a group, students spontaneously do that in most of the cases.

Equipment and Teaching cues

 Students are always to keep in mind about the time limitation so that one group don’t waste too much time.
 Teacher always reminds the students to keep their hands to themselves while forming shape.
 While two or three groups are performing the teacher tells other groups to watch carefully and guide the performing group to be
perfect .

Part A - WARM UP GAMES – PROFORMA – PDHPE (students are to use one part A proforma for each of the 8 games, one page for each one)

Name of the Game: Cooking noodles Stage:1

Explanation
Students will be divided into two straight lines at least 50 cm apart from each other. On the floor they will lie down very stiff and
straight pretending that they are uncooked noodles. On teacher’s command they will roll sidewise few times as raw noodles. Next,
the teacher will give them approximately 30 seconds to imagine themselves as being cooked. Then the students will be asked to give
a shape to their imagination by changing their movements. At this stage the teacher will give following instruction:
-Swirl around or twist to express that you are being boiled in hot water,
-Stand up and Jump to shake off extra water (to pretend that the noodles are being drained)
-Act as if you are being tossed and stirred with butter
etc.
Why is this game important for this stage?
 The students are moving their bodies enough while lying on the floor and standing before going out to play.
 They are imagining and playing at the same time, therefore, warms up the students both physically and mentally.
 At this age students are able to understand simple ‘transformation’ process through playing.
 Most of all, at this preoperational stage of learning kids love to pretend play and while engaged in such play they
learn how to use language and interact with others.(Woolfolk and Margetts;p,47).

Equipment and Teaching cues

 Students are always being reminded about the limited space, therefore should attempt their move carefully.
 As the game goes students are always being reminded to keep their imagination ongoing; otherwise it would be only few attempts to
follow directions.
 The teacher always warns the students to be extra cautious while they jump up from lying position.

Part A - WARM UP GAMES – PROFORMA – PDHPE (students are to use one part A proforma for each of the 8 games, one page for each one)

Name of the Game: Tag your partner: Stage:2

Explanation
The teacher has two or three of her students to draw two big (as big as the space allows) circles on the floor. Students pair up inside
those circles. Each pair in the circle decides who is going to be ‘it’. Staying within the boundaries, and walking only, the player who is
‘it’ attempts to tag their partner. When the tag occurs, the tagged player becomes ‘it’ and must turn 360 degrees before beginning to
try to tag their partner, who is now the non-it. Each pair plays their own independent game of tag in the same circle.

Why is this game important for this stage?

 Each student is taking part in the game at the same time; therefore, it takes less time for the whole class to be
warmed up for the upcoming game.
 Students are learning to move safely and expressively at the same time inside a designated area.
What are the PDHPE skills involved in this game? How?
 INS2.3 Makes positive contributions in group activities.
While moving in a confined area students are showing respect for other members by giving them space to move. Thus , they are
showing sporty attitudes and therefore, contributing in achieving the intended outcome.
 PSS2.5 Uses a range of problem-solving strategies.
Students invent and apply ways to avoid collision with other playmates while moving around inside the circle.
 MOS2.4 Displays a focus on quality of movement in applying movement skills to a variety of familiar and new situations.
To avoid commotions students discovers and applies smart ways of walking and tagging the partner at the same time.

Equipment and Teaching cues:

 Each student should be sensitive to his partner’s choice while tagging him/her.
 Teacher always reminds the pairs to take turn.
 Students always have to keep in mind to move sensibly since lots of students are moving in a confined area.
As the game goes the teacher has to brief the students about the above mentioned matters to have a handsome amount of warm up
within the allocated time.

Part A - WARM UP GAMES – PROFORMA – PDHPE (students are to use one part A proforma for each of the 8 games, one page for each one)

Name of the Game: Hallway pinball Stage:2

Explanation
Students play in pairs. Students make a tunnel out of empty tissue boxes, paper towel tubes or any small cardboard boxes across the
classroom floor. The tunnel should be wide enough for two tennis balls to pass through. Students in pairs stand in a line. On the
teacher’s count each pair will try to roll their balls through the tunnel without knocking over any of the boxes or paper towel tubes.
Thus, the pair who gets more chance to roll the ball without knocking over its walls within the allocated time wins.
Why is this game important for this stage?
 In pairs all the students are taking quick turns, therefore this game is helping them to maintain their mobility until they got into the real
game.
 Taking turns or sharing apparatus at this early stage enrich students’ cooperative manner in order to respond to a partner’s movement
in a game.
 This game involves stretching forward while rolling the ball accurately, therefore, students are refurbishing their coordination skill.

What are the PDHPE skills involved in this game? How?

 INS2.3 Works independently or in a group to devise a simple game.

This is a made up game. Students came up with this idea consulting with the teacher. Also, even though the students
taking turn as pairs the entire class is playing at the same time; thus students are showing their competence in
devising a simple game

 PSS2.5 Perform a simple movement sequence given particular limitations, eg restricted use of space, varied levels and
tempo.

Students are showing their ability to play in a confined area i.e. part of the classroom floor.

 MOS2.4 Displays a focus on quality of movement in applying movement skills to a variety of familiar and new
situations.

As the game goes on students are gradually improving their tactics to throw the balls through the tunnel without
knocking over the tunnel wall.

Equipment and Teaching cues

 Teacher always gives reminder about the time limitation, so that students don’t waste time between collect the ball and hand it over
to the next pair.
 To keep the students engaged all the time teacher may give extra tennis balls to the students and keep them busy doing any
movement activities they can do while waiting for their turn to come.
Part A - WARM UP GAMES – PROFORMA – PDHPE (students are to use one part A proforma for each of the 8 games, one page for each one)

Name of the Game: Pompom in a cluster Stage: Stage 3

Explanation
Students are divided into about 5/6 teams and each team draws 5/6 circles as a cluster. Students can also use small hoola hoops to
make create clusters. All the members have their own palm size pom poms to throw inside the cluster. After all the members finished
throwing the pom poms they run toward the cluster and collect all of them, jump out of the cluster and run back to their previous
place to attempt another turn. Thus, the game continues as long as the time permits.

Why is this game important for this stage?

 Since the students are bending over for throwing and picking up pompoms this game increases blood flow in the
muscles improves muscle performance and flexibility and reduces the likelihood of injury in the upcoming games.
 This co-operative movement related activity assists students to improve their locomotors skills.
 Students’ ability to manipulate objects for purposeful movements increases by playing this game.

What are the PDHPE skills involved in this game? How?

INS2.3 Makes positive contributions in group activities.

Each student has to try to throw and place all the pompoms in their groups’ own cluster, thus contribute positively in
group activities.

MOS2.4 Displays a focus on quality of movement in applying movement skill to a variety of familiar and new
situations.

Students consult among the group members to come up with more effective throwing techniques; they also follow their
fellow classmates to add accuracy in their throwing attempt.

GSS2.8 Participates and uses equipment in a variety of games and modified sports.

At this stage of schooling students should be able to handle sports equipments with great care. In this particular game
students are responsible to use the hoolhoops and the pompoms carefully and put them back in place after the activity.
Thus, by taking part in this type of modified sport students enrich their sense of responsible use of sports materials.
Equipment and Teaching cues
 Students always have to remember that they are responsible for the safekeeping of the sports equipments.
 Students have to be careful while jumping out of the hoolahoops cluster; they have to jump high enough to avoid tripping over.

Part A - WARM UP GAMES – PROFORMA – PDHPE (students are to use one part A proforma for each of the 8 games, one page for each one)

Name of the Game: Let’s move! Stage:3

Explanation

Teacher plays some bright, rhythmical music. Student stands at suitable spots away from their desk. The game starts with the
teacher’s direction to students start move their body parts in an orderly manner. For example the teacher can start with saying
“wiggle your toes”, “circle the ankles” etc. Thus, students move their body part little by little all the way up to their head. Gradually
the direction gets faster and random. For example the teacher might say “circle your ankles, then circle your neck”, “stomp your feet
and wiggle your toes”. Students have to be alert enough to carry out teacher’s order accordingly as well as to maintain the rhythm.

Why is this game important for this stage?

 This game is a good way of enhancing students’ knowledge about body control and awareness,
 Gain confidence in object manipulation and control,
 Knowledge about anticipating and timing technique enhances.

What are the PDHPE skills involved in this game? How?

 MOS3.4 Refines and applies movement skills creatively to a variety of challenging situations.

By giving random instructions to move their body parts the teacher is placing the students in a challenging
situations. Students do their best to follow the teachers instruction accordingly.

 DAS3.7 Performs own or set movement sequences with consistency.

 The game starts with a consistent pattern of moving body parts in which students of this age should feel
comfortable with.

 COS3.1 Communicates confidently in a variety of situations.

Gradually when the game becomes more complex the two way interactions between teacher and student takes
place in order to clarify the sequences of the game pattern.

Equipment and Teaching cues

 As the game continues , the teacher always reminds the students to mind the desk s and chairs nearby to avoid injuries
 Sound of the music playing should be at the minimum level so that it doesn’t disrupt the ongoing classes nearby.
 Teacher briefs the students to take it easy when they start moving their body parts; because sudden harsh movement may
result in an muscle pull or related injury.

Part B - INVASION GAMES – PROFORMA – PDHPE (students are to use one part B proforma for each of the four invasion game, one page/game, 2 games S 2 + 2 games S 3

Name of the Invasion Game: Gather balls: Stage:3

Explanation
The whole class is divided two groups. Each group has their own set of tennis balls at their home base. Group members of these
two groups wear two different coloured oz tags on their waist. Each group has to protect their own set of balls from being stolen.
On teachers ‘go’ participants invade into other teams’ territory and try to steal as many balls as possible and try to go back to their
home base. If a student is tagged by another student from the opposition team while holding a stolen ball, he or she must give the
ball back to him. Once a student manage to still a ball and get back to his or her home base without being tagged can pursuits for
the next one. Thus, the team who can collect the most amounts of balls within the allocated time is the winner.

Why is this game important for this stage?

 Students learn to apply strategies and tactics for the purpose of improving their performance.

 Students are learning to improvise their movement as the situation demands.

 They are learning to take the right step to make a positive contribution to their team.
What are the PDHPE skills involved in this game? How?

 INS3.3 Acts in ways that enhance the contribution of self and others in a range of cooperative situations.

Group members are trying to collect as many balls as they can within the allocated time and thus contributing
positively in such a cooperative manner.

MOS3.4 Refines and applies movement skills creatively to a variety of challenging situation.

Since one group member gets several chances to still a ball from the opposition group, he or she has the
opportunity to demonstrate refined tactics of his or her in doing so.

COS3.3 Communicates confidently in a variety of situations.

While the game goes on members of a group can have a quick chat about their collection or their techniques
to successfully invade other groups’ territory.
Equipment and Teaching cues
 Students should be instructed to be submissive enough while snatching oztags from others. Too much aggressiveness is not
allowed while doing that.
 The teacher always reminds the students to keep the collected balls within their own boundary lines; otherwise the original
owners of the ball might take it back if they get a chance.
 No student can wait inside their own boundary; everyone must go out there and contribute to his or her own group.

Part B - INVASION GAMES – PROFORMA – PDHPE (students are to use one part B proforma for each of the four invasion game, one page/game, 2 games S 2 + 2 games S 3

Name of the Invasion Game: Attack and Defend: Stage:3

Explanation

The whole class is divided into two groups- attackers and defenders. The playing court is nearly the size of a basket ball court which
is divided into two parts as well. As a referee the teacher drops the ball at the centre of the court for the attackers to catch it using
their hands. The attackers then pass the ball among group members using their both hands and head while they try to pass the end
line of the opposite side of the court. Defenders on the other hand, can use only one hand at a time to get the ball. If a defender
can have the possession of a ball then the entire team will switch to the attackers position (change sides). Thus, if any member of
the attacking team can manage to cross the defending teams’ line with the ball in hands or on head, scores a point for the team.
Why is this game important for this stage?

 Students will start to discover different tactics which improve their speed, strength and stamina.

 By taking turn as defenders and attackers students are developing their skills to pass the ball in different
ways.
 While playing students are learning to create a cooperative game by combining a variety of locomotor, non-
locomotor and manipulative skills.

What are the PDHPE skills involved in this game? How?

 DMS3.2 Applies decision-making processes when choosing a recreational pursuit.

While playing students are automatically taking decision on who to pass the ball, how(ie. Should they use head
or hand in this case) to pass it. Thus, they are continuously applying their decision making skills.

 INS3.2 Acts in ways that enhance the contribution of self and others in a range of cooperative situations.

Students are exhibiting cooperating manners by trying to score for their own team.

 MOS3.4 Refines and applies movement skills creatively to variety of challenging situations.

Within the allocated time each team gets a number of chances to score; therefore, they are having
opportunities to apply revised techniques each time.
Equipment and Teaching cues
 Since students are using their heads and hands only in this game there is a greater chance of clashing with each other. That’s
why from the very beginning the teacher alerts the students to make their move carefully to avoid any serious injury.
 The teacher always keep reminding the students of a group are to change their position swiftly once a member of that group
gets hold of the ball to save time.

Part B - INVASION GAMES – PROFORMA – PDHPE (students are to use one part B proforma for each of the four invasion game, one page/game, 2 games S 2 + 2 games S 3

Name of the Invasion Game: Ball collection Stage:2

Explanation

Students are divided into two teams. Both teams have softballs or tennis balls of different colours. Also, each of them has a bat
made out of newspaper with white tape wrapped around them to move the balls from one end to another of the basketball court..
Each player needs their cone to place their ball on top of it. The cones are to be set up at the opposite end of the playing space, so
that each team’s balls are in straight lines. There should be enough space between the two teams’ position so that team members
can move easily. On the teacher’s whistle members from each team start to move forward with their own coloured balls in an
attempt to get their opposition groups’ balls and save their own ones at the same time. Once a player securely place one of the
opposition coloured ball on the top of his own cone adds a point to his or her own team. Thus, the team who acquired the largest
number of balls from the opposition party within the allocated time is the winner.

Why is this game important for this stage?

 By engaging in such competitive game students assess their personal fitness and compare scores which in turn
help them to set goals for improvement.

 By taking part in this type of game students learn to analyse different body types efficiency for a variety of
movement.

 Students learn to value their own movement achievements.

What are the PDHPE skills involved in this game? How?

 INS2.3 Makes positive contributions in group activities.

Throughout the game all the group members are busy to secure their group coloured ball and to gain
possession of opposition groups’ ball to score for their own group.

 MOS2.4 Displays a focus on quality of movement in skills to a variety of familiar and new situations.

As they continue they are trying to figure out effective tactics to dodge the opposition group members and to
save their groups’ balls.

 DMS2.2 Makes decisions as an individual and as a group member.

 Even though students are contributing in a group activity, each member is taking decisions about applying the
effective techniques to secure the possession of his or her own groups’ ball as well as his opponents ones.

Equipment and Teaching cues

 Teacher may add that any student can use his hand when he is about to put the opponent coloured ball on to the top of his
own cone.
 In addition, students should be notified that when a group member is within the 30 cm of any of his or her own groups’ cone,
no opponent is allowed to attempt to regain the control of the ball from him.
 Students should be notified that it is an one-to-one game, two person can’t attack one opponent.

Part B - INVASION GAMES – PROFORMA – PDHPE (students are to use one part B proforma for each of the four invasion game, one page/game, 2 games S 2 + 2 games S 3

Name of the Invasion Game: Hit the target Stage:2

Explanation
Students are divided into two groups. An indoor basketball court can be used for this game. Two benches are to be set up at
the two end of the court. Benches should be at the throwing distance from one another. One student from each team plays
as goal keeper.
Each team has to try to throw the ball at the opposition’s bench. To score the ball must hit the face of the bench and bounce
back. If the ball bounces over it is a missed shot and the goal keeper starts with the ball.
All players must hop or jog slowly at all times while passing the ball among them. If a player stops and someone spots him
not moving the other team gets a penalty shot.
Players must pass the ball before moving into a new space or position.
There is NO tackling. Defending players must give room for person with the ball; defending players may intercept passes to
regain the ball.
Penalties are awarded for fouls or standing still. Penalty taker has free shot in front of goal against the goal keeper.
Everybody on the team must have been passed the ball before one can score.
Players can only shoot after the half way mark.

Why is this game important for this stage?

 Students are applying comprehensive knowledge about co-operative skills during movement related activities

 Students’ value of positive group recognition enhances by participating in such a co-operative activities
 By playing this type of game students are able to analyse different body types efficiency for a variety of
movement, skills and activities.
 What are the PDHPE skills involved in this game? How?

DMS2.2 Chooses physical activities that are enjoyed by all members of a group.

INS2.3 Help others to achieve set task

MOS2.4 Throws over arm proficiency.

Equipment and Teaching cues

 Students must remember that this game even though this game is an invasive game, they are not allowed to
approach the opposition player to tackle the ball.
 At certain gap teacher keeps reminding the students to keep moving in order to avoid being disqualified.
 Students have to keep in mind that right before they shoot for a score they need to make sure that they are at least after the
half way mark.

K-6 PDHPE BLANK LESSON PLAN PROFORMA – Part C Assignment 1 (students are to use one part C proforma for each of the four lessons to be planned)

LESSON: 1 STAGE:1,Year 2
Related lesson outcomes (PDHPE & other KLAs): (PDHPE & other KLAs): Demonstrate maturing performance of basic movement and
compositional skills in a variety of predictable situations; hops on preferred and non-preferred foot (MOS1.4). Identifies the ways in which they
communicate, cooperate and care for others (IRS1.11). Uses a range of mental strategies and concrete materials for multiplication and division(NS
1.3)

Part & Timing Content (WHAT) Teaching & learning strategies (HOW) Resources
Introduction The purpose of this lesson is to help -The game starts with the recap of students’ ability to count A wall chart of skip
students to understand and apply by 2s, 3s, 4s and 5s for first five minutes. counting
various ways to cooperate with others, - As a class students discuss about the cooperative manners
especially with peers in play situation. while playing in a group.
10 minutes Students are expected to enrich their
understanding in skip counting, number
facts and product.
Body -ways to cooperate with others in This is a sequential game where the entire class is divided Basketball court or hard
10 minutes work and play situation. into groups of two, three, and four and so on as the game ground to draw on and
-students are gradually developing demands. piece of chalk to draw on
their senses about number facts and The next step for the class is to go out on the basketball the court.
computation with progressively larger court or someplace where they can draw 8 to 10 rectangular
numbers in multiplication. boxes (1mx5ocm) on the ground. The students first group
-Some of them begin to notice the themselves in groups of two and hop along the boxes as they
relativity between skip counting and count by two. Then the students divide themselves in groups
times table. of three and hop along the grid as they count by three. Thus,
the game continues as long as the time permits. Teacher
intentionally let the groups to decide who would go after
whom to observe students’ ability of cooperation and ways of
communication with peers. Students also get to choose their
own group members as the game progresses. Students
continue the game as they observe the changes in the
numbers. Students who are comparatively poor in skip
counting learn from their group members as they go along
with the flow.
Conclusion Students’ develop facility with number -As they are cooling down students engage themselves in a Times table wall chart, a
15 minutes facts and counting with gradually class discussion about following topics: skip counting, how it chalkboard.
larger numbers in multiplication. This, is similar to times table, times table is another form of
in turn, will help them to understand multiplication, maths of grouping and multiplication are
the reasoning among multiplication alternative to each other etc.
factors and product. -The teacher highlights the relativity between skip counting
and times tables. She also points out the increasing changes
in the number products of the times tables on the chart to
give them a head start in solving multiplication problems;
because, once the students are at stage 2 they start to
determine factors for a given number.(Mathematics K6;p29.)
Lesson Evaluation
-since not that all the students know how to skip count, was it a worthwhile attempt to give them a head start in learning multiplication?
-was it enough for the bright students (who already knows how to count by even 8 or 7) to engage them? Would an extension level of this lesson were
necessary for those kids?
-what could be easier approach for the students who are still struggling with counting by 2s?
-were counting and hoping at the same time too difficult for them?
-what other body movement would be appropriate instead of hoping?

K-6 PDHPE BLANK LESSON PLAN PROFORMA – Part C Assignment 1 (students are to use one part C proforma for each of the four lessons to be planned)

LESSON: 1 STAGE: ES1

Related lesson outcomes (PDHPE & other KLAs): ): Compares and contrasts natural and built features in their local area and the ways in
which people interact with these features. (HSIE, ENS1.5). Demonstrate and emerging awareness of the concepts of safe and unsafe living.
(PDHPE, SLES1.13).
Part & Timing Content (WHAT) Teaching & learning strategies (HOW) Resources
Introduction The two major topics the students are -General class discussion about how to use the sidewalk and Stick board, stick pins.
5minutes learning at this part are – pedestrian crossing
safety and safe crossing procedure. - Teacher may stick some photos of people using the zebra
crossing and the side walk of the neighbourhood

Body - Students are being able to compare -A tour in the neighbourhood is the key strategy taken by
and contrast natural and built the teacher.
20 minutes features in their local area. -While walking teacher encourages students to take notice
- Practice organize and safe ways of of the following facts: lollipop lady helping kids to cross the
using roads and sidewalks road, anyone unsafely crossing the road, person using the
sidewalk in a correct manner etc.
-students locate natural and built features with the help of
the teacher (teacher provides example of natural and built
features in the neighbourhood).

Conclusion At the end of this lesson students are Students choose to draw from the following topics (provided A4 art papers for each
expected to acknowledge features like by the teacher): student, pencil, rubber,
rights and responsibilities as -lollipop lady helping someone to cross the road sharpener and crayons.
pedestrian, safe practices while using -bushes or trees nearby their school
the sidewalk and zebra crossing. Also, -school building
20 minutes
students are expected to locate -someone not using the zebra crossing while crossing the
themselves within environments by road, etc.
using a variety of location tools such
as references to natural and built
features; thus, helps them to
acknowledge that their safety
depends on the environment and the
behaviour of themselves and others.
Lesson Evaluation
- Does the lesson content align with the learning objective?
- Are the teaching strategies explicit enough for the students of this age?
- Was it a worthwhile excursion?
- Did the entire lesson go according to my plan (especially time wise)? If not, then what could be the effective measure that I could take to
make it a 100% successful one?
- Does this lesson establish a foundation for their broader understanding about safe living and involvement with the environment?

K-6 PDHPE BLANK LESSON PLAN PROFORMA – Part C Assignment 1 (students are to use one part C proforma for each of the four lessons to be planned)

LESSON: 1 STAGE: 2, Year4

Related lesson outcomes (PDHPE & other KLAs): HSIE (CUS2.4): Describes different viewpoints, ways of living, languages and belief
systems in a variety of communities. Creative Arts (DAS 2.2): Explores, selects, organizes and refines movement using the elements of dance to
communicate intent. PDHPE (DAS2.7): Performs familiar movement patterns in a variety of dance situations; (V2) appreciate s the similarities
and differences between themselves and others.

Part & Timing Content (WHAT) Teaching & learning strategies (HOW) Resources
Introduction Origins and backgrounds of people in As a preview of this lesson the teacher may ask students to Online connection and
the local community as well as their talk to their parents or carer about their socio-cultural overhead projector.
own. practices prior to start this lesson.
-Students involve in a class discussion to learn a wide variety
15 minutes
of cultural and religious norms and practices
-teacher may show some pre-selected clips of different
festivals celebrated around Australia.
Body Identify and describe some Students will work in group of two. Students’ workbook,
similarities and differences between Teacher assigns class work on the following topics: pencil, rubber.
communities within Australia. What are the major religious festivals in your
20 minutes
culture?
What are the main foods you eat at home?
What type of dresses did your parents wear
when they were at your age?
How the above matters are different from
any of your friends?
Students jot down their thoughts on their workbook.
Conclusion Despite of having multicultural -Teacher plays the tune “we are one, we are many...” to give CD for the ‘We are one..’
10 minutes communities around Australia, we live them the sense of belongingness in the community. song and the player.
under the same Australian sky and pay -Students demonstrate a few dancing skills along with the
respect to the Australian flag. tune composed by the teacher.

Lesson Evaluation
-are all the students taking part in the class discussion?
-is each of the student contributing to pair thinking process?
-do they seem comfortable in attempting the given class work? If not then should there be more scaffolding?
-is the time for the class work enough for all the pairs?
-are the learning activities allowing the students to develop a greater understanding of multiculturalism?
 K-6 PDHPE BLANK LESSON PLAN PROFORMA – Part C Assignment 1 (students are to use one part C proforma for each of the four lessons to be planned)

LESSON: 1 STAGE: 3; year 6

Related lesson outcomes (PDHPE & other KLAs): PDHPE (PHS3.12)-Explains the consequences of personal lifestyle choices.
English and Literacy(WS3.9) -Produces a wide range of well-structured and well-presented literary and factual texts for a wide
variety of purposes and audiences, using increasingly challenging topics, ideas, issues and written language features (WS3.9).

Part & Timing Content (WHAT) Teaching & learning strategies (HOW) Resources
Introduction In this part the students begin to In groups of 3/4 students discuss this matter and make Students’ work book, pencil
learn to differentiate between the a grid of nutritious and sometimes food on their work and rubber.
healthy and sometimes food they book.
10 minutes
take on regular basis.

Body -major factors that influence our -teacher presents some examples of provoking Online connection, their
nutritional intake. commercials about food (eg. McDonalds, ) workbooks to list the factors.
-the amount of intake of nutritional http://www.rawfoodswitch.com
10 minutes and non-nutritional food on regular http://pfojectswole.com
basis. - Students as a group discuss how factors like different
- Consequences followed by the medias (TV, magazine and billboard commercial) influence
personal choices. people’s food intake and related habits.

-in addition, students watch the clip about raising obesity

awareness.

Conclusion -a quick recap of the activities students have done so http://www.writingfun.com

The aim of this part of the lesson far.
25 minutes
is to increase students’ ability to -teacher adds on to their previous knowledge about Interactive whiteboard.
analyse personal food intake to writing an exposition.
identify the balance of choices - to assist them with this certain text type the teacher
made. put up the mentioned website on the interactive board.
 -students commence writing an exposition on any of the
topics they have already chosen.
-the topics may be as follows:
Chips should be banned from the school
canteens.
Parents shouldn’t allow kids to have soft
drinks.
There shouldn’t be any provoking fast
food commercial on TV between 7:00am
to 9:00pm.
Lesson Evaluation
The entire lesson consists of class discussion, watching commercial, jotting down thought and writing or learning to write exposition. Considering the
time limitation the teacher needs to look into the facts whether it is possible to demonstrate these series of activities as well as to achieve the
intended outcome or not. Following reflective questions may help to evaluate the range of success of this lesson plan:
-was the time provided enough for the students to demonstrate all these activities?
-if not which part of the lesson should be trimmed?
-is it hard for few students to find a connection between the taken choices and the consequences? (More explanation may be needed
in this regard).
-when it comes to write exposition what could be done for the students who are not up to the mark in terms of writing (especially the
students who are involved in ESL programme)?
-have the learning phases been explicit to the students?
-do the students look comfortable in commencing writing an exposition?
 APPENDIX
1. Http://fun.familyeducation.com/dance/activity/40327.html?detoured =1
2. Http://fun.familyeducation.com/hobbies-and-interests/games/33402.html
3. NSW Board of studies 2006. Personal Development, Health and Physical Education K-6 Modules. Sydney, Australia.
4. NSW Board of studies 2002. Mathematics K-6 Syllabus. Sydney, Australia.
5. NSW Board of studies 2001. Human Society and Its Environment K-6 Syllabus. Sydney, Australia.
6. NSW Board of Studies 2006. Creative Arts K-6 Syllabus. Sydney, Australia.
7. NSW Board of Studies 2001. English K-6 Modules. Sydney, Australia.
8. Woolfolk, A., Margetts, P. 2007. Educational psychology.